Memory deficits in young schizophrenics with normal general intellectual function

The aim of the present study was to examine different dimensions of memory functioning in young schizophrenics with normal general intellectual abilities. Thirty-three patients with schizophrenia and 33 healthy controls were included in the study. The results suggest that immediate short-term memory is intact, though there emerged a working memory deficit in the schizophrenia group. Deficient encoding of verbal material was observed in some, but not in other, testing conditions. There also seemed to be a retrieval deficit for verbal material in schizophrenia, though no storage deficit was indicated. Impaired memory for non-verbal material was also revealed. These results occurred in a context of intact executive functioning as measured by the Wisconsin Card Sorting Test. The results indicate that temporal and frontal structures, as well as their interconnections, may be compromised in schizophrenia.     

Testing the investment model of relationship commitment and stability in a longitudinal study of married couples

This study tested Rusbult’s (1980, 1983) investment model of relationship commitment and stability using data from both partners of 3,627 married couples. As pre-dicted, spouses’ satisfaction, investments, and quality of alternatives were unique predictors of their commitment to the marital relationship. Additionally, commitment assessed at the initial testing predicted marital termination or stability 18 months later. Multiple-group path analyses showed that the investment model provided an adequate fit to the data and that the associations among variables were similar for husbands and wives. Limitations of the model as well as directions for future research are consid-ered. This research used the American Couples, 1975-1978, data set [made accessible in 1992, computer data]. These data were collected by Philip Blumstein and Pepper Schwartz and are available through the archive of the Henry A. Murray Research Center of Radcliffe College, Cambridge, Massachusetts (Producer and Distributor). This paper is based on work supported under a National Science Foundation Graduate Fellowship awarded to Emily A. Impett and a UCLA Academic Senate Research Grant to Letitia Anne Peplau. The authors are very grateful to Kevin Kim and Jodie Ullman for statistical consulting and Brian Doss for comments on an earlier draft.     

Correlates and predictors of hyperactivity and aggression: A longitudinal study of parent-referred problem preschoolers

Forty-six parent-referred problem 3-year-olds and 22 comparison children were assessed with parent report and observational measures; 54 were followed up at age 4, and 53 were followed again at age 6. Lower social class and greater family stress were associated with higher symptom ratings at initial referral and age 6 follow-up. Negative and directive maternal behavior and negative and noncompliant child behavior observed in the lab at age 3 were associated with higher maternal ratings of child aggression and hyperactivity; these observed behaviors continued to be highly predictive of maternal ratings of persistent problems at ages 4 and 6. A laboratory index of inattention and overactivity at intake also predicted hyperactivity ratings at age 6. These findings suggest that externalizing problems identified in early childhood are likely to persist when they are associated with more family disruption and a negative mother-child relationship.This research was supported by Grant No. MH 32735 from the National Institute of Mental Health to Dr. Campbell. We are indebted to the children and families who have participated so enthusiastically in this study over the past 5 years. The help of Deborah Baldwin, Patricia Cluss, and Diane Gluck is gratefully acknowledged. Many additional people participated in various phases of this study as independent observers and data coders. Their contributions are also recognized.     

Curriculum bias in standardized tests of reading decoding

This study examined overlap between four basal reading programs and the phonetic analysis subtest of three standardized achievement measures. Raw scores, percentages of items correct, grade equivalents, and percentile scores were computed for a hypothetical student who had mastered all grapheme-phoneme correspondences taught at each grade level. The results indicated that (a) programs differed in the number and sequence of phonics skills taught; (b) percentile and grade-equivalent scores differed across programs at each grade level for a given test; and (c) the proportion of grade-equivalent scores falling at or above expected grade levels differed across tests for a given program (range of 29%–71%). The implications for selecting and interpreting standardized measures of reading decoding are discussed.     

Men's and women's perceptions of non-consensual sexual intercourse

This paper examines the reactions of college men and women (primarily white) to scenarios depicting non-consensual intercourse between men and women with varying levels of prior intimacy. Women were more likely than men to consider the scenarios unacceptable, and the gender difference increased with the level of prior intimacy between the victim and the offender in the scenario. Respondents who reported knowing a rape victim were also more likely to consider the scenarios unacceptable, and this effect was significantly larger for men. We consider the implications of these results for understanding the role of salience of sexual assault and self-interest in shaping men's and women's reactions to non-consensual intercourse.     

Adolescent AIDS Prevention in Context: The Impact of Peer Educator Qualities and Classroom Environments on Intervention Efficacy

Peer-led, school-based interventions show promise for preventing AIDS among adolescents, but little is known about the processes underlying effective peer education or the conditions that promote its efficacy. This study examined the implementation in one school of an effective, peer-led AIDS prevention program for inner-city 7th-grade participants (n = 123) and identified the qualities of peer educators (n = 15) and classroom environments (n = 5) that contributed to improvement in participants' postintervention AIDS-related attitudes. The Peer Educator Rating Scale was developed to assess two dimensions of participants' perceptions of peer educators: positive regard and perceived similarity. Participants reported greater positive regard for more highly individuated and less shy peer educators, and participants' positive regard for peer educators in turn was associated with lowered AIDS risk as measured by perceptions of peer norms regarding sexual activity and self-efficacy for peer communication regarding sexual topics and condoms. Participants' perceived similarity was not associated with any postintervention improvements in AIDS-related knowledge and attitudes. Participants' classroom membership was associated with improvements in all 5 knowledge and attitude scales, and exploratory classroom-level findings indicated that classroom intervention environments perceived as more organized by participants showed slightly greater overall improvements across AIDS-related knowledge and attitudes scales. Consistent with individual-level findings regarding participants' positive regard for peer educators, the two classrooms with the greatest positive regard for their peer educator teams showed the most student improvement. Implications for further research and the design of future prevention and promotion programs for adolescents are discussed.     

CONTINGENT OBSERVATION: AN EFFECTIVE AND ACCEPTABLE PROCEDURE FOR REDUCING DISRUPTIVE BEHAVIOR OF YOUNG CHILDREN IN A GROUP SETTING1

Since a major task of childhood is learning to get along in a group without disrupting other children's activities, caregivers need explicit guidelines for gentle but effective procedures for dealing with disruptive behaviors in child-care settings. In a day-care center for normal 1- and 2-yr-old children, an effort was made to develop a procedure that appeared sufficiently humane and educational to be acceptable to parents and daycare workers, and yet effective in reducing disruptive play behaviors. Caregivers used the occasion of disruptive behavior to instruct the child in appropriate alternatives, then had the child sit on the periphery and observe the appropriate social behavior of the other children, “sit and watch”, for a brief period before inviting him or her to rejoin the play activities. The effectiveness of this procedure was compared with a method commonly recommended for use with young children: instructing the child, then distracting or redirecting the child to an alternative toy or activity. Contingent observation, combining instruction with a brief timeout (from being a participant in an activity to becoming an observer of the activity), proved considerably more effective in maintaining low levels of disruptions and was considered by caregivers and parents to be an appropriate and socially acceptable method of dealing with young children's disruptive behaviors. Therefore, contingent observation can be recommended for general use in day-care programs for young children.     

L'INFLUENCE DE L'ATTENTE DE L'EXPÉRIMENTATEUR APPLIQUÉE A UNE ÉTUDE SUR LTDENTITÉ NATIONALE EN OUGANDA

An opportunity was taken of using Rosenthal's Experimenter-Expectancy effect not only to demonstrate its existence in a new setting, but also to elucidate aspects of group identity among the Baganda of Uganda. Baganda secondary pupils were read four Hsts of identical numbers, merely reshuffled within each list, and asked to write them down and find an average for each. They were told the lists represented exam scores for students drawn respectively from Ankole, Buganda, Northerners and Uganda. The average calculated by Baganda pupils was lower when attributed to Northerners than when associated with the other groups. They did not attribute higher average marks to their own group than for the National group. It is recommended that the positive regard the Baganda may have for the concept Ugandans, be emphasised together with adding the idea that Northerners are also Ugandans.