Cognitive arithmetic across cultures.

Canadian university students either of Chinese origin (CC) or non-Asian origin (NAC) and Chinese university students educated in Asia (AC) solved simple-arithmetic problems in the 4 basic operations (e.g., 3 + 4, 7 - 3, 3 x 4, 12 divided by 3) and reported their solution strategies. They also completed a standardized test of more complex multistep arithmetic. For complex arithmetic, ACs outperformed both CCs and NACs. For simple arithmetic, however, ACs and CCs were equal and both performed better than NACs. The superior simple-arithmetic skills of CCs relative to NACs implies that extracurricular culture-specific factors rather than differences in formal education explain the simple-arithmetic advantage for Chinese relative to non-Asian North American adults. NAC's relatively poor simple-arithmetic performance resulted both from less efficient retrieval skills and greater use of procedural strategies. Nonetheless, all 3 groups reported using procedures for the larger simple subtraction and division problems, confirming the importance of procedural knowledge in skilled adults' performance of elementary mathematics.     

Improving multiple behaviors for colorectal cancer prevention among african american church members.

The WATCH (Wellness for African Americans Through Churches) Project was a randomized trial comparing the effectiveness of 2 strategies to promote colorectal cancer preventive behaviors among 587 African American members of 12 rural North Carolina churches. Using a 2 X 2 factorial research design, the authors compared a tailored print and video (TPV) intervention, consisting of 4 individually tailored newsletters and targeted videotapes, with a lay health advisor (LHA) intervention. Results showed that the TPV intervention significantly improved (p <.05) fruit and vegetable consumption (0.6 servings) and recreational physical activity (2.5 metabolic task equivalents per hour) and, among those 50 and older (n = 287), achieved a 15% increase in fecal occult blood testing screening (p =.08). The LHA intervention did not prove effective, possibly because of suboptimal reach and diffusion.     

Research in developmental psychology on gender and relationships: Reflections on the past and looking into the future

Recent historical trends and current directions in the study of children's gender and relationships are reviewed using Maccoby and Jacklin's (1974) The Psychology of Sex Differences as a reference point. Since the publication of Maccoby and Jacklin's review, researchers have questioned the extent and the magnitude of gender differences in social behaviour as well as the degree to which parents play a primary role in gender development. More attention is now paid to the impact of gender‐segregated peer groups and other social relationships (e.g., friendships, romantic relationships) as well as cognitive‐motivational and biological processes. Furthermore, the role of the larger social‐structural context is addressed in studies of sexism and gender bias during childhood and adolescence. Recommendations for future research are offered.     

An investigation of Kaufman''s method for determining scatter on the WISC-R

Kaufman's procedures (Journal of Learning Disabilities, 9, 160–168, 1976) for determining intersubtest scatter on the WISC-R were investigated by means of J. M. Sattler's revised tables (Assessment of children's intelligence and special abilities (2nd ed.), Boston, Allyn and Bacon, 1982) for determining significant subtest fluctuations. Data from the standardization sample were analyzed and new normative tables for interpreting subtest scatter were produced. The results indicated that Sattler's revised tables yielded more conservative estimates of subtest scatter than those originally reported by Kaufman. McNemar chi squares indicated that, in almost every instance, a significant number of subtests switched from being significantly discrepant by Kaufman's ±3 criterion to nonsignificant by Sattler's revised values. It was concluded that Kaufman's ±3 rule of thumb is no longer defensible on any reasonable statistical grounds and that the clinician should utilize Sattler's revised table of critical values when determining whether a subtest deviates significantly from the mean Verbal or Performance scaled score. The normative tables generated in the present study should be consulted when assessing whether the overall amount of scatter observed in a particular child's profile represents “unusual” scatter.