Sociolinguistic inference and intercultural coorientation.

We present a model that examines the effects of cultural differences on coorientation (the ability of communicators to accurately encode and interpret the referential and relational meanings of messages). Intercultural coorientation is made problematic by the absence of certain shared communication system knowledge, which in same‐culture interactions is used in the dynamic sociolinguistic negotiation of relational rights and obligations. We propose that the process of sociolinguistic negotiation of meanings relies fundamentally on probabilistic inference and have constructed a model based on Bayes' theorem. The model predicts the effects of the communication situation, communicator stereotypes and prejudice, and some other‐culture speaker errors on conclusions the receiver draws about the message. Using the model, we distinguish between the ethnocentric error of interpreting a communication in terms of one's own culture and the error of not seeing the communication as diagnostic. Among our predictions are: (a) the less diagnostic the communication, the more impact cultural stereotypes will have on attributions; (b) although evidence of sociolinguistic incompetence sometimes causes misunderstanding, it sometimes prevents misunderstanding; (c) multiple consistent features make intentions clearer than would a single cue, but multiple features violating co‐occurrence norms often lead to the attribution of incompetence.     

Cultural Awareness and Ethnic Loyalty: Dimensions of Cultural Variability Among Mexican American College Students

This study examined the adequacy of Keefe and Padilla's (1987) model of cultural orientation on a sample of Mexican American students enrolled either in a technical college (N= 125) or a state university (N= 239) in southern Texas. Specifically, the goodness of fit of the factor model for the Cultural Awareness and Ethnic Loyalty scales was tested using confirmatory factor analyses. Results indicated an excellent fit for the model, which suggests that cultural variables among Mexican American college students may be described in terms of these two dimensions. Implications of these findings for research and counseling with Mexican American populations are discussed.     

Semantic activation during recognition of referential words

Summary This paper represents a contribution to the study of the processes of semantic activation during the recognition of referential words, that is, common nouns used to denote real objects. The two experiments reported in the present study have attempted to test the hypothesis of a differential rate of activation of two components of the semantic information activated when a word is presented. These components consist of a perceptually based component and a nonperceptual, more abstract one. The present study has shown that the two components are likely to be activated at different rates. Perceptually based semantic information, probably acquired earlier in the process of the acquisition of word's meaning, seems to be available earlier or with a faster maximum activation effectiveness than information based on abstract or functional properties of the objects to which the words refer.     

Interpretations of Einstein’s Equation E = mc 2

Interpretations of Einstein’s equation differ primarily concerning whether E = mc² entails that mass and energy are the same property of physical systems, and hence whether there is any sense in which mass is ever ‘converted’ into energy (or vice versa). In this paper, I examine six interpretations of Einstein’s equation and argue that all but one fail to satisfy a minimal set of conditions that all interpretations of physical theories ought to satisfy. I argue that we should prefer the interpretation of Einstein’s equation that holds that mass and energy are distinct properties of physical systems. This interpretation also carries along the view that while most cases of ‘conversion’ are not genuine examples of mass being ‘converted’ into energy (or vice versa), it is possible that the there are such ‘conversions’ in the sense that a certain amount of energy ‘appears’ and an equivalent of mass ‘disappears’. Finally, I suggest that the interpretation I defend is the only one that does not blur the distinction between what Einstein called ‘principle’ and ‘constructive’ theories. This is philosophically significant because it emphasizes that explanations of Einstein’s equation and the ‘conversion’ of mass and energy must be top‐down explanations.     

Predictors of resilience in maltreated and nonmaltreated Latino children

To date, few studies have sought to investigate the effects of child maltreatment and processes influencing maladaptation and resilience in Latino children. In the current investigation, multiple aspects of functioning, personal resources, and relationship features were examined in school-age maltreated and nonmaltreated Latino children. Maltreated Latino children were found to have fewer areas of resilient functioning. Ego-resiliency and ego-control, as personal resources, and the ability to form a positive relationship with an adult figure outside of the immediate family predicted resilience. However, certain aspects of interpersonal functioning were differentially related to resilience for maltreated and nonmaltreated Latino children. These findings have implications for understanding how resilience can be promoted in maltreated and nonmaltreated Latino children.     

Black and White Tokens in Academia: A Difference of Chronic Versus Acute Distinctiveness1

Token status effects, also called distinctiveness, include feelings of racial/gender awareness, representativeness, and accountability. In this multimethod three-part research, it is argued that Black students in a predominantly White university feel chronically distinctive, whereas White students may feel acutely distinctive when they are in the numerical minority. However, this acute distinctiveness is situation specific. First a pilot study confirmed that Black and White females differ in their reports of distinctiveness. Study 1 showed that Black students feel chronically distinctive and that they are often “solos” in classrooms. Study 2 tried to separate race and solo status effects on distinctiveness by experimentally manipulating group solo status. Results indicate a main effect for solo status and also a main effect for race on feelings of distinctiveness across solo conditions. Applications of this research for the token literature and for distinctiveness theory are discussed.     

There is no induced motion at near-threshold velocities

Duncker's classic experiments on induced motion at near-threshold velocities were based on the assumption that movement of one stimulus relative to the other (object-relative) is perfectly detected while it remains completely impossible to identify which of the two stimuli is moving (subject-relative). In the present experiments it is shown that the threshold areas of object-relative and subject-relative movement are largely overlapping. Consequently Dunker's assumption cannot be fulfilled: whenever object-relative movement is well detectable accuracy of detecting subject-relative motion will also be over 50%. In four additional experiments it is shown that the well-established effects of fixation, stimulus size and enclosure on induced motion are to be interpreted as effects of these variables on the detection of subject-relative movement: the so-called induction phenomena occured only when accuracy was over 50%.     

Acculturation, parent-adolescent conflict, and adolescent adjustment in Mexican American families

We tested an acculturation model in a community sample of Mexican American families (146 mothers, 137 fathers, and 146 adolescents) that proposed that differences between parents and adolescents in acculturation would be associated with parent-adolescent conflict and adolescent adjustment problems. Contrary to hypotheses, we found that families who exhibited an acculturation gap were not more likely to report parent-adolescent conflict or adolescent adjustment problems. In fact, familial conflict and adolescent sexual experience were associated with high levels of acculturation among adolescents and their parents. Pending replication, these findings suggest that both parent and children acculturation may independently predict familial processes and youth outcomes, irrespective of an acculturation gap. Future research should consider other factors aside from acculturation differences that might account for parent-adolescent conflict and adolescent adjustment in Mexican American families.