Suspensions and detentions in an urban,low-income school: punishment or reward?

Disciplinary records for 3rd through 8th grade students (n = 314) in an inner-city, public school were examined for one school year to assess students' variation in response to discipline. Rates of disciplinary referrals were compared for students who received no detentions or suspensions throughout the year (never group n = 117), students who received one or more detention or suspension in the fall but not in the spring (fall group n = 62), and students who received one or more detention or suspension in the fall and one or more detention or suspension in the spring (fall + spring group n = 75). Results indicated that during the fall, the fall group had nearly equivalent rates of referrals to the fall + spring group; however, the fall group exhibited significantly lower rates of referrals during winter and spring that were nearly equivalent to the never group, as would be expected for a punishment procedure. In contrast, the fall + spring group evidenced increases in referrals across the year, suggesting the possibility that detentions and suspensions were functioning as rewards for this group. The fall + spring group was rated by teachers and peers at mid-year as highly aggressive, lacking social skills, and high on hyperactivity, whereas the fall group and the never group were statistically equivalent on teacher and peer ratings. Implications for mental health programs for urban schools are discussed, especially the need for alternatives to detention and suspension for the subset of students who account for the majority of school discipline.     

Mediation and moderation of the relationship between intrinsic religiousness and mental health

The present study examined specific aspects of individuals' personal strivings as mediators, and religious tradition as a moderator, of the relationship between intrinsic religiousness and mental health. In a sample of 268 university students, the negative relationship between intrinsic religiousness and hostility was mediated by the degree of sanctification within individuals' strivings. The relationships between intrinsic religiousness and both anxiety and depression were moderated by religious tradition, with Catholics' intrinsic religiousness significantly associated with greater anxiety and depression but Protestants' intrinsic religiousness not significantly associated with either of these mental health variables. Implications of these results for future research on religiousness are discussed.     

The relational context of social support: Relationship satisfaction moderates the relations between enacted support and distress

In two studies of kidney transplant patients and their significant others, the authors examined whether the relations between enacted social support and patient distress were moderated by patients' satisfaction with their relationship with the support provider (i.e., their significant other). In Study 1 (n = 121 couples), unsupportive spousal behaviors were associated with more distress only among patients who were less satisfied with their marital relationship. In Study 2 (n = 112 couples), the relations between unsupportive behaviors and distress again varied as a function of the patient's relationship satisfaction, although the particular pattern of the interaction depended on the specific unsupportive behaviors offered to the patient. In both studies, relationship dissatisfaction was associated with higher levels of patient distress. Supportive behaviors were not related to distress and did not interact with relationship satisfaction. Implications for future research on social support in marriage are discussed.     

Conceptual implicit memory: A developmental study

The widely accepted standpoint that implicit memory emerges earlier in development than explicit memory, and is more stable from childhood to adult age, is based on experimental data essentially collected in perceptual tasks. The present study was aimed at investigating whether these findings still hold when a more conceptual task is used. We compared the performance of children at two age levels (2nd and 4th grades) on a category-exemplar generation task. Results showed that performances of the two groups were comparable when the target items were typical of their categories, as in Experiment 2, and for a subset of the items in Experiment 1. However, the older children outperformed the younger children in Experiment 1 when the items selected were atypical of their categories. Interpretations of these findings are discussed.Preparation of this article was supported by the Centre National de la Recherche Scientifique (URA CNRS 316 and 1838), the Université de Bourgogne, and the Université René-Descartes     

Construal: Overview, Motivation, and Some New Evidence

Is there underspecification in the syntactic phrase marker constructed during on-line sentence analysis? According to the construal hypothesis (Frazier &; Clifton, 1996), a very limited amount and type of structural underspecification is available to the human sentence parsing mechanism. Here we present the basic definitions of construal, illustrating the theory with some already published evidence. We also discuss several new pieces of evidence, from our laboratory and elsewhere, that support the construal hypothesis. We end by raising the question of what kind of mechanism operates in the process of interpreting a nonprimary phrase (a phrase that receives an underspecified syntactic analysis), and conclude that it is not a process of competition between multiple activated possible analyses but instead is a process in which the sheer existence of ambiguity need not result in increased processing cost.     

Thematic analysis in agrammatic comprehension: syntactic structures and task demands.

Aphasics' ability to assign thematic roles during sentence comprehension was investigated. The study was motivated by the hypothesis that capacity limitations, e.g., due to slowed processing operations, interact systematically with certain aspects of structural analysis more than with others. Experiments using a sentence-picture matching paradigm were conducted with several agrammatic Broca's and paragrammatic Wernicke's patients. Experiment 1 tested comprehension of various syntatic structures. The astoundingly good performance in Experiment 1 for both patient groups was attributed to the low task demands of the experiment. Raising the task demands, by delaying presentation of the relevant picture set in Experiment 2, resulted in a significant decrement of comprehension performance for agrammatic Broca's aphasics, but not for Wernicke's aphasics. Putting the main verb in the sentence-final position, as in Experiment 3, affected Wernicke's aphasics', but not Broca's aphasics' performance. In principle, one explanation for the performance differences between Experiments 1 and 2 for Broca's patient might be a deficit in these patients' verbal memory capacity. Therefore, verbal memory span on different word categories was tested in an additional experiment. No difference, however, was found between the Broca's patients' and the Wernicke's patients' capacity for verbal memory despite their different sentence comprehension profiles. The present data are taken to support the view that Broca's aphasics' comprehension behavior is due to the processing demands imposed by structural inference chains and not to a general reduction in verbal memory.     

On deriving the properties of agrammatic comprehension

Several recent studies characterize agrammatic comprehension as a computational rather than a conceptual deficit. A restriction in the computational capacity of the processor may affect sentence comprehension performance unevenly due to the varying demands imposed by different sentence structures and different tasks. It is argued that structures involving longer inferential chains suffer greater degradation than structures involving shorter inferential chains. Many of the observed properties of agrammatic comprehension may be seen to follow from this principle alone.     

Diagnosing behavior-disordered early adolescents as a function of cultural differences

The tendency of non-Indian teachers to rate American Indian early adolescents (11-year olds) as behaviorally disordered more frequently than similarly behaving non-Indian children is examined. To test this hypothesis, the observed number of students rated as behavior-disordered by non-Indian teachers were compared with the expected number. A chi-square test revealed no significant tendency for this pattern to occur chi 2 = 2.04 less than .05, df = 1).     

Control of human vigilance by concurrent schedules

Twenty four subjects were studied for ten 1-hr sessions to determine whether the human observer's visual monitoring of individual meters in a complex display can be differentially controlled by concurrent scheduling of signals. Subjects were divided into two main groups of 12 each. One group was given fixed-interval, variable-interval, and differential-reinforcement-of-low-rates schedules. The second group was given fixed-interval, fixed-ratio, and differential-reinforcement-of-low-rates schedules. Test subjects were instructed only to detect as many signals as possible. Results indicated that observing responses to the individual meters corresponded to the temporal patterns known to be associated with the schedules for the group given fixed-ratio instead of variable-interval as a component schedule. The group given the variable-interval schedule in the three-schedule combination tended to exhibit the same pattern of viewing across each of the three meters during any given session. However, subsequent testing was performed on two more subjects over 64 sessions, by adding initial feedback of signal detection results, and instructions concerning schedule construction. These results indicated that with knowledge of schedule construction and initial feedback of detection data, differentiated responding can be maintained efficiently over long periods of time by the combination including fixed-interval, variable-interval, and differential-reinforcement-of-low-rates schedules.