Factor analysis of the Dutch-language version of the MCMI-III

We analyzed the factor structure of the Dutch-language version of the MCMI-III (Millon, Millon, Davis, & Grossman, 2006) using exploratory factor analysis on data obtained from a heterogeneous White sample (n = 1,210). We identified 4 factors: General Maladjustment, Aggression/Social Deviance, Paranoid/Delusional Thinking, and Emotional Instability/Detachment. This structure was invariant across scale composition (linear dependent vs. independent scales), factor analytic method (principal factor vs. principal component solutions), and sample characteristics (gender 'male-female' and setting 'clinical-forensic.' Studies that have used previous MCMI (Millon, 1969/1983b) versions have also found 4 similar factors, whereas studies that have used the American version of the MCMI-III have only found 3 factors. However, differences between the Dutch and American version were completely determined by factor analytic decisions. The factor structure of the MCMI-III appeared to be cross-culturally invariant.     

Complexity of visual icons studied via signal detection theory

Two investigations on how humans perceive information from visually rendered complex objects, such as military icons (glyphs) were conducted. A signal detection theory framework was employed to evaluate the sensitivity and specificity of human subject performance. The 6 adults tested showed that as complexity increased, their accuracy in performance decreased. Study 1 showed that complex dimensions (features) could not be assigned arbitrarily. Study 2 developed a rank ordering for features of an iconic object.     

Effects of Gender, Education, and Age upon Leaders’ Use of Influence Tactics and Full Range Leadership Behaviors

Relationships of gender, age, and education to leadership styles and leaders’ influence tactics were examined with 56 leaders and 234 followers from a variety of organizations. Leadership behaviors were measured with the Multi-factor Leadership Questionnaire (MLQ—rater version). Influence tactics were measured with Yukl’s Influence Behavior Questionnaire (IBQ). Multivariate Analysis of Variance (MANOVA) was used to test behavioral differences attributed to leaders’ gender, age, and education groups, as well as the interaction of age and education with gender. Results show that gender produced a small direct effect on leadership behaviors. The interaction of gender and education produced consistent differences in leadership behaviors. Implications for future research are provided, and a call for re-analysis of previously published work is advised.     

GROUP-LEVEL COPING AS A MODERATOR BETWEEN HETEROSEXISM AND SEXISM AND PSYCHOLOGICAL DISTRESS IN SEXUAL MINORITY WOMEN

The purpose of this study was: (1) to examine concurrently the relationship between heterosexist events and sexist events and psychological distress and (2) to investigate sexual orientation–based and gender-based group-level coping as potential moderators of the heterosexism–distress and sexism–distress links among 282 lesbian and bisexual women. Findings from the Internet survey revealed that, when examined together, both heterosexism and sexism were unique and additive predictors of psychological distress. Results also supported a moderating role of feminist group-level coping in the link between number of sexist events and psychological distress, with the difference between the high– and low–feminist-activity groups occurring at the lower levels of sexism. Thus, it appears that high involvement in feminist activities may provide a buffer against the negative effects of sexism, but only when sexist events are relatively low in number.     

Longitudinal study of declarative and procedural memory in primary school‐aged children

This study examined the development of declarative and procedural memory longitudinally in primary school‐aged children. At present, although there is a general consensus that age‐related improvements during this period can be found for declarative memory, there are conflicting data on the developmental trajectory of the procedural memory system. At Time 1 children aged around 5½ years were presented with measures of declarative and procedural memory. The tasks were then administered 12 months later. Performance on the declarative memory task was found to improve at a faster rate in comparison to the procedural memory task. The findings of the study support the view that multiple memory systems reach functional maturity at different points in development.     

Adult attachment styles and psychological disease: examining the mediating role of personality traits

The aim of the present study was to examine differences in anxiety and depression related to differences in attachment models of the self and of others and whether personality traits mediate this relationship. The authors assessed attachment styles, anxiety, depression, and personality traits among 274 adult volunteers. Participants were classified into 4 attachment groups (secure, preoccupied, fearful, and dismissing-avoidant) according to K. Bartholomew's (1990) model. The present authors found significant differences among attachment groups on anxiety and depressive symptoms with attachment styles involving a negative self-model showing higher scores than attachment styles characterized by a positive self-model. The authors also found that differences between attachment styles in anxiety and depression remained significant when personality factors related to attachment prototypes were entered as covariates. Results indicate that secure attachment in adults was associated with better mental health, while insecure attachment styles characterized by negative thinking about the self were associated with higher depression and anxiety scores. Our findings seem to evidence that attachment and personality are only partly overlapping and that attachment cannot be considered as redundant with personality in the explanation of psychological disease.     

Educational Justice: Closing Gaps or Paying Debts?

The question of our educational obligations to disadvantaged students has typically been conceptualized using the language of achievement gaps: how and to what extent should we ameliorate gaps between students in terms of their attainment of certain valuable outcomes that are correlated with education? Recently, some have argued that the language of achievement gaps is misconceived and problematic, and that we should instead conceptualize our obligations to students as an education debt that is owed to certain disadvantaged students as descendants of historic and structural injustices. Underlying this argument is a deeper conviction that the moral requirement to bring about a fair patterned distribution of educational outcomes is constrained by an obligation to rectify historical injustices. By conceptualizing the issue as a debt, rather than a gap (the argument goes), we can keep the priority of historical obligations squarely on the table. In this article, I defend the conceptual framework of achievement gaps in primary and secondary education by arguing that patterned principles of educational justice are not constrained by any claims and obligations that arise in virtue of historic injustices.     

VISUAL IDENTITY MATCHING AND AUDITORY-VISUAL MATCHING: A PROCEDURAL NOTE

After preliminary computerized training on visual-visual identity matching, a 5-year-old boy with autism (Sam) was given visual-visual and auditory-visual matching-to-sample tests with new stimuli. He did well in matching dictated name samples to 20 pictures, 26 printed upper case letters, and 9 single-digit numbers. In matching the visual stimuli (pictures, letters, or numbers) to themselves, however, he did not perform well. We then increased the number of picture comparisons per trial from two to three. In tests after this three-comparison training, Sam correctly matched on 95% of the original 20-stimulus, four-comparison, identity-matching test trials. He went on to demonstrate accurate identity matching of the numbers, letters, and new pictures. In identity-matching tests on the table top, he performed poorly until the stimulus array was made to resemble the stimulus arrangement on the computer. These findings showed that seemingly small procedural changes can influence performance and demonstrated that successful auditory-visual matching does not guarantee proficiency in visual-visual identity matching.     

Social Comparisons of One's Own With Others' Attitudes Toward Casual and Responsible Sex1

College students perceive their risks for negative outcomes from sexual behavior as lower than that of their peers. We examined whether similar biases would occur when undergraduates rated their own, their close friends', and the typical college student's attitudes regarding casual sex and sexual responsibility. Participants rated their own attitudes relative to all others' as the least permissive and most sexually responsible. Close friends' attitudes were rated as less permissive and more responsible than the average college student's. Finally, individuals with unrestricted sociosexual orientations and men attributed more permissive and less sexually responsible attitudes to both themselves and close friends than did individuals with restricted sociosexual orientations and women. These latter effects were absent when rating the typical college student.