Context and culture in the socialization and development of personal achievement values: Comparing Latino immigrant families,European American families,and elementary school teachers

We documented cross-cultural similarities and differences in values concerning personal achievement between Latino immigrant parents, a group of multiethnic teachers, and European American parents. We also explored intergenerational similarities and differences between parents and their fifth-grade children. The theoretical premise was that sociodemographic factors, such as education, drive cultural values, with more formal education associated with individualistic values and less formal education associated with collectivistic/familistic values. Responding to open-ended social dilemmas relevant to family life, Latino immigrant parents, averaging a fifth-grade education, responded more familistically than the more highly educated multiethnic teachers or European American parents. In contrast, no group differences in values showed up in situations where school practices do not directly impact family life. Intergenerational differences were few; but, in family-centered scenarios, European American fifth graders were significantly more collectivistic than European American parents, a finding that suggested the possibility that, in an individualistic culture, individualism is socialized with age.     

Abstract categorization ability as a predictor of learning disability classification

Based on a theoretical analysis of the type of cognitive processing that should be sensitive to population differences, this study evaluated the diagnostic validity of a task measuring abstract categorization ability in six-, seven-, and eight-year-old learning disabled (LD) and non-LD peers. This research is part of a project, the major goal of which is the development of a cognitive-based preschool screening test for the early detection of children who may subsequently fail in school. Diagnostic validity is being evaluated within the context of the research strategy we have adopted. Data are presented that demonstrate that the component of abstract category knowledge that best discriminates LD children from non-LD peers, is knowledge of how members of abstract categories differ from each other. This is consistent with a priori predictions from theory.     

Visual masking and the recovery phenomenon

Two experiments were carried out to investigate visual masking and target recovery. In the first experiment it was found that with superimposed disks of various sizes masking increases with increasing target-mask similarity and contour proximity. The results of the second study show that the extent of masking produced by a disk, which is slightly larger than the target, is drastically reduced when the mask in turn is followed by a ring, the inner contour of which is contiguous with the contour of the mask. This “facilitation effect” decreases as the interval between the mask and the third stimulus is increased. Target recovery in this situation appears to be brought about as a result of the reduction or elimination of the contour of the mask, which, as the first study has shown, is critical in bringing about the masking effect. The results are discussed in terms of some of the known physiological properties of the visual system.     

Effects on retroactive of the learned strength of interpolated material

Twelve moderately retarded children were trained on 2-choice visual discrimination problems with interpolation of another item between training and retention tests. The retroactively interfering property of the interpolated items was reduced as it became well-learned. The effect was interpreted to mean that well-learned items are rehearsed less. The results were found to be consistent with predictions from theory.     

CULTURE AND COGNITIVE GROWTH1

Culture et progrès cognitif. — L'article est consacré à la relation entre différences culturelles et progrés cognitif. Aprés avoir passé en revue et critiqué les tentatives antérieures d'approche anthropologique et psychologique du problème, les AA. étudient deux foyers de variations culturelles, à savoir L'orientation des valeurs et le langage, dans leur rapport avec le développement. Une grande partie des faits sur lesquels ils s'appuient provient de recherches expérimentales sur la conservation de la quantité et la formation des concepts chez les Wolofs du Sénégal. Ils discutent, en terminant, de L'interaction des contraintes culturelles qui sont variables et de la maturation biologique qui est universelle.     

Management and pharmacotherapy of chronic pain syndromes including opioid pharmacotherapy

Emphasizing the importance of an interdisciplinary approach in the treatment and management of patients with chronic pain syndromes (CPS), this article reviews, first, nonpharmacologic approaches and modalities for CPS patients, and next, pharmacologic approaches for CPS patients. Flexibility and the use of multiple modalities are emphasized. The article concludes with the controversial subject of the use of long-term analgesic opioid pharmacotherapy in patients with chronic benign pain syndromes.     

Chronic benign pain

Chronic benign pain (CBP) can be defined as a type of unpleasant sensory experience that arises from inflammation, visceral stress or damage, or other such pathophysiologic process(es), and that is not associated with a metastatic process. A patient's complaint of pain should be taken seriously by the practitioner, both in terms of the discomfort evoked and the likelihood that the potential cause of the pain requires diagnostic evaluation. This article reviews the diagnosis and treatment of the following common conditions associated with CBP syndromes: fibromyalgia, lower back pain syndrome, sickle-cell disease, reflex sympathetic dystrophy syndrome, and peripheral neuropathies.     

Some psychological relations between action and language structure

This study investigated the relationship between complex grammatical structures and complex action sequences. A developmental progression of strategies for combining seriated cups identified in an earlier study (Greenfieldet al., 1972) was used to demonstrate some psychological consequences of formal parallels between language and action. The role of grammatical complexity and situational structure in language-action relations was explored. The results have implications for understanding the organization and development of complex action, its control by verbal commands, and the basic processes of speech comprehension.The research was supported by an NIMH grant to Jerome S. Bruner, Director, Center for Cognitive Studies, and a grant from the Milton Fund, Harvard University, to Patricia Greenfield.