The role of child temperament on low‐income preschool children's relationships with their parents and teachers

The current study examined the associations between low‐income preschool children's temperament (reactive and regulatory) and their relationships with parents and teachers. In particular, we focused on the moderating role of regulatory temperament on reactive temperament in the prediction of closeness and conflict with parents and teachers. Two hundred ninety‐one children (M = 53.88 months, SD = 6.44 months), their parents, and teachers from 3 different preschools serving low‐income children in 2 midwestern cities in the United States participated. Parents reported on temperament and parent–child relationships, and teachers reported on teacher–child relationships. Hierarchical regression models using SAS PROC MIXED were employed to allow for nesting of children within classrooms. After controlling for child age, gender, ethnicity, and parent education, children's reactive temperament was negatively associated with parent–child closeness and positively associated with parent–child conflict and teacher–child conflict. Children's regulatory temperament was positively related to teacher–child closeness and negatively associated with teacher–child conflict. Regulatory temperament moderated the association between reactive temperament and teacher–child closeness. These findings suggest that although reactive temperament potentially undermines closeness in relationships with teachers, regulatory temperament can buffer the influence of reactive temperament on teacher–child closeness.

Highlights

• This study examined the association between children's temperament and their relationships with parents and teachers.
• Reactive temperament was positively associated with parent/teacher–child conflict and negatively associated with parent–child closeness. Regulatory temperament was a moderator for the association between reactive temperament and teacher–child closeness.
• Improving children's regulatory temperament may be helpful for children with the reactive temperament to have better social relationships with their teachers.

     

Factor-analytic structures in the English and Japanese versions of the Objective Measure of Ego-Identity Status (OMEIS)

This research describes an exploratory factor analysis for the purposes of factorial validation for both the English and Japanese versions of the Objective Measure of Ego-Identity Status (OMEIS)—Ideological version (Adams, Bennion, & Huh, 1989). The Japanese OMEIS is a direct translation of the English OMEIS (Ohnishi, 1998). The study reports the factor structure of the OMEIS—Ideological version in English and Japanese. A principal factor analysis (PFA) with both oblique and orthogonal solutions was performed. Alpha reliabilities for the factors are presented. The present research compares and contrasts the factor structures of OMEIS—Ideological version, derived from a U.S. sample and a Japanese sample, comprising women from late adulthood to middle age. Cultural differences between the two sample populations are explored.     

Counseling Muslim Americans: Cultural and Spiritual Assessments

In this article, the authors identify the cultural and spiritual assessments needed to conduct counseling with Muslim Americans and Muslim immigrants to the United States. Assessment processes are outlined that include cultural identity (which subsumes several variables); worldview; spiritual assessment along with acculturation level and migration concerns; impact of languages spoken; social, occupational, and educational status of the client in host culture and in home culture (if the client is an immigrant); and family composition and social supports.     

Islamic Personal Religion and Moral Reasoning in Social Justice and Equality: The Evidence From Indonesian College Students

Researchers have long been concerned with the relationship between religion and social justice and equality. Hoping to understand this association at the individual level, researchers have taken on the psychological models of personal religion and Kohlberg's moral reasoning. This article extends this line of inquiry to Islam, using Muslim college and graduate students in Indonesia. Specifically, it explores the extent to which religious orientations and Islamic doctrinal orthodoxy relate to Kohlbergian principled reasoning in justice and equality. In view of the results, the Muslim respondents are skewed toward the nonprincipled mode of Kohlbergian moral reasoning. In addition, those with greater intrinsic religiosity are likely to respond in an increasingly principled manner to moral dilemmas, whereas personal extrinsic religiosity tends to increase conventional practice of moral reasoning. Quest religiosity and doctrinal orthodoxy have little to do with Kohlbergian principled reasoning. The implications of these findings are discussed by giving attention to the accent of personal mediation, Islam as a belief system, and congregational worship to principled reasoning in social justice.     

Attachment Disruptions,IQ, and PTSD in African American Adolescents: A Traumatology Perspective

Attachment disruptions, other traumas, posttraumatic stress disorder (PTSD), and intelligence quotient (IQ) were measured in a sample of 181 African American adolescents. Path analysis was utilized to test the effects of different types of attachment disruptions on IQ and PTSD. Findings supported that mother and father abandonments and being in foster care are associated with decreased perceptual reasoning, processing speed, and working memory, and increased discrepancy between perceptual and verbal toward decreased perceptual reasoning. Such suppression and discrepancy contribute to poor academic achievement. Results validated the traumatology perspective on attachment disruptions as traumas that are associated with PTSD, suppression of most IQ potentials, and with potential brain hemispheric desynchronization. The ramifications of these results for helping African American adolescents are discussed.     

Exploring the Phenotype of Phonological Reading Disability as a Function of the Phonological Deficit Severity: Evidence from the Error Analysis Paradigm in Arabic

The dominant error types were investigated as a function of phonological processing (PP) deficit severity in four groups of impaired readers. For this aim, an error analysis paradigm distinguishing between four error types was used. The findings revealed that the different types of impaired readers were characterized by differing predominant error types. The dysphonetic errors predominated in readers with severe PP deficit and the morphological errors predominated in those with moderate deficits. Finally, readers with attention difficulties showed a predominance of semiphonetic errors. These findings were discussed in relation to reading disability subtypes and their clinical implications.     

Limits on integrating motion information across saccades

In two experiments, we investigated whether people could detect changes in the rotary motion of a cube. A rendering of a cube rotating at a constant angular velocity was presented on a video monitor and, at a key point in the trial, a cross was presented to one side of the cube as a cue for a saccade. On some trials, a change in the rotation occurred either about 100 msec before the saccade or during the saccade; on other trials, there was no change. The change consisted of moving the cube to a new position in the "rotation sequence," after which it continued to rotate at the same angular velocity as before. There was also a control on all trials to ensure that change detection was not due to the detection of low-level motion. Although detection of the change was well above chance when it occurred during the fixation, it was at chance when it occurred during the saccade, except in the case of one participant (who was in both experiments). This chance performance also occurred in Experiment 2 for (1) a slower rotation speed and (2) an axis of rotation that made the rotation planar. The participant who had above chance performance (and as good as that when the change occurred during a fixation) reported using a "strategy" that did not track the path of the cube. It thus appears that there is no natural way in which the visualsystem tracks this rotary motion, and that detection of change requires some sort of recoding. This finding raises the question of whether good performance in other, apparently similar, motion-detection tasks is a result of similar recoding.     

Character development in adolescents

This study explored the effects of a program consisting of communication and counseling skills, assertiveness training and moral dilemmas on the character development, i.e., moral reasoning, ego development, and assertiveness of high school students. It was hypothesized that exposure to the experimental treatment would enhance the character development of high school students. Fifty-four high school seniors enrolled in three psychology classes were assigned randomly to two treatment groups and one control group. Assessment instruments were the Defining Issues Test, to measure moral reasoning, the Washington University Sentence Completion Test, to measure ego development, and the Rathus Assertiveness Schedule, to measure assertiveness. A repeated measures analysis of variance was used to determine significant differences between control and treatment posttest means with respect to the dependent variables--moral reasoning, ego development, and assertiveness. The results demonstrated that the character development of the students in the experimental treatment group was affected significantly over time by the program.