A unidimensional measure of Hong's psychological reactance scale

Research using Hong's Psychological Reactance Scale has been fraught with methodological concerns. Researchers have been unable to find a stable, a nd replicable factor structure. Here, results suggested t hat Hong's Psychological Reactance Scale is a unidimensional one with an average alpha of .74 (SD=.46). This value was attained by first analyzing correlation matrices reproduced from three reports on Hong's Psychological Reactance Scale and then verifying this new factor structure with original data. Tests for internal consistency supported a 1-factor solution. Tests for external consistency supported prior findings in relation to Psychological Reactance and offer evidence that the 1-factor solution is externally valid. While the authors contend that a 1-factor solution is appropriate, further testing is needed for external consistency and refinement of the measure.     

Learning of similar complex movement sequences: proactive and retroactive effects on learning

The authors used an interference paradigm to determine the extent to which the learning of 2 similar movement sequences influences the learning of each other. Participants (N=30) produced the sequences by moving a lever with their right arm and hand to sequentially presented target locations. They practiced 2 similar 16-element movement sequences (S1 and S2), 1 sequence on each of 2 consecutive days of practice. Control groups received only 1 day of practice on 1 of the sequences. Early in S2 practice, the experimental group demonstrated a relatively strong level of proactive facilitation arising from previous practice with S1. The advantage was not evident at the end of S2 practice or on the S2 retention test. No advantage of practicing the 1st sequence on the learning of the 2nd sequence (proactive effect) was found in the analysis of element duration in the retention and transfer tests, even though 14 of the 16 elements were common to both sequences. A strong retroactive interference on the switched elements was detected, however. Thus, the memories underpinning S1 seemed to be "overwritten" or adapted in response to the learning of S2.     

Getting by with a little help from self and others: self-esteem and social support as resources during early adolescence

Influences of social support and self-esteem on adjustment in early adolescence were investigated in a 2-year longitudinal study (N = 350). Multi-informant data (youth and parent) were used to assess both overall levels and balance in peer- versus adult-oriented sources for social support and self-esteem. Findings obtained using latent growth-curve modeling were consistent with self-esteem mediating effects of social support on both emotional and behavioral adjustment. Lack of balance in social support and self-esteem in the direction of stronger support and esteem from peer-oriented sources predicted greater levels and rates of growth in behavioral problems. Results indicate a need for process-oriented models of social support and self-esteem and sensitivity to patterning of sources for each resource relative to adaptive demands of early adolescence.     

Vantage point in episodic memory

University undergraduates undertook a series of manual tasks (e.g., shaping objects out of clay) and later recalled the experiences they had while doing so from either afield or anobserver vantage point. In the former case, the subjects mentally reinstated the original task environment as if they were seeing it again through their own eyes; in the latter condition, the original task environment was envisioned from the perspective of a detached spectator. Analysis of the subjects’ recollections revealed marked differences in the contents of field and observer memories. For instance, whereas field memories afforded richer accounts of the affective reactions, physical sensations, and psychological states that the subjects experienced as they performed the tasks, observer memories included more information about how the subjects looked, what they did, or where things were. Discussion focuses on prospects for future research whose aim would be to investigate the forensic and clinical implications of the field/observer distinction.     

Negative body image and disordered eating behavior in children and adolescents: what places youth at risk and how can these problems be prevented?

In this review, we examine the prevalence of negative body image and disordered eating behaviors (i.e., excessive dieting, binge eating, inappropriate weight loss techniques) in children and adolescents. We also explore correlates and predictors of the development of these problems, including individual, familial, and social factors, as well as discuss factors that may serve a protective function. In addition, we critically evaluate the psychoeducational programs that have been developed to prevent the onset of these problems and reduce the severity of symptoms in children and adolescents. Moreover, we suggest several possible strategies for how such prevention programs can be modified to enhance their efficacy. Finally, likely moderator and mediator variables of the effectiveness of such programs are proposed.     

Comprehending idioms cross-linguistically

Speakers of three different languages (English, Latvian, and Mandarin) rated sets of idioms from their language for the analyzability of the relationship between each phrase's literal and figurative meaning. For each language, subsets of idioms were selected based on these ratings. Latvian and Mandarin idioms were literally translated into English. Across three experiments, people classified idioms from the three languages according to their figurative meanings. Response times and error rates indicate that participants were able to interpret unfamiliar (e.g., other languages') idioms depending largely on the degree to which they were analyzable, and that different forms of processing were used both within and between languages depending on this analyzability. Results support arguments for a continuum of analyzability (Bortfeld & McGlone, 2001), along which figurative speech ranges from reflecting general conceptual structures to specific cultural and historical references.     

Effects of picture and even-a-penny-will-help appeals on anonymous donations to charity

The present research explored the effectiveness of a picture and the phrase "even a penny will help" on contributions to charity. Two experiments were conducted, one in the laboratory and one in the field. In both experiments the manipulation of a pleasant picture and the phrase created four types of signs: (1) picture-no phrase, (2) phrase-no picture, (3) picture-phrase, and (4) no picture-no phrase. In the field experiment patrons of local business anonymously put money in a donation box that displayed one of the four signs. In the laboratory experiment, 129 undergraduate students were randomly assigned to view one of the four signs placed on a donation box for a local charity. Analyses for both studies showed that more money was donated when the boxes displayed pictures. The phrase "even a penny will help" had no significant effect on donations.