Family and individual difference predictors of trait aspects of negative interpersonal behaviors during emerging adulthood.

A latent trait-state-occasion (TSO) model (D. A. Cole, N. C. Martin, & J. H. Steiger, 2005) was used to isolate the trait and state components of negative interpersonal behaviors toward a friend or romantic partner during emerging adulthood. Results indicate that variance in negative interpersonal behaviors was due to nearly equal portions of Trait and Occasion factors. Variability in the trait aspects of negative interpersonal behaviors was then predicted by theoretically relevant constructs. In particular, mothers' negative behaviors during adolescence, adolescent core self-evaluations, negative emotionality, and feelings of security in close relationships had independent effects in predicting the enduring aspects of negative interpersonal behaviors. All told, these results indicate that TSO models can be helpful tools for understanding the developmental antecedents of the trait-like aspects of interpersonal processes.     

Elucidating the component processes involved in dyslexic and non-dyslexic reading fluency: An eye-tracking study

The relationship between rapid automatized naming (RAN) and reading fluency is well documented (see Wolf, M. & Bowers, P.G. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91(3), 415–438, for a review), but little is known about which component processes are important in RAN, and why developmental dyslexics show longer latencies on these tasks. Researchers disagree as to whether these delays are caused by impaired phonological processing or whether extra-phonological processes also play a role (e.g., Clarke, P., Hulme, C., & Snowling, M. (2005). Individual differences in RAN and reading: A response timing analysis. Journal of Research in Reading, 28(2), 73–86; Wolf, M., Bowers, P.G., & Biddle, K. (2000). Naming-speed processes, timing, and reading: A conceptual review. Journal of learning disabilities, 33(4), 387–407). We conducted an eye-tracking study that manipulated phonological and visual information (as representative of extra-phonological processes) in RAN. Results from linear mixed (LME) effects analyses showed that both phonological and visual processes influence naming-speed for both dyslexic and non-dyslexic groups, but the influence on dyslexic readers is greater. Moreover, dyslexic readers’ difficulties in these domains primarily emerge in a measure that explicitly includes the production phase of naming. This study elucidates processes underpinning RAN performance in non-dyslexic readers and pinpoints areas of difficulty for dyslexic readers. We discuss these findings with reference to phonological and extra-phonological hypotheses of naming-speed deficits.     

A comprehensive model and measure of compensation satisfaction

We describe the results of two studies designed to develop a comprehensive theoretical model and measure of compensation satisfaction. Our typology of compensation satisfaction consists of seven dimensions: four for pay (level, structure, raises, and variable pay procedures satisfaction) and three dimensions for benefits (level, determination, and administration satisfaction). We used new and existing items to develop the Comprehensive Compensation Satisfaction Questionnaire. In Study 1, we report the results of exploratory factor analysis that supports a seven‐factor structure. In Study 2, confirmatory factor analysis supported the same seven‐factor structure in a different sample. We examined relationships between the compensation satisfaction dimensions and their antecedents and consequences. Seven hypotheses regarding differential antecedents of compensation satisfaction were supported. Satisfaction with aspects of compensation procedures were related to perceived organizational support, and perceived organizational support mediated the relationships between these compensation satisfaction procedures and affective commitment and turnover intentions. Our final analysis yielded a 29‐item scale (including eight new items) which we recommend for use in future compensation satisfaction research.     

A comparison of stimulus preference assessment methods in adults with schizophrenia

Three methods of assessing preference for stimuli were compared in four adults with a diagnosis of schizophrenia. During phase 1, a survey method, a verbal stimulus choice method, and a pictorial stimulus choice method of assessing preference for four categories of stimuli were administered. During phase 2, a coupon system was used to determine which categories of stimuli actually functioned as reinforcers for each participant. Comparisons between the three preference assessment methods were then conducted based on the results of the reinforcer assessment. Results showed that, overall, there were few differences in total accuracy among the preference assessment procedures. Copyright © 2003 John Wiley & Sons, Ltd.     

VIZ: the visualization assessment and training web site.

The VIZ Website (http://viz.bd.psu.edu/viz/) was developed as a free and open portal for assessment and training of spatial skills. Using Macromedia Authorware, it allows the collection of response times and accuracies from four spatial tasks: mental rotation, paper folding, water level judgments, and spatial working memory. Additional tasks are under development. The site has been used for a variety of teaching and research purposes. For example, incoming engineering students have completed the tasks to assess their spatial skills before beginning their graphics courses. Those with poorer skills can then receive the appropriate remedial instruction. The VIZ site has also been used to teach about spatial cognition and to do research outside the laboratory setting. Finally, we are using the site to conduct basic research on spatial cognition, including an examination of the factors that may reduce gender differences in performance.     

Alternative Approaches for Measuring Values: Direct and Indirect Assessments in Performance Prediction

Two general approaches have been used to measure human values. In one approach, a direct approach, people are asked to endorse value statements. In the other approach, an indirect approach, people are asked to make choices indicative of their values. The intent of the current study was to compare these two general approaches to the measurement of values. Initially, 195 undergraduates were asked to complete both a direct measure and an indirect measure of their values before starting work on three performance tasks: an entrepreneurial task, a consulting task, and a marketing task. When scores on these performance tasks were regressed on the value measures, it was found that both types of measures yielded effective prediction. The indirect measures, however, appeared to yield better prediction and better discrimination of cross-task performance differences than the direct measures. The implications of these findings with respect to the identification and assessment of values are discussed.