Unique and Joint Effects of Sexual and Racial Harassment on College Students' Well-Being

An analysis is presented of issues involved in the differences noted between female and male leaders of mixed-sex groups. After surveying some of the different types of reactions of followers of both sexes to female or male leaders, this paper calls attention to such contributing factors as the nature of the group task, attitudes of leader and followers toward appropriate sex roles, and the criterion measures used. Implications for future research are derived and discussed.     

The shared leadership process in decision-making teams

The present study examined the process of shared leadership in 45 ad hoc decision-making teams. Each team member's leadership behavior (n = 180) was assessed by behaviorally coding videotapes of the teams' discussions. The within-team patterns of leadership behavior were examined using cluster analysis. Results indicated that the likelihood of a team experiencing a full range of leadership behavior increased to the extent that multiple team members shared leadership, and that teams with shared leadership experienced less conflict, greater consensus, and higher intragroup trust and cohesion than teams without shared leadership. This study supports previous findings that shared leadership contributes to overall team functioning, and begins to delineate the extent to which team members may naturally share leadership.     

WAIS-IV subtest covariance structure: conceptual and statistical considerations

D. Wechsler (2008b) reported confirmatory factor analyses (CFAs) with standardization data (ages 16-69 years) for 10 core and 5 supplemental subtests from the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV). Analyses of the 15 subtests supported 4 hypothesized oblique factors (Verbal Comprehension, Working Memory, Perceptual Reasoning, and Processing Speed) but also revealed unexplained covariance between Block Design and Visual Puzzles (Perceptual Reasoning subtests). That covariance was not included in the final models. Instead, a path was added from Working Memory to Figure Weights (Perceptual Reasoning subtest) to improve fit and achieve a desired factor pattern. The present research with the same data (N = 1,800) showed that the path from Working Memory to Figure Weights increases the association between Working Memory and Matrix Reasoning. Specifying both paths improves model fit and largely eliminates unexplained covariance between Block Design and Visual Puzzles but with the undesirable consequence that Figure Weights and Matrix Reasoning are equally determined by Perceptual Reasoning and Working Memory. An alternative 4-factor model was proposed that explained theory-implied covariance between Block Design and Visual Puzzles and between Arithmetic and Figure Weights while maintaining compatibility with WAIS-IV Index structure. The proposed model compared favorably with a 5-factor model based on Cattell-Horn-Carroll theory. The present findings emphasize that covariance model comparisons should involve considerations of conceptual coherence and theoretical adherence in addition to statistical fit.     

From lisp machine to language lab

A general method is described for using a Lisp Machine to study reading as it takes place. The method involves simulating, on the machine’s CRT, a moving window that passes through the text being read. The speed and direction of the window can be controlled by the reader, or test probes can be coordinated within the text viewed. The method allows reading to occur in an easily monitored environment, and the reader can respond to the material being read in a flexible manner. Suggestions for programming the Lisp Machine are provided which lead to improved overall execution speed and constancy of runtime for specific pieces of code in on-line experiments.     

Brain structures participating in mental simulation of motor behavior: a neuropsychological interpretation

This paper reviews findings from cognitive and sport psychology, as well as from neurophysiology, concerning mental simulation of movement. A neuropsychological hypothesis is advanced to explain why mental practice can improve motor skill learning. Mental practice activates certain brain structures selectively as shown by measurements of regional cerebral blood flow. It appears likely that this activation improves the subsequent control of execution of movements. It is pointed out that the study of simulation of movements may not only be of value for sport training but also have importance for the rehabilitation of patients with motor disturbances following lesions of the central nervous system.     

Reactions to social vs self-evaluation: Moderating effects of personal and social identity orientations

People differ in the degree to which their identities are based on personal versus social identity characteristics. This experiment tested the hypothesis that people are most concerned about evaluations that are relevant to their salient identity orientation. The Aspects of Identity Questionnaire was used to classify subjects as low or high in personal and social identities. Subjects then anticipated taking a test, believing that their performance would be known by only them, by only a research assistant, by both them and a research assistant, or by no one. Subjects then completed thought-listing and self-report measures of evaluation apprehension. Subjects who scored high in social identity reacted more strongly to the social evaluation than subjects low in social identity. Although subjects high in personal identity were not particularly threatened by private feedback, personal identity seemed to buffer subjects against the threat of social-evaluation. The results are discussed in the context of recent work on private and public aspects of the self.     

THE VALUE OF EXTERNAL DIRECTION AND INDIVIDUAL DISCOVERY IN LEARNING SITUATIONS: The learning of a mathematical principle

W erdelin , I. The value of external direction and individual discovery in learning situations. I. The learning of a mathematical principle. Scand. J. Psychol ., 1968, 9, 241–247.—Three samples (A, B, C), selected at random from seven sixth grade classes, were instructed differently how to use a mathematical principle. A was told the principle and applied it on examples; B was given most examples first, then told the principle, and given additional examples; C was given examples only. A learned the principle better, as measured by a test given immediately after the experiment. C was comparatively better as to retention and transfer. B was between A and C.     

THE RELATIONSHIP BETWEEN DIFFICULTY AND FACTOR LOADINGS OF SOME VISUAL-PERCEPTUAL TESTS

WERDELIN, I. & STJERNBERG, G. The relationship between difficulty and factor loadings of some visual-perceptual tests. Scand. J. Psychol. , 1971, 12, 21–28. – The study aimed at investigating whether it is possible to change factor loadings by varying the difficulty and complexity of the same visual-perceptual tests. 171 sixth grade pupils were given 27 tests. Some of these defined reference factors, others were differently difficult versions of four tests from separate parts of the visual-perceptual field. Data were treated by factor analysis, yielding the four factors R, S, N and P. It was found that the more difficult the test the higher its loadings on the S and R factors, and the easier the test the higher its loadings on the N and particularly the P factor.     

Silent Speech Activates Prefrontal Cortical Regions Asymmetrically, as Well as Speech-Related Areas in the Dominant Hemisphere

Regional cerebral blood flow (rCBF) was measured simultaneously over the right and left hemispheres by 2 × 32 detectors in 30 healthy volunteers with a two-dimensional iv xenon-133 technique, during (1) rest and during (2) audible and (3) silent counting (101, 102, . . .). Mean hemisphere CBF increased significantly in both hemispheres during the activations.Audible speechactivated rolandic and temporo-parietal regions mainly on the right side. This pattern covers auditory and para-auditory as well as motor (tongue/larynx) regions. Most likely those regions are involved in auditory feedback and voice control.Silent speech(internal speech) gave a clearly different activation pattern involving (1) left-sided regions related to speech perception and speech motor control (including the SMA) and (2) a right dorsolateral prefrontal area that may be related to attention mechanisms. The silent speech pattern appears to demonstrate aspects of internal (cognitive) feedback activity in which prefrontal cortical regions are activated significantly.Audibleandsilentcounting may represent two principally different types of cerebral feedback systems, one for overt sensory–motor activity and one for a pure internal cognitive feedback.     

Direct comparison of auditory implicit memory tests

In this experiment, we examined the degree to which four implicit tests and two explicit tests, all involving auditory presentation, were sensitive to the perceptual characteristics of the stimuli presented during study. Presenting stimuli visually decreased priming in all the implicit memory tests, relative to auditory presentation. However, changing voice between study and test decreased priming only in the implicit memory tests requiring identification of words degraded by noise or by low-pass filtering, but not in those tests requiring generation from word portions (stems and fragments). Modality effects without voice effects were observed in cued recall, but the opposite pattern of results (voice effects without modality effects) was obtained in recognition. The primary new finding is the demonstration that auditory memory tests, both explicit and implicit, differ in their sensitivity to the perceptual information encoded during study.