High school drinking and its consequences

The present study surveyed 930 high school students regarding self-reported alcohol use, their perceptions of parents and peers, and the negative consequences of drinking. Two-fifths of males and one-fifth of females reported frequent problem (binge) drinking. Problem drinkers reported more negative consequences associated with drinking. In addition, problem drinkers reported greater susceptibility to peer pressure, perceived their peers as drinking more, and reported less parental monitoring and more use of alcohol by parents. The results demonstrate the importance of both parent and peer variables in adolescent substance use and highlight the negative consequences of drinking reported by high school students.     

Bullying and victimization: prevalence and relationship to gender, grade level, ethnicity, self-esteem, and depression

This study investigated the prevalence of bullying and victimization among students in grades 7 and 8. It also explored the relationship of bullying and victimization to gender, grade level, ethnicity, self-esteem, and depression. Three survey instruments were used to obtain data from a convenience sample of 454 public school students. Twenty-four percent reported bullying involvement. Chi-square tests indicated significantly more male than female bullying involvement, seventh graders reported more involvement than did eighth graders, and there were no statistically significant differences in involvement based on ethnicity. Both bullies and victims manifested higher levels of depression than did students who were neither bullies nor victims. There were no significant differences between groups in terms of self-esteem.     

On spatial response code activation in a Simon task

The Simon effect refers to the performance advantage for trials where the task-irrelevant location of a target spatially corresponds with the location of the response. It is thought that the irrelevant spatial code of the target facilitates responding by automatically pre-activating the spatially corresponding response code. This spatial code is thought to passively decay shortly after its activation. In this investigation, the response was selected according to the identity of a central cue. The selected response was executed or withheld depending the identity (Experiment 1) or the presence (Experiment 2) of the target. Varying the stimulus-onset asynchrony (SOA), between the central response cue and the peripheral target, allowed for a time-course analysis of the Simon effect. The results of two experiments provided no indication that the activation level of the irrelevant spatial code decayed while the relevant response was prepared. Although reaction times increased as the SOA decreased, the Simon effect was additive with SOA, suggesting that the automatic activation of the task-irrelevant spatial code was delayed until the task-relevant response code was mostly prepared, perhaps due to the capacity limitations of response selection.     

The effect of prolonged viewing on the recognition of global and local levels of hierarchically constructed patterns

Two experiments were carried out to examine delays in the recognition of test patterns after prolonged (25 s) viewing of an adaptation pattern which was composed of either the same or different local components and global structures. In the case of geometric patterns that contained a few relatively large elements, there were significant delays of about 70 ms in the global decision task when the test and adaptation stimuli (TS and AS) were of the same pattern, or when they had the same structure but different components. In contrast, in the case of geometric patterns that were composed of many relatively small elements, such a figural relation between the AS and the TS did not affect the recognition speed of the TSs either in the global or in the local decision task. These results suggest that prolonged viewing reduces the efficiency of global processing and that such a disruptive effect occurs depending upon the number and the relative size of the elements that make up the whole pattern.     

Grammatical intuitions about irregular verb inflections

If people possess a rule that the root of a verb plus -ed produces the past tense, why does this rule produce an unacceptable form when applied to an irregular verb (e.g., comed)? One possibility is that the unacceptability of comed is the result of lexical priming. That is, comed primes the correct form came, and the awareness of came causes comed to be perceived as unacceptable. If so, then the acceptability of a misinflected form should be determined by the factors that influence the priming of its correct form, such as the frequency and hence speed of retrieval of its correct form. Three experiments were conducted. In Experiment 1, subjects were faster to reject misinflected irregular verbs when the correct irregular form had a higher frequency than when it had a lower frequency. Furthermore, the higher the frequency of the correct form, the more unacceptable the misinflected form seemed. Experiment 2 used the naming task to confirm that the presentation of a misinflected form facilitated the naming of its correct form. In Experiment 3, subjects were faster to accept an irregular verb when it was primed by a misinflected irregular verb than with a correct regular verb. This was taken as evidence that the misinflected irregular verb accesses the correct form.     

The aftereffects of ventriloquism: are they sound-frequency specific?

Exposing different sense modalities (like sight, hearing or touch) to repeated simultaneous but spatially discordant stimulations generally causes recalibration of localization processes in one or both of the involved modalities, which is manifested through aftereffects. These provide opportunities for determining the extent of the changes induced by the exposure. Taking the so-called ventriloquism situation, in which synchronized sounds and light flashes are delivered in different locations, we examine if auditory recalibration produced by exposing tones of one frequency to attraction by discordant light flashes generalizes to different frequencies. Contrary to an earlier report, generalization was obtained across two octaves. This result did not depend on which modality attention was forced on through catch trials during exposure. Implications concerning the functional site of recalibration are briefly discussed.     

Group therapy for pathological gamblers: a cognitive approach

This study evaluated the efficacy of a group cognitive treatment for pathological gambling. Gamblers, meeting DSM-IV criteria for pathological gambling, were randomly assigned to treatment (N=34) or wait-list control (N=24) conditions. Cognitive correction techniques were used first to target gamblers' erroneous perceptions about randomness, and then to address issues of relapse prevention. The dependent measures used were the DSM-IV criteria for pathological gambling, perceived self-efficacy, gamblers' perception of control, desire to gamble, and frequency of gambling. Post-treatment results indicated that 88% of the treated gamblers no longer met the DSM-IV criteria for pathological gambling compared to only 20% in the control group. Similar changes were observed on all outcome measures. Analysis of data from 6-, 12- and 24-month follow-ups revealed maintenance of therapeutic gains. Recommendations for group interventions are discussed, focusing on the cognitive correction of erroneous perceptions toward the notion of randomness.     

The Koala Fear Questionnaire: a standardized self-report scale for assessing fears and fearfulness in pre-school and primary school children

The Koala Fear Questionnaire (KFQ) is a standardized self-report scale for assessing fears and fearfulness in children aged between 4 and 12 years. The current article presents six studies which examined the reliability and validity of the KFQ. Study 1 (N=108) demonstrated that the visual fear scales of Koala bears as employed in the KFQ are highly comparable to the standard 3-point scales that are used in other childhood fear measures. Study 2 (N=163) provided support for the convergent validity of the KFQ in a sample of 8- to 14-year-old children. That is, the scale correlated substantially with alternative measures of childhood fear and anxiety. Study 3 (N=189) showed that the KFQ possesses good internal consistency and test-retest stability in a group of 8- to 11-year-old children. The results of Studies 4 (N=129) and 5 (N=176) indicated that the KFQ is suitable for children aged 4 to 6 years and demonstrated that the psychometric properties of the scale in younger children are highly similar to those obtained in older children. Study 6 (N=926) showed that the factor structure of the KFQ was theoretically meaningful: although the data clearly pointed in the direction of one factor of general fearfulness, spurs of the commonly found five-factor solution of childhood fear were found in the KFQ. Altogether, the KFQ seems to be a valuable addition to the instrumentarium of clinicians and researchers who are working with fearful and anxious children.