Growth goals, maturity, and well-being

In 2 studies (125 college students and 51 adults), 2 forms of growth goals (exploratory and intrinsic) were compared with 2 forms of personality development (social-cognitive maturity and social-emotional well-being). Participants whose narratives of major life goals emphasized conceptual exploration were especially likely to have high levels of maturity (measured as ego development; J. Loevinger, 1976), whereas those whose goals emphasized intrinsic interests (K. M. Sheldon & T. Kasser, 1995) were especially likely to have high levels of well-being. Participants who had coherent hierarchies of growth goals on the levels of major life goals and everyday goals were especially likely to have high levels of personality development. Finally, growth goals accounted for some relationships between age and personality development. Growth goals are discussed in terms of intentional self-development and specific developmental paths.     

Judgments of exocentric direction in large-scale space

Judgments of exocentric direction are quite common, especially when judging where others are looking or pointing. To investigate these judgments in large-scale space, observers were shown two targets in a large open field and were asked to judge the exocentric direction specified by the targets. The targets ranged in egocentric distance from 5 to 20 m with target-to-target angular separations of 45 degrees, 90 degrees, and 135 degrees. Observers judged exocentric direction using two methods: (i) by judging which point on a distant fence appeared collinear with the two targets, and (ii) by orienting their body in a direction parallel with the perceived line segment. In the collinearity task, observers had to imagine the line connecting the targets and then extrapolate this imagined line out to the fence. Observers indicated the perceived point of collinearity on a handheld 360 degrees panoramic cylinder representing their vista. The two judgment methods gave similar results except for a constant bias associated with the body-pointing response. Aside from this bias, the results of these two methods agree with other existing research indicating an effect of relative egocentric distance to the targets on judgment error--line segments are perceived as being rotated in depth. Additionally, verbal estimates of egocentric and exocentric distance suggest that perceived distance is not the cause for the systematic errors in judging exocentric direction.     

Comparison of Hispanic children with and without limited English proficiency on the Naglieri Nonverbal Ability Test

Hispanic children with (n=148) and without (n=148) limited English proficiency were given the Naglieri Nonverbal Ability Test (NNAT; J. A. Naglieri. 1997a) and the Stanford Achievement Test-9th edition (SAT-9: 1995). The groups were selected from the NNAT standardization sample (N=22.620) and matched on geographic region, gender, socioeconomic status, urbanicity. and ethnicity. There was a very small difference (d ratio=0.1) between the NNAT standard scores for the children with limited English proficiency (M - 98.0) and those without limited English proficiency (M=96.7). The NNAT correlated moderately and similarly with achievement for the 2 groups. The sample of children with limited English proficiency earned considerably lower scores on SAT-9 Reading and Verbal subtests. Results suggest that the NNAT may be useful for the assessment of Hispanic children with and without limited English proficiency.     

Body-based senses enhance knowledge of directions in large-scale environments

Previous research has shown that inertial cues resulting from passive transport through a large environment do not necessarily facilitate acquiring knowledge about its layout. Here we examine whether the additional body-based cues that result from active movement facilitate the acquisition of spatial knowledge. Three groups of participants learned locations along an 840-m route. One group walked the route during learning, allowing access to body-based cues (i.e., vestibular, proprioceptive, and efferent information). Another group learned by sitting in the laboratory, watching videos made from the first group. A third group watched a specially made video that minimized potentially confusing head-on-trunk rotations of the viewpoint. All groups were tested on their knowledge of directions in the environment as well as on its configural properties. Having access to body-based information reduced pointing error by a small but significant amount. Regardless of the sensory information available during learning, participants exhibited strikingly common biases.