The relationship between inhibition of return and saccade trajectory deviations

After presentation of a peripheral cue, a subsequent saccade to the cued location is delayed (inhibition of return: IOR). Furthermore, saccades typically deviate away from the cued location. The present study examined the relationship between these inhibitory effects. IOR and saccade trajectory deviations were found after central (endogenous) and peripheral (exogenous) cuing of attention, and both effects were larger with an onset cue than with a color singleton cue. However, a dissociation in time course was found between IOR and saccade trajectory deviations. Saccade trajectory deviations occurred at short delays between the cue and the saccade, but IOR was found at longer delays. A model is proposed in which IOR is caused by inhibition applied to a preoculomotor attentional map, whereas saccade trajectory deviations are caused by inhibition applied to the saccade map, in which the final stage of oculomotor programming takes place.     

Race/ethnicity and sexual orientation: intersecting identities

Racial/ethnic minority women who come to identify as lesbian must confront the norms and expectations of both the majority and minority cultures in which they live. This article reports findings from a diverse sample of nearly 450 women and examines the effects of race/ethnicity on sexual identity development in African American, Latina, and White lesbians. African American and Latina respondents differed little in the timing and disclosure of lesbian identity; comparisons between women of color and White women revealed substantial variability. Findings are discussed in terms of their implications for practice with lesbians of color.     

The normative development of child and adolescent problem behavior

The aim of this study was to identify normative developmental trajectories of parent-reported problems assessed with the Child Behavior Checklist (CBCL; T. M. Achenbach, 1991) in a representative sample of 2,076 children aged 4 to 18 years from the general population. The trajectories were determined by multilevel growth curve analyses on the CBCL syndromes in a Longitudinal multiple birth-cohort sample that was assessed 5 times with 2-year intervals. Most syndromes showed a linear increase or decrease with age or a curvilinear trajectory, except for thought problems. Trajectories for most syndromes differed for boys versus girls, except those for withdrawn, social problems, and thought problems. These normative developmental trajectories provide information against which developmental deviance in childhood and adolescence can be detected.     

Family predictors of antisocial behavior in adolescence

The goal of the present study was to examine the combined and unique ability of different aspects of family functioning to predict involvement in antisocial behavior in a large nonclinical (community) sample of adolescents. Distinction was made between global (e.g., family socioeconomic status), distal (dispositional characteristics of parents), contextual (family characteristics), and proximal (parent-child interaction) factors that operate within families. Results show that proximal factors were significant predictors of antisocial behavior, independent of their shared variance with other factors. Consistent with the hypothesized mediational model, the effects of distal and contextual factors appear to be mostly indirect: after their association with proximal factors was taken into account, these factors were no longer significantly related to antisocial behavior. The implications of these findings for planning of developmentally appropriate interventions for adolescents and their families are discussed.     

On the role of stimulus-response and stimulus-stimulus compatibility in the Stroop effect

Stroop effects might be due to differences in stimulus-response compatibility (SRC) and/or to differences in stimulus-stimulus compatibility (SSC). Recent evidence for the role of SSC is inconclusive, because there were no controls for effects of SRC that are based on short-term associations between stimuli and responses (i.e., associations set up as the result of task instructions). In two experiments, SRC effects were controlled for. Regardless of whether the irrelevant and the relevant stimulus features were separated (Experiment 1) or integrated in one stimulus (Experiment 2), the results revealed an effect of SSC and an effect of SRC that was based on short-term associations. The results thus confirm that both processes at the level of encoding and processes at the level of response selection contribute to the Stroop effect.     

Memory effects of motor activation in subject-performed tasks and sign language

Research on memory has consistently shown that when a subject-performed task (SPT) is compared with a traditional verbal task (VT), enactment at the encoding of verbal materials (i.e., SPT) yields better memory performance than does nonenactment (i.e. VT). There is some controversy regarding the extent to which motor activation per se might be causing this effect, and whether or not SPTs may be influenced by memory strategies. The purpose of this study was to contribute toward a solution of these questions. The effect of SPT encoding was compared with the effect of encoding by means of a sign language task (SLT). The SLT condition is claimed to be a verbal/linguistic task with a major relevant motor component. The motor activation in SLT is in the present study seen to be the main difference between the SLT and the VT, and the main similarity between the SLT and the SPT. Control conditions were tested in order to evaluate possible effects of translation and imagery in the SLT condition. Subjects in the SLT condition performed similarly to subjects in the SPT condition in free recall. Subjects in both these conditions outperformed subjects in the control conditions. The SPT and SLT superiority is suggested to be caused mainly by relevant motor activation.     

The role of cognitive variables in psychological functioning after the death of a first degree relative

The present study sought to explore the relationship between negative cognitions and emotional problems after bereavement, with a group of 329 adults who had suffered the loss of a first degree relative. The following cognitions were assessed: global negative beliefs, cognitions about self-blame, negative cognitions about other people's responses after the loss, and negative cognitions about one's own grief reactions. Results showed that each of these cognitive variables was significantly related to the severity of symptoms of traumatic grief, depression and anxiety, even when background and loss-related variables that were initially found to influence symptom severity, were statistically controlled. When the shared variance between the cognitive variables was controlled, it was found that global negative beliefs about life, the world, and the future, and threatening interpretations of grief reactions each explained a unique proportion of variance in traumatic grief symptom severity. Global negative beliefs about life, the self and the future, and threatening interpretations of grief explained most variance in depression, while negative beliefs about the self and threatening interpretations of grief explained most variance in anxiety. Overall, the findings are in support of cognitive theories of grief, and suggest that effective treatment of problematic grief will need to address negative cognitions.     

Objective personality assessment of people in diverse cultures: European adaptations of the MMPI-2

This article examines the cross-national application of psychological tests and examines the generalizability of objective psychological assessment instruments. The most widely used and internationally adapted personality instrument, the Minnesota Multiphasic Personality Inventory (MMPI-2), is highlighted to illustrate the adaptation of psychological tests across the barriers of language and culture. The problems and limitations of using questionnaire methods were noted and effective strategies for translating, adapting, and standardizing questionnaires in languages and cultures different from their country of origin are reviewed. The history of several European adaptations of the original MMPI and MMPI-2 is surveyed to illustrate the extensive research base for the test in Europe. Applications of the MMPI-2 in clinical and non-clinical (e.g. industrial) settings were noted. Current research is described and recommendations for future research are provided.     

Acquiring an understanding of design: evidence from children's insight problem solving

The human ability to make tools and use them to solve problems may not be zoologically unique, but it is certainly extraordinary. Yet little is known about the conceptual machinery that makes humans so competent at making and using tools. Do adults and children have concepts specialized for understanding human-made artifacts? If so, are these concepts deployed in attempts to solve novel problems? Here we present new data, derived from problem-solving experiments, which support the following. (i) The structure of the child's concept of artifact function changes profoundly between ages 5 and 7. At age 5, the child's conceptual machinery defines the function of an artifact as any goal a user might have; by age 7, its function is defined by the artifact's typical or intended use. (ii) This conceptual shift has a striking effect on problem-solving performance, i.e. the child's concept of artifact function appears to be deployed in problem solving. (iii) This effect on problem solving is not caused by differences in the amount of knowledge that children have about the typical use of a particular tool; it is mediated by the structure of the child's artifact concept (which organizes and deploys the child's knowledge). In two studies, children between 5 and 7 years of age were matched for their knowledge of what a particular artifact "is for", and then given a problem that can only be solved if that tool is used for an atypical purpose. All children performed well in a baseline condition. But when they were primed by a demonstration of the artifact's typical function, 5-year-old children solved the problem much faster than 6-7-year-old children. Because all children knew what the tools were for, differences in knowledge alone cannot explain the results. We argue that the older children were slower to solve the problem when the typical function was primed because (i) their artifact concept plays a role in problem solving, and (ii) intended purpose is central to their concept of artifact function, but not to that of the younger children.