The contexts of adolescents' chronic life stressors

Proposed and tested a model of the determinants of adolescents' chronic life stressors, consisting of sociodemographic, personal, and contextual stress and coping factors, using baseline and 1-year follow-up data from 259 adolescents who varied in their psychological and physical health. Concurrent regression analyses at Time 1 and at Time 2, and longitudinal regressions that controlled for the levels of chronic stressors 1 year earlier, showed that sociodemographic, personal, and contextual factors each made a significant contribution to predicting adolescents' ongoing stressors with their mother, father, siblings friends and classmates and teachers at school. Personal factors of an emotional temperament and low perceived self-worth, and contextual factors of more negative life events and fewer social resources, were related to more chronic stressors. Suggestions for further development of the model are discussed. This research was supported by the William T. Grant Foundation, NIAAA Grants AA02863 and AA06699, and Department of Veterans Affairs Medical and Health Services Research and Development Services research funds. We thank Bernice Moos for setting up the data files.     

Risk taking as motivation for volunteering for a hazardous experiment

Army male enlisted personnel were tested in two experiments to assess the psychological correlates of volunteering for a hazardous combat simulation, (Experiment 1) and a riskless, psychological experiment (Experiment 2). Subjects were given a biographical and personal habit questionnaire, the IPAT Anxiety Scale, Rotter's Locus of Control Scale, and Torrance and Ziller's life experience inventory. Results from Experiment 1 indicated that volunteers were significantly less anxious, and more willing to take risks than were nonvolunteers. Noncommissioned officers, smokers, laterborn children, and children of lower socioeconomic class parents were significantly overrepresented among the volunteers for this hazardous experiment. In Experiment 2, which solicited volunteers for a routine, nonhazardous experiment, the only variable to discriminate the volunteers from the nonvolunteers was mothers' education level. Results are in agreement with findings, using college students, that volunteer samples differ significantly from nonvolunteer samples, and that the characteristics that discriminate these two groups vary as a function of situational factors.     

The relationship of attributional style to agoraphobia severity, depression, and treatment outcome

The present study examined the relationship of attributional style, as measured with a revised version of the Attributional Style Questionnaire (ASQ) and measures of agoraphobia severity, depression, and treatment outcome in 73 Ss who met DSM-III criteria for agoraphobia with panic attacks and participated in one of three 13-week treatment conditions: paradoxical intention, graduated exposure, or progressive deep muscle relaxation training. Subjects completed assessments at four periods: pretreatment, midtreatment, posttreatment, and at 3 month follow-up. In addition to the three dimensions typically examined on the ASQ, this revised version also measured Ss' estimates of the perceived importance, and future likelihood for both positive and negative events. Congruent with previous research, moderate but somewhat inconsistent associations were observed between attributional style and depression both within and across assessment periods. Predictions about associations between attributional style and agoraphobic severity were not supported; however, an interaction was observed between depression and attributional style with respect to severity of agoraphobia. There was no evidence of group differences across treatment types, although there were several significant changes in attributional style across time. Attributions for health related events were also examined. Conceptual, clinical, and research issues related to the findings are discussed.     

Patterning,partial reinforcement,and N-length effects at spaced trials as a function of reinstatement of retrieval cues

Four experiments are reported which demonstrate the importance of the reinstatement of retrieval cues in partial-reinforcement experiments using spaced trials. Reinstatement occurs when the goalbox and startbox are of the same brightness (gray). Nonreinstatement occurs when the goalbox and startbox are of different brightnesses (black-and-white striped vs gray). Under reinstatement conditions, both a partial-reinforcement effect (PRE) and N-length effects were observed whether small reward or large reward was used. Under nonreinstatement conditions, a PRE was observed when large reward was used but not when small reward was used; N-length effects were not observed either with large or small reward. Finally, using a 24-hr intertrial interval, single alternation patterning was found only with a group receiving large reward, a long nonreward confinement duration, and reinstatement. These results are not consistent with the notion that massed and spaced trials are governed by separate mechanisms, and support an explanation of both massed and spaced trials based on E. J. Capaldi's sequential theory.     

Exposure to print and word recognition processes

The effect of exposure to print on the efficiency of phonological and orthographic word recognition processes was examined by comparing two groups of university students having similar reading comprehension scores but different levels of exposure to print. Participants with a high level of exposure to print were faster and more accurate in naming pseudowords, in choosing the correct member of a homophone pair, and in making lexical decisions when nonwords were pseudohomophones. In the lexical decision task, low-print-exposure participants were more sensitive to the frequency of the orthographic patterns in the stimuli. The results of a form priming task demonstrated that high-print-exposure participants more quickly and strongly activated the orthographic representations of common words and subsequently more strongly activated the corresponding phonological representations. Even among successful students, differences in exposure to print produce large differences in the efficiency of both orthographic and phonological word recognition processes.     

Study Preregistration: An Evaluation of a Method for Transparent Reporting

Study preregistration promotes transparency in scientific research by making a clear distinction between a priori and post hoc procedures or analyses. Management and applied psychology have not embraced preregistration in the way other closely related social science fields have. There may be concerns that preregistration does not add value and prevents exploratory data analyses. Using a mixed-method approach, in Study 1, we compared published preregistered samples against published non-preregistered samples. We found that preregistration effectively facilitated more transparent reporting based on criteria (i.e., confirmed hypotheses and a priori analysis plans). Moreover, consistent with concerns that the published literature contains elevated type I error rates, preregistered samples had fewer statistically significant results (48%) than non-preregistered samples (66%). To learn about the perceived advantages, disadvantages, and misconceptions of study preregistration, in Study 2, we surveyed authors of preregistered studies and authors who had never preregistered a study. Participants in both samples had positive inclinations towards preregistration yet expressed concerns about the process. We conclude with a review of best practices for management and applied psychology stakeholders.

     

Truth and Gradability

Journal of Philosophical Logic - I argue for two claims: that the ordinary English truth predicate is a gradable adjective and that truth is a property that comes in degrees. The first is a...     

Potentially Traumatic Experiences,Academic Performance,and Psychological Distress: The Role of Shame

The purpose of this study was to investigate the role of shame associated with previous potentially traumatic experiences, satisfaction with academic performance, and psychological distress among college students (N = 245) in Mainland China. Results indicated that previous experiences of potentially traumatic events were directly related to depressive symptoms and indirectly related through characterological shame and hopelessness. In addition, characterological shame and bodily shame were 2 distinct forms of shame that had unique associations with psychological distress.     

Inference,explanation, and asymmetry

Explanation is asymmetric: if A explains B, then B does not explain A. Traditionally, the asymmetry of explanation was thought to favor causal accounts of explanation over their rivals, such as those that take explanations to be inferences. In this paper, we develop a new inferential approach to explanation that outperforms causal approaches in accounting for the asymmetry of explanation.