The Formation of Left‐Right Identification: Pathways and Correlates of Parental Influence

Given the significance of the left‐right dimension as one of the most frequently employed capping term of ideological thought in most western democracies, the question arises as to how people come to identify themselves along this continuum. Drawing on a set of parent‐child pairs located in Catalonia, we seek to determine whether the processes found elsewhere with respect to the intergenerational transmission of partisanship and issue stances also apply to left‐right ideology, in a novel context characterized by the presence of a distinctive, partially cross‐cutting dimension based on center‐periphery loyalties. Results provide strong support for the principles of the direct transmission model as derived from social learning theory, while also showing the significant role of parents' place identities in conditioning the passing on of left‐right orientations.     

Developing Measures of Basic Job-Relevant English Proficiency for the Prediction of Job Performance and Promotability

The present study is an attempt to devise reliable and valid measures of job-relevant basic English proficiency to be applied in the prediction of job performance and promotability in an entry-level manual labor job dominated by workers whose native language is not English. An audio test and a reading test were developed to assess the ability to understand spoken English and written English respectively using job relevant material. Results showed that both tests demonstrated high predictive validity for the criteria of supervisory assessments of incumbents' English proficiency on the job, overall job performance, and promotability. In predicting ratings of overall job performance and promotability, each test provided incremental validity over the predictability provided by the other test. In addition, the tests also provided incremental validity in predicting promotability over the predictability provided by overall job performance.     

Effect of subliminal stimuli on consumer behavior: negative evidence.

The study corrected methodological weaknesses found in previous experiments designed to test the contentions of motivational research theorists that subliminal stimulation can affect buying behavior. The words "Hershey's Chocolate" were presented to a group of 18 experimental Ss below a forced-choice detection threshold. The 19 control Ss had a blank slide superimposed over the same background media. In a highly controlled buying situation neither experimental nor control Ss purchased Hershey's products, but on comparable chocolate products, the experimental Ss bought 5 and the control Ss, 3. A second study tested 15 experimental and 12 control Ss with the stimulus presented just below a recognition threshold. No experimental Ss bought Hershey's; two control Ss did. No support was found for the claims of motivational research theorists.     

Viewer's moral sanction of retribution in the appreciation of dramatic presentations

An audiovisually presented fairy tale, which involved provocation and retaliation as the central theme, was created in three versions. Relative to the provocation, retaliation was too mild, equitable, or too severe. Children at the developmental stages of expiatory retribution (4-yr olds) and equitable retribution (7- and 8-yr olds) served as subjects. Appreciation of the presentation was measured in facial displays, in structured interviews, and in ratings. Consistently across measures, it was found that for children at the stage of expiatory retribution, appreciation increased with the severity of the retaliatory acts. Children at the stage of equitable retribution, in contrast, appreciated equitable retaliation the most. At this stage, inequitable retaliation (too mild or too severe) was found to impair appreciation significantly. The findings were interpreted as consistent with the proposal that the depiction of punitive, retaliatory activities will be enjoyed the more, the closer they approximate the viewer's moral expectations.     

Toward an expanded vision of clinical ethics education: from the individual to the institution

This paper advances a new paradigm in clinical ethics education that not only emphasizes development of individual clinicians' skills, but also focuses on the institutional context within which health care professionals work. This approach has been applied to the goal of improving the care provided to critically and terminally ill adults. The model has been adopted by about thirty hospitals and nursing homes; additional institutions will soon join the program, entitled Decisions Near the End of Life. Here, we describe the history and rationale for this approach, its goals, pedagogical assumptions, and design.     

LED-transistor optical vascular measure: Replicability of a new device

We describe the use of a photo-optical device for the measurement of peripheral vascular activity, the Optek OPB707A, which we advocate to replace the now obsolete Sensor Technology STRT-850A. The Optek device provides a close coupling of light emitted and received through use of a GaAlAs light-emitting diode (LED). It also provides a photodarlington transistor as the receiver. The device should be used in a transmitted mode (e.g., LED illuminating tissue on volar surface of thumb and receiver on the thumbnail). Signal-to-noise characteristics and replicability of the signal from occasion to occasion are shown to be equal or superior to those of the earlier device.     

Sex vs. status in sex-associated stereotypes

The trait content of sex stereotypes can be created by social role status alone, without reference to sex. In contemporary culture sex and role status are confounded: Authority roles are played by men; women occupy subordinate positions. TV commercials encode the unequal status as tacit assumptions in brief scenarios. Videotaped reenactments of three such commercials served as stimuli. One reenactment of each duplicated the original network versions. In a second reenactment of the same commercials, the male and female actors switched roles. Subjects (n=128 men and women) viewed the commercials and made personality attributions to each character on five sex-stereotypic dimensions, e.g., “dominant—submissive.” Stereotypic trait patterns commonly attributed to sex were determined more by the actor's implicit role status in the portrayed relationship than by the actor's sex. Showing women in high-status roles with the social support of coparticipants may be a means of breaking the stereotypes.     

Matrix formulas for part and partial correlation

General formulas for part and partial correlation of any order are derived in terms of multiple correlation coefficients, standard partial regression weights, and validities. The relationship between part correlation and the independent contribution of a predictor is discussed.     

The Role of Postformal Cognitive Development in Death Acceptance

This research is the first to test the relation between postformal complex thought (PFT) and death acceptance. College students (N = 225) completed the PFT questionnaire (Cartwright et al., J Adult Dev, 2009), the Need for Cognition scale (Cacioppo et al., J Personality Assess 48:3, 1984), and Klug’s Death Acceptance Scale, comprised of death integration and confrontation scales (Klug and Sinha, Omega 18:229–235, 1987). A series of hierarchical regression analyses showed PFT made a significant contribution to death acceptance over the contributions of other cognitive and demographic variables, as predicted. Further, PFT made a significant contribution to death integration but not to death confrontation. These results are consistent with contemporary theories of adult cognitive development and PFT.     

Training intraverbal bidirectional naming to establish generalized equivalence class performances

The purpose of this study was to evaluate the effects of tact and intraverbal training on the establishment of generalized equivalence classes. Seventeen college students were exposed to tact training, listener testing, and intraverbal training (A'B’ and B'C’) in two experiments. Visual–visual matching‐to‐sample and intraverbal tests measured performances consistent with the formation of equivalence classes. Generalization was assessed with four novel sets of stimuli. In the second experiment, matching‐to‐sample tests for baseline relations (AB, BC) were eliminated to control for the possibility that equivalence classes were developed through exposure to these visual stimulus–stimulus relations. Thirteen of 17 participants passed all matching‐to‐sample and intraverbal posttests. Results suggest that when trained and emergent intraverbal relations were not maintained or were faulty, participants did not respond correctly during matching‐to‐sample posttests.