Predicting Acculturation Using Career,Family, and Demographic Variables in a Sample of Mexican American Students

The authors examined the relationship of a set of career variables, family cohesion, and demographic variables with the acculturation level of a sample of 176 Mexican American community college students. Multiple regression analyses using a blocked entry method revealed that only the demographic variables related significantly to acculturation. Based upon the zero order correlations, socioeconomic status would appear to account for most of the variance shared by acculturation and a linear combination of the demographic variables.     

A study of the effects of cranial electrical stimulation on attention and concentration

There have been several anecdotal accounts that cranial electrical stimulation (CES) enhances attention and the ability to learn new tasks in a normal population, but only one published investigation confirms that CES improves attention using the Alpha Stim CES (Madden and Kirsch, 1987). The purpose of this study was to corroborate the findings of Madden and Kirsch, using more precise measures of attention, such as a Continuous Performance Test (CPT). A pretest and posttest CPT was given to two groups using the LISS CES device. The control group consisted of twenty-one subjects who received the placebo treatment. The experimental group of thirty-one subjects received twenty minutes of CES. Four measures of the CPT show significant gains in attention: Number of Hits,p=.010 Hit RT ISI Change,p=.016, Risk Taking,p=.055; and Attentiveness,p=.054. Based on subjects who demonstrated improvement by one standard deviation on two different measures of the CPT, thirty-one percent of the experimental group improved versus four percent of the control group. The use of CES as a method of increasing attention is a promising are that requires further investigation.     

The role of segmental mass and moment of inertia in dynamic-contact task construction

The authors examined whether differences between children and adults in the application of muscle forces during a dynamic-contact task (cycling) can be attributed to children's relatively lower segmental mass and moment of inertia. They examined pedal-force construction as adults and younger and older children (n = 7 in each group), with and without mass added to their limbs, pedaled an appropriately scaled bicycle ergometer. When mass was added to their limbs, children adjusted muscular forces on the pedal in a way that began to approach the pattern demonstrated by adults. Because age, neuromotor maturation, and motor experience were held constant, it seems plausible that by 6 to 8 years of age, and perhaps younger, physical size and growth limit children's production of adult-like muscle forces on the pedal.     

The persistence of a misconception about vision after educational interventions

Children and adults, like many ancient philosophers, believe that seeing involves emissions from the eye. Several experiments tested the strength of these “extramission” beliefs to determine whether they, like other scientific misconceptions, are resistant to educational experiences. Traditional college-level education had little impact. Presenting a simplified lesson, stressing visual input, and a lesson directly counteracting the vision misconception had an impact, but for older participants the effect was evident only on short-term tests. Despite some gain due to learning, overall the results demonstrated the robustness of extramission beliefs.     

A new characterization of scientific theories

First, I discuss the older “theory-centered” and the more recent semantic conception of scientific theories. I argue that these two perspectives are nothing more than terminological variants of one another. I then offer a new theory-centered view of scientific theories. I argue that this new view captures the insights had by each of these earlier views, that it’s closer to how scientists think about their own theories, and that it better accommodates the phenomenon of inconsistent scientific theories.     

To Dream,Perchance to Think: Discussion of Papers by Noelle Burton and Christopher Bonovitz

This is a discussion of papers by Noelle Burton and Christopher Bonovitz, which explores clinical work with patients who are either developmentally incapable of articulating symbolic thought or immersed in a transference–countertransference position in which abstract thinking is foreclosed.     

Opening minds by supporting needs: do autonomy and competence support facilitate mindfulness and academic performance?

Social Psychology of Education - In a pair of studies, the present research examined mindfulness as a mediator through which perceived support for the basic psychological needs of autonomy and...     

Dissociating effects of subclinical anxiety and depression on cognitive control

Even at subclinical levels, anxiety and depression are associated with impaired cognitive control. It is unclear, though, to what extent these deficits reflect a common underlying dysfunction. Using a non-affective hybrid masked prime-Simon task, we obtained several measures of within- and between- trial inhibitory behavioral control in 80 young, healthy volunteers, together with measures of their anxiety and depression levels. Neither depression nor anxiety affected low-level within-trial control, or any of the between-trial control measures. However, increased levels of depression, but not of anxiety, were associated with impaired high-level within-trial control (increased Simon effect). Results indicate that depression, but not anxiety, impairs voluntary online response-control mechanisms independent of affective content.