The Relational Health Indices: A Study of Women's Relationships

A new measure of women's relationships, the Relational Health Indices (RHI), comprises three scales that assess growth-fostering connections with peers, mentors, and communities. The RHI was developed using the Relational Model (Jordan, Kaplan, Miller, Stiver, Surrey, 1991; Miller & Stiver, 1997), a theory of women's psychological development. The 37-item measure assesses three conceptual dimensions of growth-fostering relationships: engagement, authenticity, and empowerment/zest. This study examined the psychometric properties of the RHI with a group of 450 students at a women's liberal arts college, providing evidence for the reliability, validity, and utility of the new measure. The factor analyses confirmed a three-subscale structure: engagement, authenticity, empowerment/zest. The RHI's components generally demonstrate good overall internal consistency. Furthermore, associations between RHI scales and convergent validation scales were significant and in the direction hypothesized. Correlations with adjustment scales varied across the RHI components. The RHI has potential for enriching our understanding of important, subtle qualities and complex dynamics of both dyadic and group relationships, especially among women. The instrument is available for use by researchers interested in continuing the scale and theory development.     

Intersensory redundancy accelerates preverbal numerical competence

Intersensory redundancy can facilitate animal and human behavior in areas as diverse as rhythm discrimination, signal detection, orienting responses, maternal call learning, and associative learning. In the realm of numerical development, infants show similar sensitivity to numerical differences in both the visual and auditory modalities. Using a habituation-dishabituation paradigm, we ask here, whether providing redundant, multisensory numerical information allows six-month-old infants to make more precise numerical discriminations. Results indicate that perceptually redundant information improved preverbal numerical precision to a level of discrimination previously thought attainable only after additional months of development. Multimodal stimuli may thus boost abstract cognitive abilities such as numerical competence.     

The best-worst scaling approach: an alternative to Schwartz's Values Survey

Traditional self-report ratings have some measurement problems that a relatively new method, best-worst scaling (BWS; Finn & Louviere, 1992), may overcome. This alternative method, based on Louviere's BWS, can be used to measure the relative importance or perceived trade-offs among choice alternatives. The method is illustrated as an alternative to the Schwartz Value Survey (SVS; Schwartz, 1992). In a series of samples, it was found that Schwartz values best-worst survey (SVBWS) reproduced Schwartz's (1992) theoretical value structure and supported hypothesized relationships between values and value-expressive behaviors, ethnocentrism, and environmental-related tourism activities. In addition, the SVBWS approach took significantly less respondent time than the traditional SVS approach.     

Defensive self-esteem and aggression in childhood

Research examining the association between self-esteem (SE) and aggressive behavior in childhood has produced mixed findings. Some of the confusion may stem from the fact that researchers have relied on explicit measures of SE, thus conflating two distinct types of positive self-regard: secure SE (characterized by high levels of explicit and implicit SE), and defensive SE (characterized by high levels of explicit but low levels of implicit SE). The current study tested the hypothesis that children with high levels of defensive, but not secure, SE would engage in higher levels of aggressive behavior. Ninety-three children completed measures of both explicit and implicit SE. Teachers assessed children’s level of physical and relational aggression in the school setting. As predicted, there was a positive association between explicit SE and aggression when levels of implicit SE were low, but not when levels of implicit SE were high.     

The effect of month of birth on the attainments of primary and secondary school pupils

Background Previous research has produced conflicting results regarding the effects of season of birth and age‐position on cognitive attainments. In Northern Ireland the school year divides the summer season into two providing an opportunity to evaluate the relative contribution of season of birth and age‐position effects. Aims To investigate the relationship between attainment in literacy skills and month of birth for primary and secondary school pupils and to determine the relationship between motor skills and month of birth in primary school pupils. Sample One thousand one hundred and twenty four primary school pupils participated, and results for key stage 3 (KS3) English and GCSE English Language, for 3,493 Year 10 and 3,697 Year 12 secondary school pupils, respectively, were obtained. Method Primary school pupils were individually assessed using standardised reading and spelling tests, as well as tests of motor skill. They were also assessed using a standardised group reading test in their class groups. For the secondary school pupils, the results for two year cohorts, in KS3 English and GCSE English language, respectively, were analysed. Results For the primary school pupils there was evidence of both a season of birth and an age‐position effect on all of the cognitive measures, particularly in the early years of schooling. There was, also, evidence of a significant age‐position effect at both KS3 and GCSE in favour of the older pupils. For the younger primary school pupils there was evidence of significant age‐position effects on both motor measures. Conclusions The findings from the present study suggest that month of birth may be related to both season of birth and age‐position effects. These effects may be compounded, particularly in the early years of primary school, when summer born children are youngest in their year, as in England. In Northern Ireland, age‐position effects are also evident in secondary school public examination results, which may have implications for long‐term life choices.     

On the signals underlying conscious awareness of action

To investigate whether conscious judgments of movement onset are based solely on pre-movement signals (i.e., premotor or efference copy signals) or whether sensory feedback (i.e., reafferent) signals also play a role, participants judged the onset of finger and toe movements that were either active (i.e., self initiated) or passive (i.e., initiated by the experimenter). Conscious judgments were made by reporting the position of a rotating clock hand presented on a computer screen and were then compared to the actual measured time of movement onset. In line with previous studies, judgment errors were found to be anticipatory for both finger and toe movements. There was a significant difference between judgment errors for active and passive movements, with judgments of active movements being more anticipatory than judgments of passive movements. This is consistent with a pre-movement (from here on referred to as an “efferent”) account of action awareness because premotor and efference copy signals are only present in active movements, whereas the main source of movement information in passive movements is sensory feedback which is subject to time delays of conduction (and hence predicts later judgment times for passive movements). However, judgments of active toe movement onset time were less anticipatory than judgments of active finger movement onset time. This pattern of results is not consistent with a pure efferent account of conscious awareness of action onset - as this account predicts more anticipatory judgments for toe movements compared to finger movements. Instead, the data support the idea that conscious judgments of movement onset are based on efferent (i.e., premotor, efference copy) and reafferent (i.e., feedback from the movement) components.     

Assessing effects of viewing distance on normal Chinese reading: Some methodological and theoretical implications

Viewing distance determines a range of factors affecting reading performance. Previous studies of Chinese-character reading have shown considerable disagreement and inconsistency in their choice of viewing distances, however, with obvious implications for research in this area. The present study aimed to resolve this issue by determining the optimal viewing distance for studies of normal Chinese reading. Stimuli were pages of text that were composed of a standard Chinese typeface (Song) that was presented in a standard size (10.5 pt). Forty reading distances were used, ranging from 2.5 to 100.0 cm. Distances within the range of 7.5–55.0 cm produced faster reading rates than did the distances at either end of the continuum, and a regression model showed that 35 cm was the optimal viewing distance. These findings indicate an optimal range of retinal image sizes between 2.0° and 0.3° per character. The implications of these findings for understanding the processes that are involved in Chinese reading and for the appropriate presentation of Chinese stimuli in experiments are discussed.     

Neurophysical substrates of arousal and attention

The study of arousal and attention could be of prominent importance for elucidating both fundamental and practical aspects of the mind–brain puzzle. Defined as “general activation of mind” (Kahnemann in Attention and effort. Prentice-Hall, New Jersey, 1973), or “general operation of consciousness” (Thacher and John in Functional neuroscience: foundations of cognitive processing. Erlbaum, Hillsdale, 1977), arousal can be considered as a starting point of fundamental research on consciousness. Similar role could be assigned to attention, which can be defined by substituting the attributes “general” with “focused”. Concerning the practical applications, the empirically established correlation between neuronal oscillations and arousal/attention levels is widely used in research and clinics, including neurofeedback, brain–computer communication, etc. However, the neurophysical mechanism underlying this correlation is still not clear enough. In this paper, after reviewing some present classical and quantum approaches, a transition probability concept of arousal based on field–dipole quantum interactions and information entropy is elaborated. The obtained analytical expressions and numerical values correspond to classical empirical results for arousal and attention, including the characteristic frequency dependence and intervals. Simultaneously, the fundamental (substrate) role of EEG spectrum has been enlightened, whereby the attention appears to be a bridge between arousal and the content of consciousness. Finally, some clinical implications, including the brain-rate parameter as an indicator of arousal and attention levels, are provided.