Selective reaching: distracter effects on movement kinematics as a function of target-distracter separation

The authors investigated distracter effects on the kinematics of reaching movements to determine when during reaching responses (reaction time, time to peak velocity, time after peak velocity, or peak velocity) distracter interference occurred and how target-distracter separation affected the locus of interference. Participants moved a pen on a digitizing tablet toward a target appearing with or without a distracter. With a small target-distracter separation, distracter interference occurred during time after peak velocity (similar amounts of interference from near and far distracters). With a large target-distracter separation, distracter interference occurred during time to peak velocity (more interference from near compared to far distracters). The results demonstrated that target-distracter separation is an important determinant of the locus of distracter interference.     

Personality in proportion: a bipolar proportional scale for personality assessments and its consequences for trait structure

Trait structures resulting from personality assessments on Likert scales are affected by the additive and multiplicative transformations implied in interval scaling and correlational analysis. The effect comes into view on selecting a plausible alternative scale. To this end, we propose a bipolar bounded scale ranging from -1 to +1 representing an underlying process in which the assessor would review and discount positive and negative behavioral instances of a trait. As an appropriate index of likeness between variables X and Y, we propose LXY = SigmaXY/N, the average of the raw scores cross products. Using this index, we carried out a raw scores principal component analysis on data consisting of 133 participants who had each been rated by 5 assessors including self on 914 items. Contrary to the Big-Five structure that was found in these data on standard analysis, the results showed a relatively large first principal component F1 and 2 very small ones, F2 and F3. The sizes LFF=SigmaF2/N, the averages of the squared component scores, were modest to small. It thus appears that the scale, bipolar proportional versus standard, has a profound impact on the size and structure of personality assessments. The dissimilarity remains on analyzing self-ratings rather than averaged (over the 5 assessors) ratings.     

Psychometric properties of the Spanish version of the self-perception profile for children

Harter's Self-perception Profile for Children was designed to assess children's domain-specific judgments of their competence (scholastic, social, athletic, physical, and behavioral), as well as global self-worth. The psychometric properties and exploratory factor analysis of the profile for two Spanish samples of children (49% boys and 51% girls; M age=11.1 yr., SD=9.7), were examined (n=23 from an after-school social care center in an economically deprived neighborhood and n=120 from a private school mainly enrolling families of medium socioeconomic status). All attending children between 9 and 12 yr. old were included. Analysis showed sex differences, with girls scoring lower than boys on Athletic Competence and higher on Behavioral Conduct. Children from the economically deprived group had higher scores on Social Acceptance and lower scores on Physical Appearance. The cross-cultural analysis showed that the Spanish control group scored significantly higher than the original American control group on Global Self-worth. A Spanish validation with 9- to 12-yr.-olds clearly replicated the five-factor structure reported by Harter in 1985 and also replicated the results obtained in other European samples, showing reliable and valid psychometric properties.     

Bryant's Empathy Index for children and adolescents: psychometric properties in the Spanish language

The present study investigated the following issues: (1) the structure of Bryant's Empathy Index for children and adolescents in a Spanish sample of 408 boys and 424 girls (M age=14.4 yr.), and (2) sex differences, including effect sizes and internal consistency of the scale. A principal components factor analysis with oblimin rotation showed that 20 of the index's 22 items load on three robust factors, related to Feelings of Sadness, Understanding Feelings, and Tearful Reaction with regard to the emotions of others. The 3-factor structure obtained an adequate fit to the data in the confirmatory factor analysis. Coefficients alpha ranged between .72 and .78. The 3 factors accounted for 42% of variance. As expected, girls scored higher than boys. It was concluded that the Spanish version of Bryant's Empathy Index has an acceptable reliability and construct validity, making it useful for research.     

Psychometric properties of the Multidimensional Anxiety Scale for Children (MASC) among Icelandic schoolchildren

A psychometric assessment of the Icelandic version of the Multidimensional Anxiety Scale for Children (MASC) was undertaken among Icelandic schoolchildren, between 10 and 15 years of age. In a first study 625 children between 10 and 15 years of age filled in the MASC. A confirmatory factor analysis indicated that the four-factor structure of the instrument was justified. Further, means and standard deviations of the total scale and the subscales were similar to the original normative data reported by March (1997). In a second study the MASC, the Children Depression Inventory (CDI) and the Revised Children's Manifest Anxiety Scale (RCMAS) were administered to a sample of 249 schoolchildren between 10 and 15 years of age. The results supported the convergent and divergent validity of the MASC. Together the two studies show satisfactory psychometric properties of the Icelandic version of the MASC in a normal population.     

Executive functioning in normal aging: a study of action planning using the Zoo Map Test

A particularly important aspect of executive functioning involves the ability to form and carry out complex plans, that is to say planning. This study aimed to investigate planning in 18 older and 16 younger normal participants using an ecological planning subtask derived from the Behavioural Assessment of the Dysexecutive Syndrome test battery, the "Zoo Map Test." There are two trials. The first trial consists of a "high demand" version of the subtask in which the participants must plan in advance the order in which they will visit designated locations in a zoo (formulation level). In the second, or "low demand" version, the participant is simply required to follow a concrete externally imposed strategy to reach the locations to visit (execution level). The two-way ANOVAs mainly showed more difficulties in elderly adults than in younger adults, more difficulties in formulation level than in execution level, and lastly a greater difference between formulation and execution in older participants than in younger adults. These results suggest that elderly participants have some problems developing logical strategies whereas they are able to execute complex predetermined plans.     

Anticipating upcoming words in discourse: evidence from ERPs and reading times

The authors examined whether people can use their knowledge of the wider discourse rapidly enough to anticipate specific upcoming words as a sentence is unfolding. In an event-related brain potential (ERP) experiment, subjects heard Dutch stories that supported the prediction of a specific noun. To probe whether this noun was anticipated at a preceding indefinite article, stories were continued with a gender-marked adjective whose suffix mismatched the upcoming noun's syntactic gender. Prediction-inconsistent adjectives elicited a differential ERP effect, which disappeared in a no-discourse control experiment. Furthermore, in self-paced reading, prediction-inconsistent adjectives slowed readers down before the noun. These findings suggest that people can indeed predict upcoming words in fluent discourse and, moreover, that these predicted words can immediately begin to participate in incremental parsing operations.     

Cognitive coping with the threat of rape: vigilance and cognitive avoidance

Individual differences in women's avoidant and vigilant style in coping with the threat of rape were explored in four studies. In the first study, 97 women read a rape scenario and completed measures of cognitive vigilance and avoidance. They also provided ratings of fear of rape and anticipated coping problems in case of sexual assault. Vigilance was associated with significantly higher levels of fear of rape and anticipation of more severe coping problems. No effects were found for cognitive avoidance. Study 2 replicated these findings with a sample of 275 women. In addition, it showed that high vigilance was associated with significantly more rape-preventive behaviors. Study 3, including 172 women, was an online study on the effect of cognitive coping style on fear of rape, anticipated coping problems, and two behavioral measures of rape avoidance. High vigilance was related to higher levels of fear of rape, anticipation of more severe coping problems, and more rape-preventive behaviors. Finally, Study 4 (N=210) showed that individual differences in cognitive coping style affected rape-related affect and behavior in the absence of a rape scenario, underlining the chronic salience of the threat of rape for women. Vigilance was positively related to fear of rape, rape-avoidance behavior, and anticipated coping problems. In contrast, a negative relationship was found between cognitive avoidance and fear of rape, rape-avoidance strategies, and anticipated coping problems. Across the four studies, no evidence was found for an interactive effect of cognitive avoidance and vigilance, as suggested by the construct of repression versus sensitization. The findings are discussed in the light of previous research on repression-sensitization in coping with threatening information.     

A comment on sampling error in the standardized mean difference with unequal sample sizes: avoiding potential errors in meta-analytic and primary research

The authors discuss potential confusion in conducting primary studies and meta-analyses on the basis of differences between groups. First, the authors show that a formula for the sampling error of the standardized mean difference (d) that is based on equal group sample sizes can produce substantially biased results if applied with markedly unequal group sizes. Second, the authors show that the same concerns are present when primary analyses or meta-analyses are conducted with point-biserial correlations, as the point-biserial correlation (r) is a transformation of d. Third, the authors examine the practice of correcting a point-biserial r for unequal sample sizes and note that such correction would also increase the sampling error of the corrected r. Correcting rs for unequal sample sizes, but using the standard formula for sampling error in uncorrected r, can result in bias. The authors offer a set of recommendations for conducting meta-analyses of group differences.