The perception of false self scale for adolescents: Reliability,validity, and longitudinal relationships with depressive and anxious symptoms

A scale assessing generalized false self‐perceptions (Perceptions of False Self, POFS) was developed and tested across three studies involving a total of 331 adolescents (11–16 years). In Study 1, interviews were conducted to develop items for the scale. In Study 2, psychometric techniques were used to derive a scale composed of 16 items. Study 2 also assessed the validity of the scale: depressive symptoms were found to increase POFS across 10 weeks, whereas false self‐perceptions had a reciprocal effect on anxiety. In Study 3, the convergent validity of the POFS scale was established. Overall, the evidence suggests that the POFS scale is a reliable and valid measure of generalized false self‐perceptions.     

Brain weights correlate with behavioral parameters in individual inbred mice housed in a common and enriched environment

Fifty 8-week-old Balb/c mice were individually identified and housed together in a large and enriched environment for 5 months. Maze and open field exploration, response to an aversive noise, swimming, and induced grooming tests were applied to each mouse in an initial search for possible relationships between brain morphology and spontaneous behavior in isogenic individuals living in a complex social and physical environment. The tasks generated 39 quantitative behavioral indices which include locomotion, rearing, still, and grooming bout frequencies, latencies, total, and mean bout durations. At the end of the tests, the 7-month-old mice were sacrificed and the fresh weights of their whole brain, cerebellum, brain stem, diencephalon, telencephalon, and prosencephalon were rapidly obtained. Behavioral data have wide variations and do not adjust to normal population distributions. Means of the same parameter differ between tests. A Spearman correlation matrix of all data yielded many significant correlations between indices of the same task which can be interpreted in terms of time budget and sequence probability. Significant correlations between indices of different tests suggest diverse emotionalities, exploratory strategies, and motor skills. The correlations between body and brain weights and among separate brain regions were not significant. There were several low but significant correlations between brain weights and behavioral indices. Such correlations, the resulting factors, and significant behavioral differences between mice with large and small brains suggest that mice displaying low motor activity in novel environments have larger brains and forebrain/hindbrain ratios than mice with high activity, and that animals with high scores of some specific behaviors have larger brain areas physiologically related to such behaviors.(ABSTRACT TRUNCATED AT 250 WORDS)     

The relation between problem categorization and problem solving among experts and novices

These investigations were conducted to examine the relationship between problem-solving ability and the criteria used to decide that two classical mechanics problems would be solved similarly. We began by comparing experts and novices on a similarity judgment task and found that the experts predominantly relied on the problems' deep structures in deciding on similarity of solution, although the presence of surface-feature similarity had a clear adverse effect on performance. The novices relied predominantly on surface features, but were capable of using the problems' deep structures under certain conditions. In a second experiment, we compared groups of novices, at the same level of experience, who tended to employ different types of reasoning in making similarity judgments. Compared to novices who relied predominantly on surface features, novices who made greater use of principles tended to categorize problems similarly to how experts categorized them, as well as score higher in problem solving. These results suggest that principles play a fundamental role in the organization of conceptual and procedural knowledge for good problem solvers at all levels.     

Using item-specific instructional information in achievement modeling

The problem of detecting instructional sensitivity (item basis) in test items is considered. An illustration is given which shows that for tests with many biased items, traditional item bias detection schemes give a very poor assessment of bias. A new method is proposed instead. This method extends item response theory (IRT) by including item-specific auxiliary measurement information related to opportunity-to-learn. Item-specific variation in measurement relations across students with varying opportunity-to-learn is allowed for.This paper was presented at the 1987 AERA meeting in Washington, DC. This research was supported by grant OERI-G-86-003 from the Office of Educational Research and Improvement, Department of Education. The author thanks Michael Hollis and Chih-fen Kao for valuable research assistance, and appreciates valuable comments made by an anonymous reviewer.     

Reading long words embedded in sentences: informativeness of word halves affects eye movements

The possibility was explored that the informativeness of a specific region within a word can influence eye movements during reading. In Experiment 1, words containing identifying information either toward the beginning or toward the end were displayed asymmetrically around the point of fixation so that the reader was initially presented with either the informative or noninformative zone. Words were read with shorter summed initial fixation time when the reading was started from the informative zone. In Experiments 2 and 3, the target words were presented in sentences that were to be comprehended. More attention was given to the informative endings of words than to redundant endings. The latter were also skipped more often. The duration of the first fixation was not affected by information distribution within the word, whereas the second fixation duration was. The results of these experiments lend good support to the hypothesis of immediate lexical control over fixation behavior and to the notion of a convenient viewing position.