Formal,systematic, and metasystematic operations with a balance-beam task series: A reply to Kallio's claim of no distinct systematic stage

This reply discusses the measurement of formal, systematic, and metasystematic stages. Recent multidomain studies have shown disparate results and we suggest that these results could be attributed not to actual variations in adult development or the existence or non-existence of stage, but instead may reflect differences in methodology regarding task, domain, and scoring. Our study indicates that when tested in only one domain—balance beams and extensions of those tasks—participants who performed at the higher stage were also able to perform at the lower stages. These results also coincide with similar studies conducted.     

An evaluation of the short-term impact of a media-based substance abuse prevention programme

A state-wide substance abuse prevention programme, entitled KidsInTouch, incorporated a multifaceted approach involving: (a) media-based interventions; and (b) parent training workshops. KidsInTouch was targeted at parents and their children, ages five to 12 years. The media-based interventions attempted to increase children's and parents' awareness and knowledge about substance abuse and prevention. In addition, the intervention advertised and solicited audience participation in parent training workshops. Parents participating in the parent training workshops, in comparison to the control parents, evidenced significant improvement in both alcohol and other drug knowledge and parenting skills. The implications of using the media and involving children and their parents in substance abuse prevention programmes are discussed.     

Making Memories: The Influence of Joint Encoding on Later Recall by Young Children

The premise of this research is that autobiographical memory is essentially social in origin and that the social-interactive aspects of an experience influence the content and form of what is later recalled. Two studies are reported in which an ongoing event was observed in order to track the way present experience enters past memory. In the first study, the talk between 3 -year-old children and their mothers during a visit to a museum was analyzed. In a second study, the effects of maternal style on 4 -year-old children′s encoding and later recall were examined. Strong effects of talk during the experience were found in both studies, confirming the hypothesis of a social-interactive effect on children′s encoding and later recall of a situation shared with an adult. It is proposed that autobiographical memory development and language are inextricably bound together because of the role of linguistic input in adult–child construction of experience. Implications of this model for children′s memory of traumatic events are discussed.     

REDUCING WANDERING BY PERSONS WITH DEMENTIA USING DIFFERENTIAL REINFORCEMENT

Wandering behavior of 4 geriatric patients with dementia residing in a long-term care facility was assessed using direct behavioral observations. The consequences identified during the observations as maintaining wandering for each patient were then applied for the absence of wandering using differential reinforcement of other behavior (DRO). The effectiveness of the DRO procedure was evaluated using an ABAB design. Results indicated significant reductions in wandering during treatment.     

The Impact of Women in Advertisements on Attitudes Toward Women

The present study extends existing research showing a link between images of women in advertisements and sexual attitudes. We examined also the impact of seeing sex image and progressive advertisements on attitudes toward feminism and the women's movement. Ninety-two undergraduate academic and technology white middle-class students were assigned to one of two conditions: rating either sex image or progressive advertisements. All participants then completed four subscales of M. R. Burt's [(1980) “Cultural Myths and Supports for Rape,” Journal of Personality and Social Psychology, Vol. 38, pp. 217-230] Sexual Attitudes Survey and R. E. Fassinger's [(1994) “Development and Testing of the Attitudes Toward Feminism and the Women's Movement (FWM) Scale,” Psychology of Women Quarterly, Vol. 18, pp. 389-402] Feminism and Women's Movement Scale. Major findings include replication of previous data showing a relation between viewing sex image advertisements and reporting attitudes supportive of sexual aggression. Those seeing sex image advertisements also showed lower acceptance of feminism. It is suggested that continuous presentation of such advertisements undermines women's striving for equality.     

SCORE ON THE EXAMINATION FOR PROFESSIONAL PRACTICE IN PSYCHOLOGY AS A FUNCTION OF ATTRIBUTES OF CLINICAL PSYCHOLOGY GRADUATE PROGRAMS

Graduate programs' correlates with doctoral recipients' scores on the Examination for Professional Practice in Psychology (EPPP) were determined. Higher EPPP score was associated with larger faculty-to-student ratios, smaller clinical programs traditional as opposed to professional program orientation, and PhD rather than Psy D awarded Programs approved by the American Psychological Association and those that scored favorably on a number of objective indices also produced graduates with high EPPP scores Among the more frequently used admissions requirements median Quantitative score on the Graduate Record Examination correlated most highly with EPPP score.     

Parental Contributions to Preschoolers' Emotional Competence: Direct and Indirect Effects

The present study examines the contributions of (1) parental socialization of emotion and preschoolers' emotional interaction with parents to their emotional competence, and (2) parental socialization and child emotional competence to their general social competence. Both observational and self-report techniques were used to measure emotion socialization, emotional competence, and social competence of preschoolers (average age = 49.8 months) from 60 middle-socioeconomic-status families. Data were collected in both classroom and home settings. In general, the results suggest that parental modeling of expressive styles and emotional responsiveness to child emotions are important predictors of preschoolers' emotional competence and their overall social competence. Children whose parents were more affectively positive tended to display more positive emotion with peers, whereas children whose parents were more negative appeared less socially competent in the preschool. Parents who were better coaches of their children's emotions had children who understood emotions better. Age and sex moderated several of the study's key findings. The results are consistent with earlier research indicating that parental socialization of emotion impacts the child's emotional and social functioning both at home and in the preschool.     

Children's and adults' sex-stereotyped perceptions of infants

Sex-stereotyped perceptions of infants were examined in children (aged 5, 9, and 15 years), college students, and the children's mothers. The children and college students as a group rated labeled female infants as littler and as more beautiful, nice, and soft than labeled male infants, with no age changes in sex-stereotyped perceptions. The mothers as a group were not influenced by the labeled sex manipulation. The 5-year-olds rated the infants the least favorably and the mothers rated the infants the most favorably. Girls rated the infants as more beautiful than the boys did. Finally, the mothers with higher masculinity scores and their sons showed less sex-stereotyped perceptions of the infants than mothers with lower masculinity scores and their sons.     

Knowledge organization and skill differences in computer programmers

Like experts in other fields, expert computer programmers can recall at a glance far more information relevant to their field than novices can. One explanation for this difference is that experts not only have more information, they have it better organized into meaningful chunks. In this paper, we infer the details of individual programmers' chunks of key programming concepts using the Reitman—Rueter (Cognitive Psychology, 1980, 12(4), 554–581.) technique for inferring tree structures from recall orders. Differences in organizations accompany skill-level differences. Beginner programmers' organizations show a rich variety of common-language associations to these programming concepts; Intermediate programmers show mixtures of programming and common-language associations; and Experts show remarkably similar, but not identical, organizations based clearly on programming knowledge.