The Abbreviated Math Anxiety Scale (AMAS): construction,validity, and reliability

Psychometric properties of mathematics anxiety measures have not adequately been studied. Using a large sample size (N = 1,239), the authors developed an abbreviated math anxiety measure, examined its psychometric properties, and assessed the generalizability of the model across samples. Exploratory factor analysis yielded a nine-item measure and strong internal consistency, test-retest reliability, and good convergent/divergent validity was demonstrated with an independent sample. When administered to a replication sample, indexes suggested an excellent model fit. TheAbbreviated Math Anxiety Scale (AMAS) may represent a more parsimonious and valid approach to assess mathematics anxiety.     

The Contribution of Executive Function to Source Memory Development in Early Childhood

Age-related differences in episodic memory judgments assessing recall of fact information and the source of this information were examined. The role of executive function (EF) in supporting early episodic memory ability was also explored. Four- and 6-year-old children were taught 10 novel facts from two different sources (experimenter or puppet), and memory for both fact and source information was later tested. Measures of working memory, inhibitory control, and set shifting were obtained to produce an indicator of children's EF. Six-year-olds recalled more fact and source information than did 4-year-olds. Regression analyses revealed that age, language ability, and EF accounted for unique variance in children's fact recall and source recall performance. These findings suggest a link between episodic memory and EF, and we propose that developmental investigations should further explore this association.     

Cultural unconscious in research: integrating multicultural and depth paradigms in qualitative research

Culturally focused research has gained momentum in many disciplines, including psychology. However, much of this research fails to pay attention to the unconscious dynamics that underlie the study of culture and culturally influenced human beings. Such dynamics may be especially significant when issues of marginalization and oppression are present. Therefore, this paper seeks to contribute a framework for understanding cultural dynamics, especially unconscious cultural dynamics, within depth psychological qualitative research influenced by Jungian and post‐Jungian scholarship. Inquiry that is approached with a commitment to making the unconscious conscious seeks to empower and liberate not only the subject/object studied but also the researchers themselves. Following a brief review of multiculturalism in the context of analytically informed psychology, this paper offers several case examples that focus on researchers' integration of awareness of the cultural unconscious in their study of cultural beings and topics.