Preference for Second-Generation African Immigrants Over Native-Born Black Americans: A College Admission Simulation

Two studies examined preferences for second-generation African immigrants over Black American natives in a college admission simulation. Study 1 showed that a Black American native applicant was less likely to be admitted when his competitor was a second-generation African immigrant applicant relative to a White American competitor. Study 2 showed that this preference did not occur when the two applicants of color were not in competition. Stereotypes and perceived SES did not explain these findings. Discussion suggests that accepting second-generation African immigrants may cover for prejudice by providing a socially desirable alternative to accepting Black American native applicants.     

Testing Structural Models of DSM-IV Symptoms of Common Forms of Child and Adolescent Psychopathology

Confirmatory factor analyses were conducted of Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV) symptoms of common mental disorders derived from structured interviews of a representative sample of 4,049 twin children and adolescents and their adult caretakers. A dimensional model based on the assignment of symptoms to syndromes in DSM-IV fit better than alternative models, but some dimensions were highly correlated. Modest sex and age differences in factor loadings and correlations were found that suggest that the dimensions of psychopathology are stable across sex and age, but slightly more differentiated at older ages and in males. The dimensions of symptoms were found to be hierarchically organized within higher-order “externalizing” and “internalizing” dimensions, which accounted for much of their variance. Major depression and generalized anxiety disorder were substantially correlated with both the “externalizing” dimension and the “internalizing” dimension, however, suggesting the need to reconceptualize the nature of these higher-order dimensions.     

Using Planned Adaptation to Implement Evidence-Based Programs with New Populations

The Interactive Systems Framework (ISF) for Dissemination and Implementation (Wandersman et al. 2008) elaborates the functions and structures that move evidence-based programs (EBPs) from research to practice. Inherent in that process is the tension between implementing programs with fidelity and the need to tailor programs to fit the target population. We propose Planned Adaptation as one approach to resolve this tension, with the goal of guiding practitioners in adapting EBPs so that they maintain core components of program theory while taking into account the needs of particular populations. Planned Adaptation is a form of capacity building within the Prevention Support System that provides a framework to guide practitioners in adapting programs while encouraging researchers to provide information relevant to adaptation as a critical aspect of dissemination research, with the goal of promoting wider dissemination and better implementation of EBPs. We illustrate Planned Adaptation using the JOBS Program (Caplan et al. 1989), which was developed for recently laid-off, working- and middle-class workers and subsequently implemented with welfare recipients.     

Neuroimaging evidence for agenda-dependent monitoring of different features during short-term source memory tests

A short-term source monitoring procedure with functional magnetic resonance imaging assessed neural activity when participants made judgments about the format of 1 of 4 studied items (picture, word), the encoding task performed (cost, place), or whether an item was old or new. The results support findings from long-term memory studies showing that left anterior ventrolateral prefrontal cortex (PFC) is engaged when people make source attributions about reflectively generated information (cognitive operations, conceptual features). The findings also point to a role for right lateral PFC in attention to perceptual features and/or familiarity in making source decisions. Activity in posterior regions also differed depending on what was evaluated. These results provide neuroimaging evidence for theoretical approaches emphasizing that agendas influence which features are monitored during remembering (e.g., M. K. Johnson, S. Hashtroudi, & D. S. Lindsay, 1993). They also support the hypothesis that some of the activity in left lateral PFC and posterior regions associated with remembering specific information is not unique to long-term memory but rather is associated with agenda-driven source monitoring processes common to working memory and long-term memory.     

Individual differences in trajectories of emotion regulation processes: the effects of maternal depressive symptomatology and children's physiological regulation

Trajectories of emotion regulation processes were examined in a community sample of 269 children across the ages of 4 to 7 using hierarchical linear modeling. Maternal depressive symptomatology (Symptom Checklist-90) and children's physiological reactivity (respiratory sinus arrhythmia [RSA]) and vagal regulation (Delta RSA) were explored as predictors of individual differences in trajectories of emotion regulation and negativity (mother-reported Emotion Regulation Checklist; A. M. Shields & D. Cicchetti, 1997). In addition, the authors explored whether children's physiological regulation would moderate the effect of maternal depressive symptomatology on children's emotion regulation trajectories. Results indicated that over time, emotion regulation increased whereas negativity decreased, though considerable individual variability in the pattern of change was observed. Greater maternal depressive symptomatology was associated with less steep emotion regulation trajectories. There was a significant Maternal Depressive Symptomatology x Baseline RSA x Age interaction predicting emotion regulation trajectories. Overall, it appears that the development of emotion regulation over time is compromised when mothers report greater depressive symptomatology. There is also evidence that children's capacity for physiological regulation can buffer some of the adverse consequences associated with maternal depressive symptomatology.     

Folkbiology meets microbiology: a study of conceptual and behavioral change

Health education can offer a valuable window onto conceptual and behavioral change. In Study 1, we mapped out 3rd-grade Chinese children’s beliefs about causes of colds and flu and ways they can be prevented. We also explored older adults’ beliefs as a possible source of the children’s ideas. In Study 2, we gave 3rd- and 4th-grade Chinese children either a conventional cold/flu education program or an experimental “Think Biology” program that focused on a biological causal mechanism for cold/flu transmission. The “Think Biology” program led children to reason about cold/flu causation and prevention more scientifically than the conventional program, and their reasoning abilities dovetailed with their mastery of the causal mechanism. Study 3, a modified replication of Study 2, found useful behavioral change as well as conceptual change among children who received the “Think Biology” program and documented coherence among knowledge enrichment, conceptual change, and behavioral change.     

career beliefs and job satisfaction in adults with symptoms of attention‐deficit/hyperactivity disorder

The authors evaluated dysfunctional career beliefs and subsequent low job satisfaction in adults reporting significant symptoms of attention‐deficit/hyperactivity disorder (ADHD). Participants (N= 81) completed the Adult Attention Deficit Disorders Evaluation Scale (S. B. McCarney & P. D. Anderson, 1996), the Career Thoughts Inventory (J. P. Sampson, G.W. Peterson, J. G. Lenz, R. C. Reardon, & D. E. Saunders, 1996), and the Minnesota Satisfaction Questionnaire (D. J. Weiss, R. V. Dawis, G. W. England, & L. H. Lofquist, 1967). Regression analyses confirmed that ADHD symptoms were significantly predictive of dysfunctional career beliefs, decision‐making confusion, commitment anxiety, and external conflict.     

Effects of classroom organization on letter-word reading in first grade

Teacher organization is a crucial part of classroom functioning; however, its relation to student achievement has not been investigated as extensively as that of instruction. In this study, organization is defined as the amount of time teachers spend explaining the purpose and procedures of learning activities and daily routines. Data from first-grade classrooms (N = 44) observed three times during the school year (fall, winter, and spring) are analyzed, along with students' (N = 108) literacy skills at fall and spring. Hierarchical Linear Modeling reveals that, controlling for students' fall word reading and vocabulary skills, as well as amount of language arts instruction they receive, both amount and change in amount over time in classroom organization significantly predicts spring word reading skills. Specifically, children in classrooms observed in higher amounts of classroom time in organization at the beginning of the school year, followed by sharp decreases over the school year, demonstrated stronger letter and word reading skills by spring, and this was a main effect (p < .05). Practical and research implications are discussed.     

Fear Appeals Revisited: Testing a Unique Anti-smoking Film

Past research has found that fear-arousing persuasive messages can significantly affect attitudes, intentions, and behaviors. In this study, participants in high and low threat conditions viewed appropriately edited versions of a unique fear appeal video used in the American Lung Association’s anti-smoking campaign, while control condition participants viewed no film. Threat condition participants expressed stronger anti-smoking behavioral intentions than did control condition participants. These results represent the first effectiveness test of this widely used film.     

The FLMP STMPed

Massaro and Chen (2008) offer a commentary ostensibly on a recent article by Galantucci, Fowler, and Turvey (2006). Our article provided an evaluation of Alvin Liberman’s motor theory of speech perception. We considered it timely to evaluate the motor theory’s different claims, and we hoped to understand why the theory has been better received outside the field of speech than within it. Accordingly, we evaluated its component claims and embedded our presentation of the theory within a wider scientific context, rather than restricting it to the field of speech. However, Massaro and Chen did not undertake to understand the motor theory or to evaluate the effort by Galantucci et al. Rather, they chose to evaluate a different theory of speech than the one on which Galantucci et al. focused. They evaluated direct-realist theory, erroneously referring to it as a motor theory. I take this opportunity to clarify the difference, staving off potential confusion, and to address other errors in their critique.