An Investigation of the Structural Validity of Loevinger's Model and Measure of Ego Development

This study demonstrates the use of structural equation modeling for investigating a hierarchical model of personality based on Loevinger's (1976) conceptualization. This model was constructed to have a multifactorial and hierarchical structure in which the ego development construct served as the source of covariation for specific personality constructs of impulse control, interpersonal style, conscious preoccupations, and cognitive style. This model and three other conceivable models were investigated to determine which structure best represented the relations among specific personality constructs and ego development. The specific personality constructs were identified by measures chosen from the available pool of measures that were compatible with Loevinger's conceptualization. The four conceivable models were fitted to sample data from 267 adult subjects using confirmatory factor analysis and were compared with indices of model fit and methods for comparison of nested models. Results suggested that the four specific personality constructs and ego development are part of the same process. Although a hierarchical structure appeared tenable for this process, the role of ego development perhaps is not as dominant as envisioned by Loevinger. These results must be considered tentative due to measurement limitations.     

Negative priming effects that are bigger than a breadbox: Attention to distractors does not eliminate negative priming, it enhances it

In a series of experiments, we examined the effect of requiring subjects to attend to distractors in a test of negative priming. This was accomplished by using a referent size-selection task in which subjects were instructed to name the larger animal and to ignore the smaller animal in a word pair. The result was a quadrupling of the standard negative priming effect, suggesting that negative priming not only occurs for attended distractors, it is actually enhanced. We demonstrated that this enhancement of the effect was not due solely to increased latencies in the referent size-selection task, because neither decreasing base response times in other referent size-selection tasks nor increasing base response times in typical color-selection tasks substantially affected the respective negative priming effects. Although these findings can be accommodated within current theories of negative priming, they challenge the basic assumption that the negative priming effect arises because the critical item was ignored or not attended to on the prime trial.     

Facial Features as Personality Cues

Two studies examined the effects of the appearance of specific facial features on attributions of personality. In Study 1, photographs of men and women were computer-manipulated to have larger than average or smaller than average eye size, and wider than average or narrower than average eye spacing. In Study 2, eye size and mouth fullness were similarly altered. Although it was found that neither eye spacing nor mouth fullness had any effect on perceptions of the targets' personality or physical characteristics, eye size had strong effects in both studies. Analyses of covariance revealed that the personality trait ratings that varied with eye size were mediated primarily by perceived differences in the targets' masculinity-femininity and babyfacedness, and to a lesser extent by attractiveness.     

Evaluating a Guidance and Language Arts Unit for High School Juniors

In this study the authors report on the evaluation of a program enhancing both the career development and writing skills of high school juniors. Participants were 166 juniors attending a suburban midwestern high school. School counselors and English teachers worked together to provide an opportunity for students to develop academic skills while exploring relevant career issues. Results indicated that for a wide range of students, participation in the program led to the achievement of specific guidance competencies. Changes in perceived mastery of guidance competencies predicted positive change in vocational identity and attainment of higher English grades for girls. Implications for promoting school counselors' involvement in guidance program evaluation practices are discussed.     

Short versus long term gains of a cognitive-behavioral social skills program targeting the giving and receiving of criticism

Seventy-four university undergraduates (40.2% male and 59.8% female) reporting difficulty in giving and receiving criticism were randomly assigned to either a training group consisting of cognitive behavioral criticism skills including behavior rehearsal, modeling, coaching, cognitive restructuring, or to a control group. Dependent measures were given at pre-test, post-test, and one year follow-up. Included were self-report measures consisting of Fear of Negative Evaluation (FNE), Criticism Concerns Scale (CCS), Criticism Self-Esteem Giving and Receiving Scales, and behavioral role-play measures consisting of judges’ global ratings of subject’s verbal and nonverbal criticism behaviors in role-play scenarios with a live actor. Results for the self-report measures, FNE, and Criticism Self-Esteem Receiving showed both training program and control groups improved at post-test, but only the training program group maintained gains at one year follow-up. For the CCS and Criticism Self-Esteem Giving, the training program group improved over time, yet was only significantly different from control group at post-test. Results were discussed in terms of the pro-active nature of giving criticism versus the more reactive nature of receiving criticism.     

Sex differences in children's trust in peers

Children in kindergarten, second, and fourth grades were required to judge how much they trusted each of their peers (classmates). A same sex pattern of peer trust was found; boys trusted boys more than they trusted girls, and girls trusted girls more than they trusted boys. This pattern of peer trust was evident in fourth- and second-grade children but not in kindergarten children. It was proposed that the same sex pattern of trust serves to reinforce and maintain the same sex pattern of peer relationships in children.     

Priming of pop-out: II. The role of position

In an earlier paper (Maljkovic & Nakayama, 1994) we showed that repetition of an attention-driving feature primes the deployment of attention to the same feature on subsequent trials. Here we show that repetition of the targetposition also primes subsequent trials. Position priming shows a characteristic spatial pattern. Facilitation occurs when the target position is repeated on subsequent trials, and inhibition occurs when the target falls on a position previously occupied by a distractor. Facilitation and inhibition also exist, though somewhat diminished, for positions adjacent to those of the target and distractors. Assessing the effect of a single trial over time, we show that the characteristic memory trace exerts its strongest influence on immediately following trials and decays gradually over the succeeding, approximately five to eight, trials. Throughout this period, target-position facilitation is always stronger than distractor-position inhibition. The characteristics of position priming are also seen under conditions in which the attention-driving feature either stays the same or differs from the previous trial, suggesting that feature and position priming operate independently. In a separate experiment, using the fact that position priming is cumulative over trials, we show that position priming is largely object- or landmark-centered.     

Physical Attractiveness and Altruism in Two Modified Dictator Games

Several studies find that male individuals are more altruistic toward attractive women, suggesting altruism may serve as a courtship display. Many studies exploring this phenomenon have used vignettes and facial images. We tested the sexual selection hypothesis as an explanation for altruistic behavior, where players played the dictator game with “live” participants. Two studies were conducted (Study 1, n = 212; Study 2, n = 188) where we manipulated stakes and anonymity between participants to explore the relationship between the dictator’s allocations and their perceived attractiveness of the recipient. We found no relationship between attractiveness and altruism. Dictators were consistently fair when allocating stakes, irrespective of the recipients’ attractiveness.