Conservation as a predictor of individual differences in children’s susceptibility to leading questions

The relationships between susceptibility to leading questions and several individual differences variables—namely number and mass conservation; self-rated social desirability; and teacher-rated assertive social skills, shyness-anxiousness, and acting out—were examined for 36 first graders. As predicted, children whose conservation skills were more advanced were least susceptible to leading questions. However, there was no reliable direct association with any of the four personality variables assessed. Results were interpreted as evidence that the ability to simultaneously consider multiple dimensions may be one general cognitive factor underlying developmental and individual differences in susceptibility to leading questions.     

Validity of the Sex-Role Egalitarianism Scale: Two replication studies

To enhance the construct validity of the Sex-Role Egalitarianism Scale (SRES), two replications of earlier validity studies were undertaken. Samples were from several college campuses and primarily Caucasian. In Study 1, multiple regression analyses confirmed a hypothesized curvilinear relationship between scores on the SRES and scores on the MacDonald Sex Role Survey, a measure of gender role ideology regarding women. In Study 2, the expectation that SRES would share a relatively small amount of total variance with both the Femininity/Expressiveness and Masculinity/Instrumentality trait subscales of the Personal Attributes Questionnaire was supported. Both sets of results are consistent with earlier validity research using different measures.Lynda King would like to express her appreciation to the Central Michigan University Research Professorship Award program for its support of the studies reported here. The authors would also like to thank the anonymous reviewers for their thoughtful guidance and suggestions. A previous version of this paper was presented at the annual meeting of the American Psychological Association, Washington, DC, August 1992.     

Intelligence and teachers' ratings as predictors of abstract and concrete learning

This study concerned the prediction of children's learning with an individual measure of intelligence and teachers' evaluations. Eight abstract and eight concrete nouns were paired with nonsense geometric figures and presented to 60 elementary school children in a three-trial paired-associate (PA) learning task. Subjects' IQ scores on the Wechsler Intelligence Scale for Children-Revised and teachers' ratings of learning proficiency were used to predict children's performance on the PA task. Multiple correlations favored abstract learning with verbal scale intelligence, accounting for the majority of the variability. Teachers' ratings provided a surprising degree of predictive efficiency for abstract recall which was redundant with verbal intelligence.     

Uncertainty, as defined by the contingency between environmental events, and the adrenocortical response of the rat to electric shock

The pituitary-adrenal system is thought to be sensitive to the degree of uncertainty in a situation. In addition, there is some question whether the pituitary-adrenal system can be conditioned in a Pavlovian sense. Three experiments are reported here. The first and third sought to define uncertainty in terms of conditioned stimulus-unconditioned stimulus (CB-US) and US-US contingencies, which vary the amount of information that can be used to predict the occurrence of discrete shocks. The second experiment examined the possibility that the adrenocortical system was subject to the laws of Pavlovian conditioning, by using a conditioned emotional response paradigm. The results showed that the magnitude of the Pituitary-adrenal response varied in a curvilinear manner along the dimension of uncertainty. Very low and very high degrees of uncertainty resulted in greater corticosterone elevations than did moderate levels. No evidence for Pavlovian conditioning of the adrencortical system was found, although behavioral measures showed fear conditioning. The data presented were supportive of the hypothesis that the pituitary-adrenal response reflects the operation of an arousal system.     

An activity theory approach to memory

The articles which follow report independent research that originated in a collaborative group now organized as the Laboratory for Cognitive Studies of Work. Laboratory members are collectively engaged in working out a conceptual framework for cognitive research based on activity theory. Beach and Stevens, together with Scribner, elaborated this framework in the domain of memory, and in this introduction we will briefly sketch its principal implications for the ecological study of memory.     

Origins of childhood fears: an evaluation of Rachman's theory of fear acquisition

This study explored Rachman's (1977) theory of fear acquisition in a large sample of Australian and American children and adolescents. Participants completed a questionnaire that addressed different pathways of fear acquisition for 10 highly prevalent fears. The majority of children attributed the onset of their fears to vicarious and instructional factors, although these indirect sources of fear were often combined with direct conditioning experiences. Also examined were effects for gender, age, and nationality. Boys and preadolescents were found to report more direct and vicarious experiences than girls or adolescents. Effects due to nationality were minimal. Methodological limitations attendant to self-reports were acknowledged.     

Complexity preference in substance abusers and controls: relationships to diagnosis and personality variables

To assess the relationship between complexity preference as measured by the Barron-Welsh Revised Art Scale and models of arousal and personality, 36 male substance abusers and 24 community controls were given this tool as well as a battery of personality tests. Some support was found for the notion that emotionality, as measured by the Test of Emotional Styles, was associated with preference for complexity. Relevant neurobiological models of affective expression and hemispheric asymmetry are discussed in light of these findings.     

Validity issues in research on Vietnam veteran adjustment

For 2 decades America's Vietnam veterans have been viewed as presenting special problems, and researchers from various disciplines have attempted to understand the network of cause-and-effect relationships accounting for their psychosocial status. In this article, Cook and Campbell's (1979) framework is used to examine validity issues in Vietnam veteran research. Threats to each of the types of validity (statistical conclusion, internal, construct, and external) are discussed using examples from the literature. To counteract these threats and strengthen future research, 7 recommendations are offered.