The development of ethnic identity and ethnic role taking skills in children from different school settings

The current studies were designed to investigate the influence of variations in type of school setting on the development of role-taking skills and ethnic identity. We were interested in groups of school children in grades 1 to 5 inclusive from three different types of language programs: (1) instruction in the native language (English in this case); (2) total instruction in a second language (French); and (3) partial instruction in a second language (French). All children were native-English speaking, and came from perdominantly middle class families with monolingual English-speaking parents. The children from each program were equated at each grade level on age, and verbal and non-verbal I.Q. It was expected that (1) children in the second language programs would develop identity with their native language reference group later and less consistently than children in the native language programs; because (2) the second language children would identify more with the second language ethnic group; (3) the second language children would be able to understand at an earlier grade level than the native language group the principle of reciprocity in role-taking; and (4) these difference would be more pronounced for the totally than for the partially immersed second language children. The children were required to rate a number of ethnic dolls on a 20 point rating scale according to (1) how much each would be desired as a personal friend, (2) how much each would be desired as a friend for a member of another specific ethnic group, and (3) how similar each doll was to the child. The results indicated general support for hypotheses (1), (2) and (4), particularly among the primary school samples (1, 2), but a lack of support for hypothesis (3). These results demonstrate the influence of socio-cultural factors on the development of ethnic identity and ethnic role-taking skills.     

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Memory for movement: Interaction of location and distance cues and imagery ability

The present experiments examined the role of imagery ability in recall of either the terminal location or the distance of a preselected horizontal linear movement following changes in the recall starting position. Subjects were selected on the basis of their scores on a shortened version of the Betts Questionnaire upon Mental Imagery (Betts Q.M.I., Sheehan 1967). Both high and low imagers were assigned to one of four groups, HIL, LIL, HID, LID, the last letter indicating the movement cue (terminal location or distance moved) to be recalled. Recall of the appropriate movement cue from one of four new recall starting positions occurred after either a 5-sec or 30-sec unfilled retention interval. Analysis of constant error indicated all groups were unable to recall the specified movement cue independent of the other source of information, even when subjects were given explicit instructions to utilise an imagery strategy. The data corroborate our earlier findings that memory for self paced movements is based on an interaction of location and distance cues derived from the criterion movement.     

Is there a ‘psychosomatogenic’ family?*

Review of the literature revealed two family theories of psychosomatic illness: the ‘enmeshed’ family of Minuchin and the family with affect disturbances. We interviewed twelve families, each containing a child with eczema. Most, but not all, of the families do fit in with one or other or both of the proposed interactional patterns, but the theory of a single family type, the ‘psychosomatogenic family’, is not supported. This complements the studies of individuals where specificity hypotheses have proved oversimplified.     

Behavioral profiles of children with different levels of achievement

This study examines the relative importance of three behavioral dimensions to reading and mathematics achievement of elementary school children. Previous research on the dimensions which characterize the school behavior of children has shown that these dimensions can be understood as reflecting (a) an adaptation or learning problems dimension, (b) an interpersonal or a social problem dimension, and (c) an intrapersonal or personal adjustment dimension. Scores for each dimension were derived from a cluster analysis of the Pupil Behavior Rating Scale. Based on results of the cluster analysis, subjects were assigned to 12 behavioral typology groups. Analysis of variance showed that behavior typologies were related to both reading and mathematics achievement test scores. Post hoc contrasts revealed that levels of reading achievement are associated primarily with behaviors defined by attributes of the adaptation dimension, and that differences in measures of interpersonal and interpersonal dimensions do not contribute appreciably to group differences in reading and mathematics achievement.     

Extending Holland's theory to the later years

Sixty-five men and women, aged 50 to 88 years, completed Holland's Vocational Preference Inventory (VPI) and a work history questionnaire. Each participant was assigned one-letter Holland personality type codes for his or her first full-time job, longest full-time job, last job (if retired) or present job (if employed), and hobbies. In general, VPI scale scores and high point codes were consistent with the occupational codes but less consistent with the hobby code. The usefulness of Holland's vocational theory to the aged population is discussed.     

A chronometric study of sentence processing in deaf children

It has been consistently reported the deaf children have tremendous problems in reading English sentences. Three experiments were conducted in the present study to investigate the nature of deaf children's reading inability. The first experiment looked into the letter-decoding process. It was found that deaf subjects took longer than normal-hearing subjects in encoding and decoding alphabetic letters. The second experiment employed a sentence-picture verification paradigm. The results showed that deaf subjects adopted a visual-imagery coding strategy rather than a general linguistic coding strategy as described by H. H. Clark and W. Chase (Cognitive Psychology, 1972, 3, 472–517) and by P. A. Carpenter and M. A. Just (Memory and Cognition, 1975, 3, 465–473). However, when the sentence was presented in manual signs (Experiment 3), deaf subjects' verification time showed that they adopted a general linguistic coding strategy. Thus, deaf subjects are capable of linguistic coding strategy, but they do not apply it to process printed English sentences. A second-language hypothesis was advanced to account for the obtained data. Deaf children's reading inability was also discussed from this perspective.     

On the psychometric properties of the Maudsley Marital Questionnaire (MMQ): Evaluation of self-ratings in distressed and ‘normal’ volunteer couples based on the dutch version

The current preliminary study presents data on reliability and validity of the Maudsley Marital Questionnaire (MMQ), a short 20-item scale which was designed to assess degree of favourableness of attitude towards one's own marriage. The MMQ contains three scales related to marital, sexual and general life adjustment, whose composition was initially based on those of analogue scales of the Structured and Scaled Interview to Assess Maladjustment (SSIAM). In addition to providing substantial support for an almost perfect similarity between hypothetical and empirical MMQ dimensional representations, findings, based on self-ratings of 125 volunteer couples from the community and 50 distressed couples, demonstrated that the MMQ scales have high internal consistency, sufficient test-retest reliability and validity and are only slightly correlated with social desirability.     

Peripheral visual changes and spatial attention.

Three experiments are reported investigating the attentional effects of peripheral visual changes. In agreement with previous work, experiment 1 demonstrated facilitatory and inhibitory effects of a peripheral visual change on the latency of peripheral target detection. However, after a few minutes practice the facilitatory effect disappeared entirely. The inhibitory effect, though slightly reduced in later blocks, remained significant. Hence, the two effects are dissociable and not inter-dependent as argued by Maylor (1985). In experiments 2 and 3 the perceptual salience of the peripheral cue was manipulated. With a low energy, barely noticeable cue there was no reduction in either facilitation or inhibition as a function of practice. In contrast, the attentional effects of cues higher in energy tended to diminish with practice. Theoretical implications of these data are discussed.