Differing profiles of developmental experiences across types of organized youth activities

This study inventoried the types of developmental and negative experiences that youth encounter in different categories of extracurricular and community-based organized activities. A representative sample of 2,280 11th graders from 19 diverse high schools responded to a computer-administered protocol. Youth in faith-based activities reported higher rates of experiences related to identity, emotional regulation, and interpersonal development in comparison with other activities. Sports and arts programs stood out as providing more experiences related to development of initiative, although sports were also related to high stress. Service activities were associated with experiences related to development of teamwork, positive relationships, and social capital. Youth reported all of these positive developmental experiences to occur significantly more often in youth programs than during school classes.     

The Utility of Problem-solving Training that Emphasises Selfmanagement Principles

This study examined the usefulness of an 8-week applied problem-solving training program. Specifically, the study examined (a) whether problem-solving training that emphasised self-management principles would be useful, (b) if the effects of training would persist over time, (c) whether an individual difference variable (problem-solving appraisal) would affect training outcomes, and (d) whether the cognitive responses of the subjects during the course of training were related to their problem-solving appraisal or the change process. Results indicated that problem solving training was effective at enhancing students’ problem-solving appraisal, and that the self-report changes were maintained at a 1 year follow-up. In particular, training seemed most useful for students who initially appraised their problem solving very negatively. Finally, the results suggested that the process-oriented cognitive responses were related to students' initial problem-solving self-appraisal as well as the impact of training. Implications of the results are discussed in terms of counselling interventions, problem solving training, the interpersonal influence process, and future research.     

Inmates' perceptions of determinate and indeterminate sentences

The movement to replace indeterminate with determinate sentencing is among the most important recent developments in the criminal justice field. While the views of citizens and scholars on the subject have been widely promulgated, little is known about those of the ultimate “consumers” of sentencing reform, namely, inmates. This article examines the views of a systematic sample of inmates in a maximum security institution in Massachusetts. Subjects' opinions were sought on the relative merits of the two typs of sentencing, and possible behavioral and deterrent effects of a proposed switch to determinate sentencing. More inmates were found to be either opposed to or undecided about than in favor of determinate sentencing.     

Sex roles and soap operas: What adolescents learn about single motherhood

This study investigated the contribution of daytime television soap operas to the perception of the roles and lifestyle of the single mother. The perceptions of soap opera viewers and nonviewers were compared using 163 junior and senior high students as subjects, 9% of whom were ethnic minorities. In particular, viewers perceive that single mothers have good jobs, are relatively well-educated and do not live in poverty. Further, they perceive that their babies will be as healthy as most babies and that their babies will get love and attention from adult men who are friends of their mothers. To the degree that these perceptions contribute to the gender role socialization of adolescents, we are faced with a problematic situation. Particularly in light of the fact that soap operas are increasingly targeting the adolescent viewer, the image portrayed on soap operas and the impact it appears to have is of great concern.     

Reception of Morse code through motional, vibrotactile, and auditory stimulation

The potential for communication through the kinesthetic aspect of the tactual sense was examined in a series of experiments employing Morse code signals. Experienced and inexperienced Morse code operators were trained to identify Morse code signals that were delivered as sequences of motional stimulation through up-down displacements (roughly 10 mm) of the fingertip. Performance on this task was compared with that obtained for both vibrotactile and acoustic presentation of Morse code using a 200-Hz tone delivered either to the fingertip through a minishaker or diotically to the two ears under headphones. For all three modalities, the ability to receive Morse code was examined as a function of presentation rate for tasks including identification of single letters, random three-letter sequences, common words, and sentences. Equivalent word-rate measures (i.e., product of percent correct scores and stimulus presentation rate) were nearly twice as high for auditory presentation as for vibrotactile stimulation, which in turn was about 1.3 times that for motional stimulation. The experienced subjects outperformed the inexperienced subjects by amounts that increased with task complexity. For example, the former were able to receive sentences at 18 words/min with motional stimulation, whereas the latter, following 75 h of training, were unable to perform this task. The present results and those of other research with tactual communication systems are compared, particularly regarding estimates of information-transfer rates.