Ethnic similarities and differences in the association of emotional autonomy and adolescent outcomes: comparing Euro-American and Asian-American adolescents.

This study has conducted an ethnic comparison on the strength of the association between Individuation, a subscale from the Emotional Autonomy construct presented originally by Steinberg and Silverberg in 1986, and adolescent outcomes in terms of self-esteem and susceptibility to negative peer pressure. Consistent with what was expected, the association between Individuation and lowered self-esteem was more salient among 287 Asian-American adolescent boys than among 1,353 Euro-American adolescent boys. Contrary to what was hypothesized, the association between Individuation and susceptibility to negative peer pressure was more pronounced among 1,573 Euro-American adolescent girls than among 292 Asian-American adolescent girls.     

Mexican-American male batterers on the MCMI-III

This study examined personality characteristics of Mexican-American male batterers. 60 Mexican-American male batterers (M = 33.6 yr.) in the court system in South Texas took the MCMI-III and their MCMI-III scores were compared with the scores of a community sample of 45 Mexican-American individuals (M = 30.4 yr.). The batterers frequently scored higher than the nonbatterers on the Avoidant and Passive-Aggressive scales, while nonbatterers frequently scored higher on the Histrionic scale. The batterers scored significantly higher on 18 out of 24 MCMI-III scales, while nonbatterers scored significantly higher on two scales.     

Manual laterality and hitting performance in major league baseball.

Asymmetrical hand function was examined in the context of expert sports performance: hitting in professional baseball. An archival study was conducted to examine the batting performance of all Major League Baseball players from 1871 to 1992, focusing on those who batted left (n = 1,059) to neutralize the game asymmetry. Among them, left-handers (n = 421) were more likely to hit with power and to strike out than right-handers (n = 638). One possible account, based on the idea of hand dominance and an analogy to tennis, is that batting left involves a double-handed forehand for left-handers and a weaker and more reliable double-handed backhand for right-handers. The results are also interpretable in the light of Y. Guiard's (1987) kinematic chain model of a between-hands asymmetrical division of labor, which provides a detailed account of why left batting is optimal for left-handers.     

The critical role of group studies in neuropsychology: comprehension regularities in Broca's aphasia

We reexamine the empirical record of the comprehension abilities of Broca's aphasic patients. We establish clear, commonly accepted, selection criteria and obtain a pool of results. We then subject these results to a detailed statistical analysis and show that these patients comprehend certain canonical sentences (actives, subject relatives, and clefts with agentive predicates) at above-chance levels, whereas comprehension of sentences that contain deviations from canonicity (passives, object-gap relatives, and clefts) is distinct and is at chance. That the latter is the case, and patients indeed guess at such structures, we show by comparing the distribution of individual results in passive comprehension to that of a model for such guessing-an analogous series of tosses of an unbiased coin. The two distributions are virtually identical. We conclude that the group's performance is stable, and well-delineated, despite intersubject variation whose source is now identified. This means that certain comprehension tests may not always be used for the diagnosis of individual patients, but they do characterize the group. It also means that group studies are not just a valid option in neuropsychology; they are a must, since demonstrations like ours indiciate very clearly that single-case studies may be misleading. As we show, the findings from any one patient, without the context of a group, may give a distorted picture of the pathological reality. Our conclusions thus promote studies of groups of brain-damaged patients as a central tool for the investigation of brain/behavior relations.     

Verbal and spatial short-term memory: common sources of developmental change?

Verbal and spatial span, articulation and tapping rate, and verbal and spatial speed-of-search tasks were administered to sixty 6- to 12-year-olds. A variance-partitioning procedure was then used to identify age-related and age-invariant components of variance in span. Outcomes were very similar for verbal and spatial span, in particular, (i) most of the age-related variance was shared by the speed-of-search and rate predictors, (ii) articulation rate provided an age-independent contribution, (iii) changing-state versions of predictor tasks did not account for variance over steady-state versions, and (iv) predictors of the same modality as the span task did not outperform predictors of the other modality. We conclude that verbal and spatial short-term memory appear to rely on similar processes when serial recall is required and that developments in span are closely tied to increases in processing speed.     

"I" Value Freedom, But "We" Value Relationships: Self-Construal Priming Mirrors Cultural Differences in Judgment

The distinction between relatively independent versus interdependent self-construals has been strongly associated with several important cultural differences in social behavior. The current studies examined the causal role of self-construal by investigating whether priming independent or interdependent self-construals within a culture could result in differences in psychological worldview that mirror those traditionally found between cultures. In Experiment 1, European-American participants primed with interdependence displayed shifts toward more collectivist social values and judgments that were mediated by corresponding shifts in self-construal. In Experiment 2, this effect was extended by priming students from the United States and Hong Kong with primes that were consistent and inconsistent with their predominant cultural worldview. Students who received the inconsistent primes were more strongly affected than those who received the consistent primes, and thus shifted self-construal, and corresponding values, to a greater degree.     

Self and body esteem perception in multiple sclerosis

Self esteem and body esteem were examined in a group of 35 relapsing-remitting multiple sclerosis (MS) patients using the Body Esteem Scale (BES) and the Eysenck Self Esteem Scale (ESES) and compared to age and sex matched normal controls. There were 23 females and 12 males in the MS patient's group; average age 38.9 years (range: 22-52). All participants completed the self-rated BES evaluating the following subscales: females - sexual attractiveness, physical condition and weight concern; males - physical attractiveness, physical condition and upper body strength. In addition all participants were scored, following a semi-structured interview, on the ESES. Psychiatric co-morbidity was excluded using a semi-structured interview by the consulting psychiatrist. All evaluations were carried out during the remitting phase. Statistical analysis, comparing patients to healthy controls, demonstrated lowered self-rating of the physical condition (males < 0.05, females < 0.001). On the other hand, no significant differences were found in the physical (male) or sexual (female)?attractiveness subscales. The mean ESES score in the patients group was 23.2 ± 4.0, slightly above the reported average. The controls mean ESES was 28.4 ± 3.6, (P < 0.05). No correlation was found between self and body esteem amongst M.S. patients. This study emphasizes impaired perception of body esteem in multiple sclerosis patients even in remission. The preservation of physical and sexual attractiveness may be related to the non-disfiguring nature of the disease. Preservation of self-esteem in MS patients suggests that body-esteem should be the focus of supportive treatment.     

Knowledge level learning and the power law: A soar model of skill acquisition in scheduling

Zusammenfassung. Das hier vorgestellte Modell lernt graduell, Planungsaufgaben aus der Klasse der Maschinenbelegungsprobleme (job-shop-scheduling problems) zu lösen. Mit Hilfe des Chunking-Mechanismus von Soar wird episodisches Wissen über die Belegungsreihenfolge von Aufträgen auf Maschinen memoriert. Bei der Entwicklung des Modells wurden zahlreiche qualitative (z. B. Transfereffekte) und quantitative Befunde (z. B. Bearbeitungszeiten) aus einer früheren empirischen Untersuchung berücksichtigt. In einer Validierungsstudie wurden dieselben Aufgaben von 14 Probanden und dem Modell bearbeitet. Die Passung von Simulationsdaten und empirischen Ergebnissen fiel insgesamt gut aus. Allerdings löst das Modell die Aufgaben schneller und zeigt auch einen etwas besseren Lernverlauf als die Probanden. Das Modell liefert eine Erklärung für das Rauschen, das typischerweise bei Bearbeitungszeiten zu beobachten ist: es handelt sich um erworbenes Wissen, das mehr oder weniger gut und auch unterschiedlich häufig auf neue Situationen übertragen wird. Der Lernverlauf der Probanden entspricht nur für aggregierte Daten einer Potenzfunktion (power law). Der vorgestellte Mechanismus zeigt, wie ein symbolisches Modell der Informationsverarbeitung graduelle Verhaltensänderungen generiert und wie der offensichtliche Erwerb allgemeiner Prozeduren ohne explizites Lernen von deklarativen Regeln erfolgen kann. Es wird nahegelegt, daß es sich hier um die Modellierung einer Form impliziten Lernens handelt. Summary. The model presented here gradually learns how to perform a job-shop scheduling task. It uses Soar's chunking mechanism to acquire episodic memories about the order to schedule jobs. The model was based on many qualitative (e.g., transfer effects) and quantitative (e.g., solution time) regularities found in previously collected data. The model was tested with new data where scheduling tasks were given to the model and to 14 subjects. The model generally fit these data with the restrictions that the model performs the task (in simulated time) faster than the subjects, and its performance improves somewhat more quickly than the subjects' performance. The model provides an explanation of the noise typically found in problem solving times - it is the result of learning actual pieces of knowledge that transfer more or less to new situations but rarely by an average amount. Only when the data are averaged (i.e., over subjects) does the smooth power law appear. This mechanism demonstrates how symbolic models can exhibit a gradual change in behavior and how the apparent acquisition of general procedures can be performed without resorting to explicit declarative rule generation. We suggest that this may represent a type of implicit learning.