Locus of Control as a Stress Moderator and Mediator in Children of Divorce

This paper examined the stress moderator and mediator effects of four dimensions of perceived control in children of divorce. The dimensions of locus of control included internal control for positive events, internal control for negative events, unknown control for positive events, and unknown control for negative events. The sample consisted of 222 children between the ages of 8 and 12 whose parents had divorced in the previous 2 years. Moderational analyses showed that unknown control for positive events interacted with negative events to predict total symptoms. Plots of the simple slopes indicated a stress buffering effect whereby the slope of negative events on symptoms was higher for high than for low levels of unknown control for positive events. Mediational analysis showed that the relations between negative events and symptoms were mediated by both unknown control for positive events and unknown control for negative events. In contrast, evidence was not found for either a stress mediational or a moderational model for perceived internal control for positive or negative events. These results suggest that unknown control beliefs may be a particularly important dimension of control for children of divorce.     

School-Based Secondary Prevention for Children with Disruptive Behavior: Initial Outcomes

First through fourth graders from 22 suburban elementary schools were screened for cross-setting disruptive behavior as eligibility criteria for participation in a longitudinal secondary prevention study aimed at reducing the risk for serious externalizing behavioral disorders. Three hundred nine subjects participated in either a multicomponent competence enhancement intervention (MCEI) or an information/attention control (IAC) condition over a 2-year period. Following baseline measurements, initial intervention effects were assessed at the end of intervention Year 1, at the beginning of intervention Year 2 (fall of the next school year), and at the end of intervention Year 2. Multisource assessments were not supportive of the efficacy of the MCEI over the IAC condition. Children in both groups rated themselves as improved over time in terms of increased adaptive skills and decreased school problems and internalizing symptoms. Teacher and parent ratings of externalizing behavior did not yield evidence of positive change, but teachers noted improved problem solving and observers noted a decrease in behavioral interference in both groups over time, possibly as a result of maturation.     

The relationship between role concerns,preferences for slimness,and symptoms of eating problems among college women

Eating problems and body dissatisfaction among women have been associated in the literature with both slim standards of female bodily attractiveness and concerns about success and failure. This study demonstrates that among college women the desire for slim, noncurvaceous bodies associated with dieting and binging is correlated with an emphasis on physical attractiveness, and thus may be related to the desire to match the currently fashionable slim standard of female bodily attractiveness. A similar desire for slim, noncurvaceous bodies associated with purging and underweight is correlated with an emphasis on intelligence or professional success, and thus may be related to a desire to avoid the curvaceous figures that have been found associated in the minds of males and females with a perceived lack of intelligence.     

A parallel but not necessarily connectionist model of the auditory system

The basic processing elements (the neurons) in the brain operate in the millisecond range and are about a million times slower than a computer (Feldman, 1985). In order to make up for this lack of computational speed, the brain must use a parallel multisynaptic method to transmit information. This paper presents a parallel processing model of the auditory system; the model accounts for the frequency and the sound-localization information.     

The role of perceptions and attributions for response-outcome noncontingency in learned helplessness: A commentary and discussion

Three papers in the Journal of Personality (Oakes & Curtis, 1982; Tennen, Drum, Gillen, & Stanton, 1982; Tennen, Gillen, & Drum, 1982) report that behavioral deficits characteristic of learned helplessness occur independently of perceptions of and attributions for noncontingency. The present article discusses the problems for the cognitive mediational component of helplessness theory raised by these three papers. It is argued that while these papers do not seriously challenge helplessness theory because they fail to test adequately the central proposition of the model, they point to the theory's need for greater elaboration of the processes or mechanisms linking objective experiences, perceptions, attributions, expectations, and behavioral effects of uncontrollability. Suggestions for some of the additional mediational processes a revised helplessness theory should incorporate are offered, followed by a discussion of the role of these processes in leading to the relatively greater support found for perceptions and attributions as mediators of behavioral helplessness in natural vs. laboratory environments.     

What is the “front” of a simple geometric form?

A total of 670 undergraduate Ss were tested in three studies conducted in an attempt to define a set of cues that minimally specify perceived “frontness” and “backness” of objects. In Experiment I, Ss were instructed to identify the “front” and “back” of printed squares to which no, one, or two circles were attached. In Experiment II, different Ss made the same kind of judgment to a wider range of geometric forms. In Experiment III, different Ss judged the direction of “imagined” movement of forms from Experiment I. The results indicated that the “front” and “back” are asymmetric opposite sides, with “front” the side most different from the rest and the side toward which the form is imagined to be moving.     

Effects of computer‐based training on procedural modifications to standard functional analyses

Few studies have evaluated methods for training decision‐making when functional analysis data are undifferentiated. The current study evaluated computer‐based training to teach 20 graduate students to arrange functional analysis conditions, analyze functional analysis data, and implement procedural modifications. Participants were exposed to training materials using interactive software during a 1‐day session. Following the training, mean scores on the posttest, novel cases probe, and maintenance probe increased for all participants. These results replicate previous findings during a 1‐day session and include a measure of participant acceptability of the training. Recommendations for future research on computer‐based training and functional analysis are discussed.