A method for cross-cultural adaptation of a verbal memory assessment

Verbal memory tests—although important to the neuropsychological assessment of memory—are biased to many cultures. In the present article, we highlighted the limitations associated with the direct translation of tests and word matching, as well as the lack of ecological validity and cultural appropriateness when tests developed in one culture are used in another. To overcome these limitations, a verbal memory paradigm was developed that framed the memory assessment with a shopping-list format, but that developed culturally specific stimuli for the different language groups. The aim of the present study was to determine the equivalence of this shopping list memory test in different cultural and language groups. Eighty-three adults from English-, French-, Malay-, and Chinese-speaking cultures participated in four experiments. The results of all the experiments indicated that performance of verbal list learning is equivalent, irrespective of the language used. These results support the use of this methodology for minimizing cross-cultural test bias, and have important implications for testing culturally and linguistically diverse individuals.     

Helping and proactive extra-role behaviors: The influence of motives, goal orientation, and social context

We explore how two motivational orientations (communion and status striving) influence three extra-role organizational behaviors: proactive engagement, providing help, and seeking help. We propose and confirm intervening mechanisms, in the form of (a) goal orientations and (b) attitudes toward coworkers. Proactive behaviors are predicted by status striving, through the intervening mechanisms of both learning and performance proving goal orientations. Providing help is, in turn, motivated by communion striving, and the relationship is mediated by goal orientations (learning and performance avoiding) and by satisfaction with and commitment to coworkers. Finally, seeking help is a function of communion striving, which influences the outcome through learning goal orientation and satisfaction with and confidence in coworkers.     

Effects of active navigation on object recognition in virtual environments.

We investigated the importance and efficiency of active and passive exploration on the recognition of objects in a variety of virtual environments (VEs). In this study, 54 participants were randomly allocated into one of active and passive navigation conditions. Active navigation was performed by allowing participants to self-pace and control their own navigation, but passive navigation was conducted by forced navigation. After navigating VEs, participants were asked to recognize the objects that had been in the VEs. Active navigation condition had a significantly higher percentage of hit responses (t (52) = 4.000, p < 0.01), and a significantly lower percentage of miss responses (t (52) = -3.763, p < 0.01) in object recognition than the passive condition. These results suggest that active navigation plays an important role in spatial cognition as well as providing an explanation for the efficiency of learning in a 3D-based program.     

Stimulus-response incompatibility eliminates inhibitory cueing effects with saccadic but not manual responses

There are thought to be two forms of inhibition of return (IOR) depending on whether the oculomotor system is activated or suppressed. When saccades are allowed, output-based IOR is generated, whereas input-based IOR arises when saccades are prohibited. In a series of 4 experiments, we mixed or blocked compatible and incompatible trials with saccadic or manual responses to investigate whether cueing effects would follow the same pattern as those observed with more traditional peripheral onsets and central arrows. In all experiments, an uninformative cue was displayed, followed by a cue-back stimulus that was either red or green, indicating whether a compatible or incompatible response was required. The results showed that IOR was indeed observed for compatible responses in all tasks, whereas IOR was eliminated for incompatible trials—but only with saccadic responses. These findings indicate that the dissociation between input- and output-based forms of IOR depends on more than just oculomotor activation, providing further support for the existence of an inhibitory cueing effect that is distinct to the manual response modality.     

Relationships between Parental Maltreatment and Adolescents’ School Adjustment: Mediating Roles of Self-Esteem and Peer Attachment

Parental maltreatment of children has been steadily increasing in Korea despite national efforts to curb it. Children and adolescents who experience maltreatment develop psychological and social maladjustment. Therefore, mediating variables alleviating the negative effects of parental maltreatment on child development should be investigated to develop effective intervention programs. We identified the direct effects of parental abuse and neglect on adolescents’ school adjustment and the mediating effects of adolescents’ self-esteem and peer attachment on the relationships between parental abuse and neglect and their school adjustment. We used data from 2351 middle school students who participated in the Korean Children and Youth Panel Survey. Structural equation modeling revealed the following: child neglect directly and negatively related with adolescents’ school adjustment, whereas child abuse did not. Further, while adolescents’ self-esteem and peer attachment mediated the relationship between child neglect and school adjustment, adolescents’ self-esteem alone mediated the relationship between child abuse and school adjustment. These findings imply that there is a need to develop different intervention programs based on child maltreatment types. Finally, we suggested that the negative effects of parental neglect on adolescents’ school adjustment could be alleviated by adolescents’ self-esteem recovery resulting from peer support. On the other hand, in the case of adolescents experiencing parental abuse, self-esteem recovery through education and counseling provided by teachers or respected adults could be prioritized.     

Singaporean education students' perceptions of knowledge and skills as important for teachers

This paper examined perceptions of knowledge and skills important for teachers of 353 Singaporean undergraduate students. They rated higher teaching and nurturing skills and gave moderate ratings to theoretical knowledge and research skills. There is a need to raise teachers' awareness of educational research and theoretical innovation for classroom practice.     

Short- and Long-Term Impact of Receiving Genetic Mutation Results in Women at Increased Risk for Hereditary Breast Cancer

Forty-seven unaffected women from high-risk breast cancer families who had received results for hereditary breast/ovarian predisposition genes between 1 month and 5 years ago were interviewed regarding their experiences. Women responded to open-ended questions. The initial emotional turmoil reported by most was generally short lived. However, the impact of genetic testing went beyond the individual to the extended family and social context, particularly in the short-term. A common theme was the difficulty associated with divulging a result to family members, who were also adjusting to their own result. The majority of carriers reported advantages that were both physical (options for surveillance programs and prophylactic surgery) and emotional (reduced uncertainty, increased awareness of options and knowledge about risk, preparation time). Most carriers reported no change in lifestyle although some reported discovering their mutation status as a positive life-changing experience. Implications for genetic counseling and further research are discussed.     

Frames of reference in mobile augmented reality displays

In 3 experiments, the authors investigated spatial updating in augmented reality environments. Participants learned locations of virtual objects on the physical floor. They were turned to appropriate facing directions while blindfolded before making pointing judgments (e.g., "Imagine you are facing X. Point to Y"). Experiments manipulated the angular difference between the learning heading and the imagined heading and between the actual heading and the imagined heading. The effect of actual-imagined on pointing latency was observed for naive users but not for users with brief training or instructions concerning the fact that objects can move with body movements. The results indicated that naive users used an environment-stabilized reference frame to access information arrays, but with experience and instruction the nature of the representation changed from an environment stabilized to a body stabilized reference frame.     

Use of the MMPI-2 with Asian populations

Psychological tests developed in the United States are being widely adapted into other languages and cultures around the world. This article examines the generalizability and utility of personality assessment instruments across cultures and addresses methodological issues related to using personality questionnaires in countries different from the one in which they were developed. This article specifically highlights the application of objective psychological tests in Asia with special emphasis on the most widely used and internationally adapted personality instrument, the Minnesota Multiphasic Personality Inventory--2 (MMPI-2). Effective strategies for translating, adapting, and standardizing questionnaires in languages and cultures different from their country of origin are reviewed. The history of several successful adaptations of the original MMPI and MMPI-2 is surveyed to illustrate the extensive research base for the test in Asia. Current research is summarized, and recommendations for future research are provided.     

Longitudinal Intellectual Assessment of Children With HIV Infection

The objective of this paper was to describe the intellectual development of 39 children with HIV infection. The children received serial evaluations over a 10-year period. Thirty-nine children were assessed with age-appropriate intellectual measures at regular intervals as part of their treatment in the HIV Program of a children's hospital. Children showed an 24-point drop in mean Bayley Mental scores over the first 2 years of life. McCarthy scores remained in the low average range from ages 3–5 years. IQ scores were stable by age 6 in the low average range, and unchanged through age 12. Significant changes in memory, vocabulary, and performance subtests were noted. Children with HIV infection demonstrated a significant decline in mental functioning over the first 2 years of life, fell into the low average range by age 3, and remained in the low average range, with subtle changes in some areas.