When remembering is not enough: reflecting on self-defining memories in late adolescence

This study examined which kinds of self-defining memories show spontaneous references to larger meanings, and listener responses to two kinds of meaning-lessons and insights. Narratives of three self-defining memories and episodes of telling the memories to others were collected from each of 168 late adolescents (M age=19). Narratives were coded for event type (relationship, mortality, achievement, and leisure) and for references to tension and to meaning (lesson or insight). Narratives of memorable episodes of having told the memories to others were coded for listener response (positive or negative). References to meaning emerged in one-fourth of the memory narratives, and meaning was more common for self-defining memory narratives that contained references to tension. Memories that reportedly had not been told to others in the past showed the same proportion of meaning as did memories that had been told to others (23%), with insights more prevalent than lessons. For memories that had been told to others, insights were more likely to be accepted by listeners than lessons. Implications were discussed for understanding the development of meaning in self-defining memories and the collaborative construction of identity.     

Two- and three-factor solutions of the WAIS-III

The third edition of the Wechsler Adult Intelligence Scale manual reports four-factor solutions for the WAIS-III, and subsequent research has validated four-factor solutions for a variety of samples. These four factors consistently correspond to the four Factor Indexes that are yielded by the WAIS-III. However, the WAIS-III still provides Verbal and Performance IQs, in addition to the Indexes, making it desirable to examine two-factor solutions as well. In addition, because the Wechsler literature includes much interpretation of three-factor solutions, these solutions were likewise examined. Principal factor analysis followed by Varimax and Oblimin rotations of two and three factors were performed on data for the total WAIS-III sample ages 16 to 89 years (N=2,450). The two-factor solutions were viewed as a construct validation of Wechsler's two separate IQs, although the Working Memory subtests tended to load higher on the Performance scale than on their intended scale (Verbal); three-factor solutions were interpreted within the context of Horn's expanded fluid-crystallized theory and research on working memory. Both the two- and three-factor Varimax-rotated solutions were related to similar factor analyses conducted previously for the Wechsler Adult Intelligence Scale-Revised and the Wechsler Intelligence Scale for Children-III. Coefficients of congruence between like-named factors consistently exceeded .90, and usually .98, across different Wechsler batteries.     

Contingent attentional capture or delayed allocation of attention?

Under certain circumstances, external stimuli will elicit an involuntary shift of spatial attention, referred to as attentional capture. According to the contingent involuntary orienting account (Folk, Remington, & Johnston, 1992), capture is conditioned by top-down factors that set attention to respond involuntarily to stimulus properties relevant to one's behavioral goals. Evidence for this comes from spatial cuing studies showing that a spatial cuing effect is observed only when cues have goal-relevant properties. Here, we examine alternative, decision-level explanations of the spatial cuing effect that attribute evidence of capture to postpresentation delays in the voluntary allocation of attention, rather than to on-line involuntary shifts in direct response to the cue. In three spatial cuing experiments, delayed-allocation accounts were tested by examining whether items at the cued location were preferentially processed. The experiments provide evidence that costs and benefits in spatial cuing experiments do reflect the on-line capture of attention. The implications of these results for models of attentional control are discussed.     

I became adult when … Pathways of identity resolution and adulthood transition in Italian freshmen’s narratives

Defining and consolidating identity in order to acquire fulfilling adult roles may be more difficult than in the past for a significant proportion of youth cohorts, especially for youth in ‘post-industrial’ countries. This study was focused on the intersection between processes and contents of both identity and adulthood through the narrative approach in the Italian context. Participants were 105 Italian freshmen aged 18–21, attending the first year university. We adopted a narrative approach based on autobiographical memories. Findings confirm the relationship between identity resolution processes and adulthood reaching in Italian freshmen and they identify five student’s profiles (Resolved or closed keepers, Travelers, Uninvolved, On the way, Big babies). Suggestions for future research and limitations are discussed.     

An Evolving Gang Model in Contemporary Scotland

Young street gangs (YSGs) in Scotland are considered recreational youth outfits bound up in issues of territoriality and protest masculinities. While YSGs occasionally engage in territorial violence, they are nonetheless viewed as distinct entities from organized crime (OC). However, following qualitative interviews (n = 35) with offenders involved in OC, namely illegal drug supply, the author concludes otherwise and presents evidence which suggests that YSGs retain evolving capabilities. The author presents an evolving gang model in which the key sequential stages are outlined as recreational, criminal, and syndicate and argue that, aided by globalization, gang organization has become a means for gang business.     

Mediators of the relationship between media literacy and body dissatisfaction in early adolescent girls: Implications for prevention

This study examined in young adolescent girls the fit of a theoretical model of the contribution of media literacy to body dissatisfaction via the mediating influences of internalisation of media ideals and appearance comparisons. Female Grade 7 students (N = 469) completed self-report assessments of media literacy, internalisation, appearance comparisons, body dissatisfaction, and media exposure. Strong, significant inverse associations between media literacy and body dissatisfaction, internalisation, and appearance comparisons were observed. Path analysis revealed that a slightly modified revision of the model provided a good fit to the data. Specifically, body dissatisfaction was influenced directly by appearance comparisons, internalisation, and body mass index, and indirectly by media literacy and media exposure. Indirect pathways were mediated by appearance comparisons and internalisation. Thus, a relationship between media literacy and eating disorder risk factors was observed. Findings may explain positive outcomes of media literacy interventions in eating disorder prevention.     

Peak shift as a function of multiple schedules of reinforcement

Pigeons were trained to respond to two stimuli on the wavelength continuum, 550 nm and 570 nm, each correlated with an independent schedule of reinforcement. The multiple schedule component in effect during 550 nm (S1) was always a variable-interval 1-min. During the 570-nm stimulus (S2) the second component of the schedule was either variable-interval 30-sec, 1-min, 2-min, 5-min, or extinction for different groups of birds. Generalization gradients were obtained after this training, with the following results: (1) response rate to S1 during training was related to the reinforcement frequency associated with S2; the distribution of responding during generalization testing was a function of the schedules of reinforcement used during training and the response rates they produced. Decreases in the relative frequency of reinforcement correlated with S2 resulted in increases in the distribution shift of responses away from S2 during generalization testing.     

Sex,Education, Age,and Cautiousness: Implications for Counselors

A cross‐sectional study of educated men and women showed that cautiousness, as measured by perceived problem‐solving ability, does not increase with age. Sex differences were nonsignificant. The results are discussed in terms of R. Schultz and J. Heckhausen's (1996) Life Span Model of Successful Aging.