A comparative study of general intelligence in Spanish and Moroccan samples

The aim of this study is to fill a gap in intelligence research by presenting data for the average IQ in Morocco and for a comparable sample in Spain. Adult samples were administered the Raven Standard Progressive Matrices (SPM) (Raven, Court, & Raven, 2001) and scored for the total test and for the three sub-factors of gestalt continuation, verbal-analytical reasoning and visuospatial ability identified by Lynn, Allik, and Irwing (2004). The total test and the three factors have shown satisfactory reliability. Our results for the Moroccan sample show significant relationship between general intelligence factor, gestalt continuation and visuospatial ability with education level and income. Conversely, these variables have been shown to be independent for the Spanish sample. This sample obtained significantly higher scores for the four factors assessed than the Moroccan one. These differences have been found also comparing samples with the same education levels. Finally, the errors percentage for Moroccans has been higher than for Spaniards in all the items, suggesting that the level of difficulty was higher for the Moroccan sample.     

Influence of spatial environment on maze learning in an African mole-rat

In subterranean species where excavation is energetically expensive, efficient spatial navigation is vital to reducing the costs of locating important resources such as food and mates. While spatial navigational ability is positively correlated with sociality in subterranean mammals, we have a less clear understanding of the role of habitat complexity on navigational ability. We tested spatial navigational ability and memory in 12-18-month captive Natal mole-rats (Cryptomys hottentotus natalensis) maintained in a simple environment with no environmental enrichment and newly captured wild individuals from natural, complex burrow systems. In maze trials, mole-rats captured freshly from the wild made significantly fewer navigational errors, were more likely to successfully navigate the maze, travelled shorter distances and as a consequence, completed the maze in less time. Male mole-rats from both experimental treatments were more likely to complete the maze than females. Memory retention of the maze was tested on day two, seven, 30 and 60, respectively. The results were variable, although both groups showed a significant memory retention 60?days after testing. Our results highlight the potential importance of the environment (microhabitat complexity) on spatial cognitive performance in mole-rats.     

Does understanding relational terminology mediate effects of intervention on compare word problems?

The purpose of this study was to assess whether understanding relational terminology (i.e., more, less, and fewer) mediates the effects of intervention on compare word problems. Second-grade classrooms (N=31) were randomly assigned to one of three conditions: researcher-designed word-problem intervention, researcher-designed calculation intervention, or business-as-usual (teacher-designed) control. Students in word-problem intervention classrooms received instruction on the compare problem type, which included a focus on understanding relational terminology within compare word problems. Analyses, which accounted for variance associated with classroom clustering, indicated that (a) compared with the calculation intervention and business-as-usual conditions, word-problem intervention significantly increased performance on all three subtypes of compare problems and on understanding relational terminology, and (b) the intervention effect was fully mediated by students' understanding of relational terminology for one subtype of compare problems and partially mediated by students' understanding of relational terminology for the other two subtypes.     

Leader Positivity and Follower Creativity: An Experimental Analysis

Using an experimental research design, 191 working adults were randomly assigned to two experimental conditions in order to test a theoretical model linking leader and follower positive psychological capital (PsyCap). Multiple methods were used to gather information from the participants. We found when leader PsyCap was manipulated experimentally, it was positively related to follower PsyCap. Subsequently, follower PsyCap was significantly related to employee's originality of ideas; one important component of creativity in the workplace. We discuss the theoretical contributions of linking leader and follower PsyCap in what emerges as a directional contagion effect, and the mediating role of follower PsyCap in enhancing follower creative task performance. Further, employee selection and development as well as leadership development practical implications are discussed. We conclude with a discussion of limitations and future research directions.     

Religious Diversity in Mexico: Socioeconomic Attainment and Family Structure

Mexico has experienced dynamic changes in its religious landscape, but relatively little is known about the ways in which the affiliates of the diverse religious groups differ in their socioeconomic and family characteristics. This paper examines religious group differences in key demographic indicators of socioeconomic status and family structure using the 2000 Mexican Census. The changing patterns of religious affiliation in Mexico signal increasing religious, socioeconomic and familial diversity. Non-Christians and Mormons stand out for having higher scores on education and the wealth index relative to other religious groups. Most groups have lower rates of consensual unions and higher rates of marriage than do Catholics. These same groups also tend to have larger families and lower divorce/separation. These trends seem inconsistent with the Catholic teachings about marriage, divorce and contraception. Apparently, new groups are attracting adherents who have family orientations that differ from main-stream Mexican society.     

125 years of perceptual-motor skill research

This article celebrates the contribution that the American Journal of Psychology (AJP) has made to the area of perceptual-motor skill over its 125-year history. We highlight the articles published in AJP and trace the technical and theoretical developments that stem from this groundbreaking work. Included in our overview are AJP articles on the excitability of the motor system, motor learning, adaptation to visual rearrangement, the ecological approach to perception and action, and the measurement of human handedness. We conclude by identifying a number of areas associated with perceptual-motor skill where AJP continues to make an important contribution.     

Age differences in the automatic accessibility of emotional words from semantic memory

Using a speeded word fragment completion task, we assessed age differences in the automatic accessibility of emotional versus neutral words from semantic memory. Participants were instructed to complete a series of single-solution word fragments as quickly as possible. The results demonstrate that older adults are biased against accessing both positive and negative words relative to neutral words, whereas young adults are biased against accessing positive words only. These findings suggest an arousal-based accessibility bias favouring neutral stimuli in older adults coupled with a valence-based bias accessing negative and neutral stimuli for young adults.     

A Qualitative Analysis of Power Differentials in Ethical Situations in Academia

Power and organizational hierarchies are ubiquitous to social institutions that form the foundation of modern society. Power differentials may act to constrain or enhance people’s ability to make good ethical decisions. However, little scholarly work has examined perceptions of this important topic. The present effort seeks to address this issue by interviewing academics about hypothetical ethical problems that involve power differences among those involved. Academics discussed what they would do in these scenarios, often drawing on their own experiences. Using a think-aloud protocol, participants were prompted to discuss their reasoning and thinking behind their ethical decisions. These interview data were content analyzed using a semantic analysis program that identified a number of distinct ways that academics think about power differences and abuses in ethical situations. Implications of these findings are discussed.