Commitment to “Safer” Sex as a Predictor of Condom Use Among 16-20-Year-Olds1

The AIDS risk reduction model (ARRM) is explored in the context of a prospective study of adolescent condom use. This three-stage model characterizes the social and psychological facilitation of change in attitudes and sexual behaviors related to HIV transmission. The social and behavioral consequences of AIDS for 63 adolescents (aged 16-20 years), from an urban part of North West London, were mapped over a one-year period. Indices were created according to the proposed model which reflect (a) labelling of a high risk behavior as problematic (e.g., unprotected sexual intercourse) (b) commitment to change (e.g., desiring and valuing “safe” sex), and (c) seeking and enacting appropriate solutions (e.g., use of condoms). Nested regression analysis enabled the inter-relationship between significant social and psychological predictors (Time 1) and behavior (Time 2) to be traced. Overall the model accounted for 30% of the variance in condom use. Contemporaneous behavior was also modeled to identify baseline social and psychological predictors. Twenty-seven percent of the variance in condom use is explained. The social and psychological patterning of the indices is compared with that evidenced for prospective behavior. It appears that social representations which embody normative and value considerations underlie commitment to safer sex (at a general level) and override intentions (at a specific level) in the explanation of prospective behavior. The methodological and theoretical implications of this are identified and discussed.     

Acquisition and Manifestation of Prejudice in Children

Three major categories of prejudice have been identified in this article: Conscious/Intentional, Conscious/Unintentional, and Unconscious/Unintentional. Prejudice plays a large role in the development of our children, and through exposure to and understanding of the development of prejudice, the strength that it holds can be understood and diminished.     

An APL system for interactive data analysis: Histograms,correlation, and regression

This report describes an APL system for file-oriented univariate analysis, correlation, and regression analysis. The correlation and regression processes permit analyses of an unlimited number of cases, if the cases are arranged in tables small enough to be processed one at a time in a workspace. Support functions are also given for a menu-based processing system designed to support a broad range of analyses. The functions offer features such as subset selection, data transformation, and exclusion of invalid items.     

The generalizability of story grammar training across setting and tasks

Reading achievement depends in part on children's ability to employ strategies to monitor their comprehension, that is on children's use of metacognitive skills. An experimental intervention program created to foster such skills was evaluated. The story grammar training was designed to increase both strategic reading behavior and explicit, observable comprehension monitoring. Fourth-grade (N = 20) and fifth-grade (N = 16) children were randomly assigned to experimental and control groups. Maintenance was examined using free and probed oral recall, notetaking, and summarization of brief narrative and expository texts. Generalization was assessed through free and probed written recall of a lengthy text, which required both strategic reading and summarization skills for adequate comprehension. Skill acquisition was clearly demonstrated; trained readers were able to recall and summarize passages better than untrained readers. The evidence for generalization was more equivocal: although trained readers' free recall was significantly better than that of untrained readers, their probed recall was not. Provision of metacognitive skills that promote active comprehension monitoring, then, appears to provide children with the tools needed for independent reading. Programs designed to provide such skills may aid efforts to prevent reading failure.     

Estimation of psychometric functions from adaptive tracking procedures

Because adaptive tracking procedures are designed to avoid stimulus levels far from a target threshold value, the psychometric function constructed from the trial-by-trial data in the track may be accurate near the target level but a poor reflection of performance at levels far removed from the target. A series of computer simulations was undertaken to assess the reliability and accuracy of psychometric functions generated from data collected in up-down adaptive tracking procedures. Estimates of psychometric function slopes were obtained from-trial-by-trial data in simulated adaptive tracks and compared with the true characteristics of the functions used to generate the tracks. Simulations were carried out for three psychophysical procedures and two target performance levels, with tracks generated by psychometric functions with three different slopes. The functions reconstructed from the tracking data were, for the most part, accurate reflections of the true generating functions when at least 200 trials were included in the tracks. However, for 50- and 100-trial tracks, slope estimates were biased high for all simulated experimental conditions. Correction factors for slope estimates from these tracks are presented. There was no difference in the accuracy and reliability of slope estimation due to -target-level-for the adaptive track, and only minor differences due to psychophysical procedure. It is recommended that, if both threshold and slope of psychometric functions are to be estimated-from the trial-by-trial tracking data, at least 100 trials should be included in the tracks, and a three- or four-alternative forced-choice procedure should be used. However, good estimates can also be obtained using the two-alternative forced-choice procedure or less than 100 trials if appropriate corrections for bias are applied.     

The incidence,prevalence, and severity of behavior disorders among preschool-aged children in day care

This study examined the incidence, prevalence, and severity of 14 empirically derived externalizing (unsocialized aggressive) and internalizing (socially withdrawn) behaviors among 2- through 5-year-olds attending day care. Teacher ratings were obtained for 558 children in the incidence sample and 709 children in the expanded prevalence sample. Within each age, data were cross-tabulated by sex of child and severity of behavior, and chi-square analyses were computed. Results indicated that a substantial proportion of children in the normal preschool population exhibit relatively high severities of selected externalizing and internalizing behaviors; this proportion varied with the age of the child and the behavior rated. Preschool-aged boys were consistently rated as demonstrating greater frequencies of externalizing behaviors than preschool-aged girls. The diagnostic and clinical implications of these findings are discussed.     

Sources of auditory masking in infants: Distraction effects

Previous work has demonstrated that infants’ thresholds for a pure tone are elevated by a masker more than would be predicted from their critical bandwidths. The present studies explored the nature of this additional masking. In Experiment 1, detection thresholds of 6-month-old infants and of adults for a 1-kHz tone were estimated under three conditions: in quiet, in the presence of a 4- to 10-kHz bandpa] noise at 40 dB SPL, and in the presence of the same noise at 50 dB SPL. The noise was gated on at the beginning of each trial. Adult thresholds were the same in all three conditions, indicating that little or no sensory masking took place in the presence of the noise. Infant thresholds were about 10 dB higher in the presence of the noise. We term this effectdistraction masking. In Experiment 2, the effect of gating the noise on at trial onset was examined. Thresholds for the same tone were estimated in quiet and in the presence of the bandpass noise at 40 dB SPL, but the noise was presented continuously during the session. Under these conditions, distraction masking was still observed for infants. These findings suggest that a masker can have nonsensory effects on infants’ performance in a psychoacoustic task.     

Transfer and the organization of Perceptual-Motor space

Summary Three experiments are reported involving transfer of effects of different types of visual distortion: lateral displacement, linear extent, and visual rotation. Transfer between different body parts and between different dimensions of space occur but to varying degrees. These are interpreted in terms of their implications for understanding the organization of perceptual and perceptual-motor space.This research was supported by the Center for Research in Human Learning of the University of Minnesota, and by grants 1-K3-HD 12,396, HD 03082 to the University of Minnesota. The authors are indebted to Dr. Albert Yonas for helpful discussions of the results.