TEACHING CHILD-CARE SKILLS TO MOTHERS WITH DEVELOPMENTAL DISABILITIES

The present study identified and remediated child-care skill deficits in parents with developmental disabilities to reduce their risk of child neglect. Eleven mothers with developmental disabilities who were considered by social service and child welfare agencies to be providing neglectful child care were found in baseline to have several important child-care skill deficits (e.g., bathing, diaper rash treatment, cleaning baby bottles) compared to nonhandicapped mothers. Parent training (consisting of verbal instructions, pictorial manuals, modeling, feedback, and reinforcement) resulted in rapid acquisition and maintenance of child-care skills in all mothers. Mean percentage correct scores increased from 58% in baseline to 90% in training and 91% in follow-up (M = 31 weeks). The latter two scores compare favorably to the mean score (87%) of 20 nonhandicapped mothers on the same skills. Where observable, parent training was associated with corresponding benefits to the children (e.g., elimination of diaper rash and cradle cap, increased weight gain, successful toilet training). These results indicate that parent training may be a viable option to the removal of the child from the home when parenting skill deficits place the child's well-being in jeopardy.     

A review of the animate-inanimate distinction in infancy: Implications for models of social and cognitive knowing

The ability to distinguish people from things sheds light on an important theoretical question: how is the development of social cognition related to the development of physical cognition? According to Piaget (1954), cognition is unitary and the processes used in dealing with the physical world are the same as those employed in the social world. This statement should be questioned. Although people and objects share certain fundamental properties (size, shape, etc.), only people can communicate, act independently and have feelings and intentions. Thus, people seem much more complex to deal with than things. If all cognitive development derives from the growth of a unitary system, then knowledge about animate objects should lag behind that of inanimate objects. The present paper explores this idea by examining what infants know about the attributes that distinguish people from things. It is concluded that the onset of this distinction begins early in life. Even 2-month-old infants treat people and objects differently when confounding variables of the stimuli are controlled. Rather than lagging behind, the infants' understanding of people appears precocious. The infants' recognition of the crucial distinction between the two classes suggests that a conceptual system is beginning to be formed soon after birth. This conceptual system appears different for social and non-social objects and serves as a foundation from which infants might come to understand the distinctive properties of animate and inanimate objects.     

Intrusion patterns in rapid serial visual presentation tasks with two response dimensions

A rapid serial visual presentation (RSVP) paradigm using both one and two response dimensions was used to test parallel processing models of stimulus dimensions. Fifty subjects were asked to report the identity and/or color of a target uppercase word inserted in a series of lowercase words. The results produced a predominance of posttarget intrusions for color responses and a predominance of pretarget intrusions for identity responses. The requirement of a response to a second dimension impaired hit rates but did not change the pattern of intrusions. An examination of the distributions of intrusions in each response dimension as a function of the response given to the other dimension showed an unexpectedly high percentage of simultaneous hits, a moderate covariation between both responses, and the same patterns of intrusions when compared with the general distributions. While these results seem to be compatible with parallel models of processing for stimulus dimensions, two modifications to this model are suggested. First, the processing of response dimension(s) needs some attentional resources. Second, provision for a mixed model is indicated, which would include trials where no illusory conjunctions are formed.     

The relation between problem categorization and problem solving among experts and novices

These investigations were conducted to examine the relationship between problem-solving ability and the criteria used to decide that two classical mechanics problems would be solved similarly. We began by comparing experts and novices on a similarity judgment task and found that the experts predominantly relied on the problems' deep structures in deciding on similarity of solution, although the presence of surface-feature similarity had a clear adverse effect on performance. The novices relied predominantly on surface features, but were capable of using the problems' deep structures under certain conditions. In a second experiment, we compared groups of novices, at the same level of experience, who tended to employ different types of reasoning in making similarity judgments. Compared to novices who relied predominantly on surface features, novices who made greater use of principles tended to categorize problems similarly to how experts categorized them, as well as score higher in problem solving. These results suggest that principles play a fundamental role in the organization of conceptual and procedural knowledge for good problem solvers at all levels.     

A TEST OF SHAVELSON'S HIERARCHICAL MULTIFACETED SELF-CONCEPT MODEL IN A FILIPINO COLLEGE SAMPLE

Shavelson's hierarchical, multifaceted self-concept model (HMFM) has proven useful to educational and psychological researchers. The reliability and factorial validity of a well-known HMFM instrument - the Fleming-Courtney Self-Rating Scales (SRS) - were examined for a sample of 198 Filipino college students. Confirmatory factor analysis compared six structural models. A six-factor, oblique model that included two social factors (Social Acceptance and Social Anxiety) fit the data best, and a second-order factor analysis supported the hierarchical structure of the SRS. The men were significantly higher than the women on three self-concept scales, but the only large effect was for Physical Abilities, consistent with findings in a U.S. college sample. Results provided some support for the utility of both the SRS and HMFM for Filipinos.     

Neuroticism,life stress and concern about eating,body weight and apperance in a non-clinical population

Studies with clinical populations have shown a high level of neuroticism amongst those with an eating disorder. It is unclear however whether the elevated neuroticism is a function of the disorder, or if it is an aetiological factor in the disorder's development. The present survey of a non-clinical female population revealed that those high in neuroticism gave higher—but not abnormally high—scores on a measure of concern about eating. The high-N group also reported a significantly greater number of undesirable life events; a greater familiarity with ‘diet literature’; increased dieting; but no difference in body weight from those in the middle and lower ranges on the N scale. On the basis of these findings it is suggested that neuroticism is an aetiological factor in disordered eating, at least with secondary if not primary disorders. It is propesed that neuroticism is one mediating psychological factor in a triadic relationship between personal environment contingencies, socio-cultural pressures for thinness and psychological variables. Suggestions are made for future investigation of the role of neuroticism in eating disturbance, with note of potential therapeutic application of such knowledge.     

Attributional self-presentation and information available to the audience

Public ability attributions of public task performance were investigated as a function of test performance (high or low), task performance (high or low), and the availability of information about test performance to the audience (audience informed or audience not informed). The results were largely in agreement with self-presentation expectations, Ability attributions concerning public task performance addressed to an audience which was not informed about test results, were found to be strongly self-serving, although they were also influenced by consistency of test and task performance. In ability attributions directed at an informed audience, self-serving biases were completely absent, the attributions being in accordance with the consistency or inconsistency of test and task performances.     

Adolescent pregnancy: effects of family support, education, and religion on the decision to carry or terminate among Puerto Rican teenagers

Why do some pregnant teenagers decide to carry to term while others terminate their pregnancy? This study examined the influence of family relationships and support, religion, and education on the decision to carry or to abort. A nonrandom sample of 43 pregnant Puerto Rican teenagers (21 who carried and 22 who aborted) were interviewed in 1982 using a 34-item interview schedule. It was found that girls in the carry group were more significantly influenced and supported by family and friends than were those in the abort group. Fathers were the least influential persons in both carry and abort groups, while mothers were the most influential in the carry group, and sisters in the abort group. Brothers, boyfriends, and best friends were more influential for carry girls than for abort girls. Contrary to expectations, girls in the abort group reported a greater degree of religiosity than did those in the carry group. Further, girls who received strong support from family and friends reported a higher degree of satisfaction with their decision than did those who received less support. Finally, girls in the abort group were more likely to continue their education than were those in the carry group. Overall, the findings of this study have immediate implications for research and counseling services. Practitioners should focus on the girls in conjunction with their families in order to achieve better results in both treatment and preventive services.     

Variables which differentiate placement of adolescents into juvenile justice or mental health systems

Studies of the variables that determine whether an adolescent is placed in the mental health or juvenile justice system for treatment have led to conflicting conclusions based on impressionistic data. The primary hypothesis of this study--that demographic variables would and personality/psychopathology variables would not differentiate into which system a youth will be placed--was supported. Adolescents were studied at intake into both the juvenile justice system and the mental health system. Data were collected on demographics (structured interviews), personality/psychopathology (MMPI), social adjustment (CAAP), and academic achievement (PIAT). A discriminant function analysis identified eight statistically significant variables which differentiated the two groups. In order of decreasing importance they are: ethnicity, gender, MMPI-depression, previous mental health history, CAAP-productivity, drug use, parental marital history, and parental religious preference.