Even in Modern Media,the Picture is Still the Same: A Content Analysis of Clipart Images

Both psychological theory and empirical research have consistently indicated that human beings use media images to form cognitive schemas, and that these schemas can then have an effect on perceptions of ability and performance. Gender and ethnic biases are well documented in common media, such as television and picture books. This study examined images of human beings in two popular computer clipart packages, Microsoft Office 97 and Print Shop Ensemble III, to investigate whether this new medium would embody modern, egalitarian goals for gender and racial equality or would depict more traditional and differentiated views. As hypothesized, computer clipart was similar to other media, depicting Caucasian males more frequently and in more active/nonnurturant and desirable roles than any other group. Findings suggest that individuals using these programs to make business and educational materials more interesting and engaging may inadvertently activate maladaptive cognitive schemas.     

Acceptability of aggression in four Spanish regions and a comparison with other European Countries

The degree of acceptance of various forms of aggression in different situations was investigated by applying questionnaires to students from four Spanish regions: Castile, Catalonia, Andalusia, and the Basque Country. These data are also compared with similar studies in Finland and Poland. Although some minor differences were found between the different groups as well as some gender preferences, very similar acceptances were observed in all the populations studied, suggesting a certain universality of norms and beliefs about aggression in society. © 1993 Wiley-Liss, Inc. ©1993 Wiley-Liss, Inc.     

A Community‐Responsive Adaptation to Reach and Engage Latino Families Affected by Maternal Depression

As family researchers and practitioners seek to improve the quality and accessibility of mental health services for immigrant families, they have turned to culturally adapted interventions. Although many advancements have been made in adapting interventions for such families, we have yet to understand how the adaptation can ensure that the intervention is reaching families identified to be in greatest need within a local system of care and community. We argue that reaching, engaging, and understanding the needs of families entails a collaborative approach with multiple community partners to ensure that adaptations to intervention content and delivery are responsive to the sociocultural trajectory of families within a community. We describe a cultural adaptation framework that is responsive to the unique opportunities and challenges of identifying and recruiting vulnerable families through community partnerships, and of addressing the needs of families by incorporating multiple community perspectives. Specifically, we apply these principles to the cultural adaptation of an intervention originally developed for low‐income African American and White families facing maternal depression. The new intervention, Fortalezas Familiares (Family Strengths), was targeted to Latino immigrant families whose mothers were in treatment for depression in mental health and primary care clinics. We conclude with key recommendations and directions for how family researchers and practitioners can design the cultural adaptation of interventions to be responsive to the practices, preferences, and needs of underserved communities, including families and service providers.     

Brain activation patterns in response to complex triggers in the Word Association Test: results from a new study in the United States

C.G. Jung's theory of psychological complexes lies at the root of analytical psychology theory and practice. Functional magnetic resonance imaging (fMRI) provides a powerful tool to validate the theory of complexes and eludicate the neuropsychologic mechanisms underlying the unconscious activation of significant memories. In this study, using fMRI, we identify two brain circuits which are activated in response to complex triggering words. Circuit one involves brain regions involved in episodic memory and somatic (body) responses and the experience of uncertainty. A second circuit involves episodic memory, emotion, visual and language association, and semiotic meaning. Specific brain regions include the right prefrontal cortex, SMA cortex, left temporal cortex, and the caudate and cingulate. These brain circuits may be thought of as the biological form in which complexes are experienced. Implications for analytic psychology practice and theory are discussed.     

Direct and indirect effects of parenting practices on socio‐moral approval of aggression in Polish young adults. Do all practices matter?

The purpose of this article was to determine the socialisation antecedents of socio‐moral approval of aggression (SMAA). In Study 1, we assessed factorial structure and reliability of the SMAA with a sample of 355 students who reported on the extent to which they approved of six forms of aggressive behaviour and six justifications of aggression. Two‐factor solutions were obtained with regard to forms and justifications of aggressive acts. Thus, approval of extreme and minor aggression was distinguished as well as legitimate and illegitimate justifications of aggression. In Study 2, we tested the path models of the socialisation antecedents that contributed to the high approval of minor and extreme aggressive acts as well as legitimate and illegitimate justifications of aggression. Data were collected from 173 undergraduate students. Path analyses showed that high levels of approval of extremely aggressive acts and of illegitimate justifications of aggression were preceded by a sequence of negative life events, beginning with frequent misbehaviour in childhood, corporal punishment used by parents and ending with delinquency in adolescence. The approval of minor aggression had little relation to socialisation factors apart from a detrimental effect of psychological aggression while approval of legitimate justifications of aggression had no socialisation antecedents.     

Relations among language exposure, phonological memory, and language development in Spanish-English bilingually developing 2-year-olds

The relation of phonological memory to language experience and development was investigated in 41 Spanish-English bilingual first language learners. The children’s relative exposure to English and Spanish and their phonological memory for English- and Spanish-like nonwords were assessed at 22 months of age, and their productive vocabulary and grammar in both languages were assessed at 25 months of age. Phonological memory for English-like nonwords was highly correlated with that for Spanish-like nonwords, and each was related to vocabulary and grammar in both languages, suggesting a language-general component to phonological memory skill. In addition, there was evidence of language-specific benefits of language exposure to phonological memory skill and of language-specific benefits of phonological memory skill to language development.     

Can Constructive Thinking Predict Decision Making?

We assume that executive function constitutes an integrated set of cognitive processes that mediate working memory, planning, inhibition, flexibility, and decision making. Despite the acknowledged theoretical connection between executive function processes and emotional intelligence, such relationships have rarely been investigated. The purpose of this study was to examine the potential relationship between constructive thinking, conceived as a component of emotional intelligence, and executive function, as indexed by various existing neuropsychological and experimental instruments. We used the Constructive Thinking Inventory as a measure of emotional intelligence. We found that some constructive thinking subscales were able to predict distinct executive function variables. Emotional Coping, Categorical Thinking, and Esoteric Thinking subscales explained performance on various measures of executive function. Thus, we conclude that intervention programs designed to train a specific component of emotional intelligence, namely constructive thinking, could also facilitate performance in executive function processes, and vice versa. Copyright © 2011 John Wiley & Sons, Ltd.     

The relation between spatial skill and early number knowledge: The role of the linear number line

[Correction Notice: An Erratum for this article was reported in Vol 48(5) of Developmental Psychology (see record 2012-11771-001). The grey boxes around the faces in Figure 2 are missing. The correct version is presented in the erratum.] Spatial skill is highly related to success in math and science (e.g., Casey, Nuttall, Pezaris, & Benbow, 1995). However, little work has investigated the cognitive pathways by which the relation between spatial skill and math achievement emerges. We hypothesized that spatial skill plays a crucial role in the development of numerical reasoning by helping children to create a spatially meaningful, powerful numerical representation-the linear number line. In turn, a strong linear number representation improves other aspects of numerical knowledge such as arithmetic estimation. We tested this hypothesis using 2 longitudinal data sets. First, we found that children's spatial skill (i.e., mental transformation ability) at the beginning of 1st and 2nd grades predicted improvement in linear number line knowledge over the course of the school year. Second, we found that children's spatial skill at age 5 years predicted their performance on an approximate symbolic calculation task at age 8 and that this relation was mediated by children's linear number line knowledge at age 6. The results are consistent with the hypothesis that spatial skill can improve children's development of numerical knowledge by helping them to acquire a linear spatial representation of numbers. (PsycINFO Database Record (c) 2012 APA, all rights reserved).