Frames of reference in preschoolers’ perception of motion

Experiments 1 and 2 established children’s (mean age 3 years, 7 months) subject-relative and object-relative motion thresholds at 1°31.37′/sec and 1°9.33′/sec, respectively, speeds well above those found for adults. Experiment 3 established that preschoolers, like adults, attribute object-relative motion to the smaller of two objects, with the inducing properties of the larger stimulus greatest when it is surrounding rather than adjacent to a smaller stimulus. The inducing advantage of surroundedness was equivalent for a single-element square frame and a multielement six-dot frame.     

Locus of control and delinquency

A sample of delinquent and nondelinquent male adolescents was assessed with respect to locus of control and intellectual achievement responsibility. Data were also gathered concerning age, family size, birth order, socioeconomic status, race, and school grade. Results were subjected to a multivariate analysis and showed support for a multidimensional model of locus of control. There was no difference in expectancy of control for negative academic events between delinquents and nondelinquents. In general, birth order and delinquency were the two most important determinants of locus of control. Results are discussed in terms of previous literature on locus of control with particular consideration paid to expectations of control.     

The locus of intersensory facilitation of reaction time

When an imperative visual stimulus is paired with an auditory (accessory) stimulus, RT is generally faster than with the imperative stimulus alone. Three experiments using additive-factors logic tested an energy-summation view of the accessory, where effects are due to increased rate of information build-up in sensory stages, and a preparation-enhancement view which holds that the accessory serves an alerting function. Experiment 1 found no interaction between the accessory presence and (visual) stimulus brightness, suggesting no role of the accessory in stimulus identification. Experiment 2 found no interaction between accessory presence and spatial S-R compatibility, arguing that the accessory operated in stage(s) other than response selection. Experiment 3 produced an interaction between the accessory and movement complexity, arguing for accessory effects in a response-programming stage. The data generally favored preparation-enhancement, and offered no support for an energy-summation view.     

Coping behaviors and managers' affective reactions to role stressors

This study assessed the role of adaptive versus maladaptive coping behaviors and personal characteristics in influencing the affective reactions of managers to four role stressors. Maladaptive coping was found to moderate the relationships of several role stressors with felt stress and job satisfaction. Maladaptive coping and trait anxiety also demonstrated independent additive effects on felt stress and job satisfaction over and above that of all four stressors.     

An empirical investigation of self-esteem as a composite construct

Three measures of chronic self-esteem, plus four measures developed to assess situational components of self-esteem (task-specific self-esteem and social self-esteem), were administered to 238 undergraduates at a large, urban university and a community college in the southeastern United States. Evidence for a composite construct of self-esteem was found. Results also indicate task-specific self-esteem correlates as high as .42 (p < .01) with chronic self-esteem and as high as .76 (p < .01) with social self-esteem. Task-specific self-esteem was found to be a better predictor of grade point average than chronic or social self-esteem. Suggestions are made for further research on the situational components of self-esteem to extend current findings.     

Developmental analysis of the effects of reward on selected Wechsler subscales

The authors recently proposed that adverse effects of material rewards on Wechsler subscale performance may be the result of a reward-produced developmental regression. The present study further explores that idea through an attempt to replicate earlier findings with adults and to extend the inquiry to children. Selected Wechsler subscales were administered to 32 subjects at each of three ages (5, 10, and 18 years) under either reward or nonreward conditions. Subscales were chosen to represent both algorithmic and heuristic types of tasks. Reward and nonreward groups (8 males and 8 females per group at each age) were matched initially on age and ability. For adults, consistent with earlier findings, reward had an adverse effect on performance on the heuristic subscales and tended to facilitate performance on the algorithmic subscales. However, rewards generally had no effect at the fourth-grade level and had a reverse effect at the nursery school level, i.e., rewards facilitated heuristic and hampered algorithmic performance. These findings appear to be more consistent with an explanation based on developmental regression than on any available alternative mechanism.     

Mary and femininity: A psychological critique

This essay uses Freud to interpret the symbolism and theology of Mary in modern Catholicism. In her role as the mother of believers, Mary functions to place the Christian in the position of a child who receives illusory gratification from the mother. In her role as model for Christians to emulate, Mary functions to place the Christian in the position of receptivity and dependence which Freud associated with femininity. Reinterpreting Freud from a feminist perspective, I suggest that the kind of femininity Mary represents serves to perpetuate patriachal social structures and to inhibit full psychological maturity.     

Concurrent validity of the Woodcock-Johnson psycho-educational battery with regular and learning-disabled students

A comparison of the WISC-R and the Woodcock-Johnson Psycho-Educational Educational Battery (W-J) was made for children with regular and learning-disabled (LD) class placement. The W-J and Wechsler Intelligence Scale for Children-Revised (WISC-R) evidence low to moderate correlations and significant mean differences, indicating that the two tests are measuring somewhat different abilities to somewhat differing degrees. W-J—WISC-R correlations for the regular students exceed those of the LD students in the greater majority of the cases. Rank ordering of the WISC-R subtests and the W-J clusters indicate, as might be expected, that the LD students fare the worst in the WISC-R academic subtests (Arithmetic, Information and Vocabulary) and in the W-J academic clusters. More research needs to be conducted with the W-J before it should be adopted for use in the placement of exceptional children.