Personality in adulthood: a six-year longitudinal study of self-reports and spouse ratings on the NEO Personality Inventory

Previous longitudinal studies of personality in adulthood have been limited in the range of traits examined, have chiefly made use of self-reports, and have frequently included only men. In this study, self-reports (N = 983) and spouse ratings (N = 167) were gathered on the NEO Personality Inventory (Costa & McCrae, 1985b), which measures all five of the major dimensions of normal personality. Cross-sectional and longitudinal analyses on data from men and women aged 21 to 96 years showed evidence of small declines in Activity, Positive Emotions, and openness to Actions that might be attributed to maturation, but none of these effects was replicated in sequential analyses. The 20 other scales examined showed no consistent pattern of maturational effects. In contrast, retest stability was quite high for all five dimensions in self-reports and for the three dimensions measured at both times in spouse ratings. Comparable levels of stability were seen for men and women and for younger and older subjects. The data support the position that personality is stable after age 30.     

Spontaneous covariations of movement parameters in 5- to 7-year-old boys

The kinematic parameters of to and fro forearm movements in the horizontal plane were investigated in 5- to 7-year-old boys. In one condition, the period of the movements was induced by an acoustic stimulus, while the amplitude was left free. In a second condition, the amplitude of the swing was suggested by a visual frame, but the movement was self-paced. In both conditions, the unconstrained variable (amplitude and period, respectively) was found to covary spontaneously with the constrained variable. The results suggest that, within the age range considered here, motor control processes do not conceive of amplitude and velocity as two independent variables.     

Mood, memory, and social judgments in children

The influence of positive and negative moods on children's recall and recognition memory and impression-formation judgments was investigated in a two-list experimental design. A total of 161 schoolchildren, 8 to 10 years old, were presented with audiovisual information containing positive and negative details about 2 target children. Each presentation was preceded by happy or sad mood manipulations. One day later, the children were again placed in a happy or sad mood, and their recall and recognition memory and impression-formation judgments were assessed. Results showed that memory was better when (a) the children felt happy during encoding, retrieval, or both; (b) the material was incongruent with learning mood; (c) the 2 target characters were encountered in contrasting rather than in matching mood states; and (d) recall mood matched encoding mood. A happy mood increased the extremity of both positive and negative impression-formation judgments. Results are contrasted with experimental data obtained with normal or depressed adults, and implications are considered for contemporary theories of mood effects on cognition and for social-developmental research.     

The functional role of preschoolers' verbalizations in the generalization of self-instructional training

We examined the functional role of verbalizations in the generalization of self-instructional training with preschoolers. Children learned to overtly self-instruct during classroom work periods prior to covert training. Data were collected on children's acquisition of verbal regulation during training and on overt use of self-instructions in the classroom generalization setting. Results of a multiple baseline design across subjects indicated that treatment effects were evident in the training setting but did not generalize to the classroom until children were emitting overt self-instructions in the classroom itself. The production of self-verbalizations in the generalization setting was related to changes in correct responding, on-task behavior, and efficiency in completing academic work.     

THE EFFECTIVENESS OF A CONSTANT TIME-DELAY PROCEDURE TO TEACH CHAINED RESPONSES TO ADOLESCENTS WITH MENTAL RETARDATION

The effectiveness of a 5-s constant time-delay procedure to teach three chained food preparation behaviors to four moderately retarded adolescent students was evaluated within a multiple probe design across behaviors. Results indicate that the procedure was effective in teaching all four students to make a sandwich, boil a boil-in-bag item, and bake canned biscuits. The skills maintained with at least 85% accuracy over a 3-month period. Training generalized from the school to the home setting for the 2 subjects that completed generalization probe sessions. The percentage of errors across all skills and students was less than 9%.     

Encoding and retrieval processes in learning-disabled, head-injured, and nondisabled young adults

Using a multi-trial, free-recall paradigm (Rey Auditory-Verbal Learning Test; Lezak, 1983), the acquisition and retention by learning disabled (LD) young adults with a Halstead Impairment Index less than or equal to 0.3 (low LD) or greater than or equal to 0.4 (high LD) was compared with that of nondisabled and head-injured (HI) young adults. Significant group differences, particularly during the last three acquisition trials, confirmed the effectiveness of this method in revealing subtle learning and retention deficits. Analyses of Trial 1 recall showed group differences in the prerecency but not the recency portion of the serial position curve, thus implicating long-term but not short-term memory differences between the groups. Analyses of pair frequency (Sternberg & Tulving, 1977) data showed that the three clinical groups had difficulty organizing the to-be-learned material for effective retrieval. Following an interpolated task, retention was poorer for the clinical groups than for the nondisabled and varied inversely with the degree of neuropsychological impairment. Finally, during retention, the nondisabled and low LD groups retained and used the list organization established during acquisition whereas the high LD and HI groups did not.     

Preventing Substance Abuse Among American-Indian Adolescents: A Bicultural Competence Skills Approach

Tobacco, alcohol, and drug use are problems for American-Indian people. We reviewed these problems and the explanations for them and described a bicultural competence skills approach for preventing substance abuse with American-Indian adolescents. Data from a study of that approach suggest its efficacy with American-Indian youth. At posttest and a 6-month follow-up, American-Indian subjects who received preventive intervention based on bicultural competence skills concepts improved more than did American-Indian subjects in a no-intervention control condition on measures of substance-use knowledge, attitudes, and interactive skills, and on self-reported rates of tobacco, alcohol, and drug use. Our findings have implications for future substance-abuse prevention research with American-Indian people.     

THE EFFECT OF THE KOREAN NUMBER SYSTEM ON YOUNG CHILDREN'S COUNTING: A NATURAL EXPERIMENT IN NUMERICAL BILINGUALISM

In Korea, two number systems are in simultaneous use. One is somewhat irregular (like the English language number system), and the other regular (similar to the Chinese number system). This natural experiment allows a direct test of the hypothesis that structural regularity of the number system facilitates the acquisition of counting. Korean children initially suffer from their numerical ‘bilingualism’: they find it difficult to learn two counting systems at the same time. Yet, after this initial difficulty, they soon master the generative rules which are transparent in the regular system. The cognitive advantage provided by the regular number system then combines with other factors, like intensive teaching and parental pressure, to produce school achievement in mathematics superior to US children's.