A formulation of Erikson's theory of ego identity formation

This paper provides a comprehensive formulation of Erik Erikson's theory of ego identity formation as it pertains to both the identity stage and to the remainder of the life cycle. The structure of the identity stage is discussed in terms of its more universal features and in terms of features more specific to North American society. The role played by “institutionalized moratoria” in influencing the outcome of the identity crisis and subsequent development is discussed in the context of two Eriksonian notions ignored in the literature: the value orientation stages and the struggle between the ego and superego for dominance of the personality. As part of the discussion, several constructive criticisms of Erikson's work are offered with the intent of making the theoretical formulation presented in this paper an appropriate basis for subsequent empirical investigations of his theory. One of the important implications of this paper is that it suggests that questions should be raised regarding the validity of the dominant research strategy currently in use.     

The Separation-Individuation Test of Adolescence

The procedures undergone to establish the validity of the Separation- Individuation Test of Adolescence (SITA) are described. The test consists of six scales designed to measure key dimensions of adolescent separation-individuation. Each scale was subjected to three stages of validation: theoretical-substantive, internal-structural, and external-criterion. The results of data with 305 adolescents are reported. Although particular modifications from the original form are planned, appreciative levels of validity were established for the SITA's various scales.     

Tonal frequency shifts and gaps in acoustic stimulation as reflex-modifying events

When a relatively weak signal, such as a mild tone, precedes an intense reflex-eliciting stimulus by an appropriate interval (about 100 msec), the amplitude of the elicited reaction is often reduced. It was found that in student volunteers a brief gap in a steady pure tone that occurred 150 msec prior to a mild tap to the glabella (the flat region between the eyebrows) could inhibit the eyeblink elicited by the tap. It was also found that a shift in tonal frequency across a gap in a tone was more inhibitory than a gap with no frequency shift, but it was no more inhibitory than the onset of the short second tone alone. The final study determined the minimum amount of frequency shift required to produce an additional inhibitory effect above that of a gap alone. The findings are discussed in terms of various aspects of sensory processing.     

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.     

Possible effects of forced report order on tachistoscopic recognition of bilaterally presented stimuli: A response to Young and Ellis

Comparing visual field asymmetries for bilaterally presented words and corresponding line drawings, we found an RVF advantage for words and no visual field asymmetry for line drawings. We suggested that the RVF advantage previously obtained by Young, Bion, and Ellis (Brain and Language, 11, 54–65, 1980) for bilaterally presented line drawings may have resulted from a forced order of report procedure, noting that the RVF advantage was greater on trials on which subjects were forced to report in the nonpreferred right-to-left order. Young and Ellis (Brain and Language, 20, 166–171, 1983) attempt to discredit this claim and maintain their hypothesis that the RVF advantage for line drawings is attributable to better temporary storage of these stimuli by the left than the right hemisphere. In the present article, we present in greater detail our arguments for the effects of forced order of report on the perception of bilaterally presented stimuli and refute Young and Ellis's ibid. criticisms of this proposal.     

Development of sex biases in children: 40 years later

Children in grades 2–10 (200 of each sex) assigned desirable and undesirable traits to girls or boys. Half the subjects had an additional option of both sexes. Children in all grades assigned more desirable traits to their own sex and more undesirable traits to the opposite sex, in line with Smith (1939). Both sexes became less positive toward their own sex and more positive toward the opposite sex with increasing age. This pattern also had characterized girls in Smith's study, whereas, boys had shown the opposite pattern. Beginning in the sixth grade, girls were more apt than boys to assign desirable traits to their own sex. Availability of the “both sexes” option decreased stereotyping, especially in girls.     

Brentano's theory of intentionality

Chapters Five through Nine of Book Two of Brentano's 1874 Psychology From an Empirical Standpoint were republished in 1911 with a substantive Appendix of Brentano's remarks. In the Appendix Brentano makes a significant addition to his theory of intentionality. In particular, he introduces new modes within the mode of presentation itself. These new modes are needed to account for our thinking about anything in a relational structure (in recto and in obliquo modes) and for our thoughts about time (the temporal mode). I want to suggest that in the end Brentano simply takes relations to be different kinds of modes.