Assessment of children's Type A behavior: relationship with negative behavioral characteristics and children and teacher demographic characteristics

Thirty-two teachers rated Type A behavior, using Matthews Youth Test for Health, (MYTH) and negative characteristics of hyperactivity, negative peer relations, social withdrawal, and depression in 105 children, between the ages of 6 and 11, from lower to middle class Black and White families. Children's age, gender, race, and socioeconomic status (SES) and teachers' gender, grade taught, and years of teaching experience were not related to teachers' MYTH ratings. However, White teachers rated children higher on Type A behavior than Black teachers. Controlling for teacher race effects, MYTH total scores, rather than reflecting a global negative view of the child, showed a strong overlap with hyperactivity and were differentiated from social withdrawal and depression. The MYTH Impatience/Aggression factor was highly related to hyperactivity and negative peer interactions; the Competitiveness factor was associated with a lack of social withdrawal. The conclusions verify the multidimensional nature of children's Type A behavior pattern and the importance of rater demographic characteristics in the assessment of children's behavior.     

Sex differences in the lateralized processing of facial emotion

Two reaction time tasks were administered to male and female normal subjects, involving judgments of facial emotion. In the Word-Face task, judgments of similarity or difference of a centrally presented emotion word and an emotional face presented in the left or right visual field were required, and in the Face-Face task, comparisons of a centrally presented and a laterally presented emotional face were required. Results were significant for the matching trials only. Reaction times to negative emotions were faster overall than to positive emotions, and an Emotional Valence by Visual Field interaction was found such that reaction times were faster for negative emotions in the left visual field and for positive emotions in the right visual field. This interaction was significant for the female but not the male subjects, although similar patterns were observed in both sexes. Further, an interaction of Gender, Task, and Emotional Valence was found, such that the two tasks had opposite effects for the two sexes. The Face-Face task appeared to inhibit the performance of the male subjects and facilitate the performance of the female subjects in terms of reaction time. It was suggested that specifying the target emotion by an emotional face elicits a greater emotional response on the part of the subject than specification by a word, and that this emotional elicitation may result in a reactive inhibition in the male subjects and in an elaboration of the emotional response in the female subjects.     

The community alcohol use scale: A scale for use in prevention programs

The Community Alcohol Use Scale (CAUS) was developed as a continuous, reliable, valid, and acceptable measure for primary prevention studies. Items were written following a comprehensive review of the literature on alcohol dependence and alcoholism. Based upon the responses of 315 respondents to the 100-item initial version of the scale, the 45-item CAUS was developed. The CAUS was then cross-validated on a local sample (n = 274) and a provincial sample (n = 745). Estimates of internal consistency were .91, .96, and .94, respectively, for the initial and cross-validation samples. Correlations of .48 and .69 were obtained between the CAUS and the Michigan Alcohol Screening Test for the initial and local cross-validation samples. In the provincial cross-validation sample a correlation of .62 was obtained between the CAUS and the Usual Weekly Alcohol Index. Preliminary cutting scores were developed to identify those at risk for alcoholism, and alcoholics. The CAUS has potential use as an evaluative and predictive instrument in a variety of primary prevention programs.     

Moral education: An act-utilitarian view1

In this essay, I distinguish two significant act-utilitarian theories of moral education: the traditional rule of thumb view and the Harian intuition view. I argue that there are problems with the traditional view and that an act-utilitarian ought to adopt a version of the Harian view. I then explain and respond to a major objection to the intuition view given by Bernard Williams. Williams argues that the system of moral thought which the Harian view advocates we teach is inherently unstable and is certain to undermine itself. I argue that there is reason to expect a great deal of stability in this system.I wish to thank Richard Brandt, William Frankena and R.M. Hare for their conversation on this and other topics and for their comments on earlier drafts of this paper. I would also like to thank the Association for the Philosophy of Education and the Northwest Philosophy conference for the opportunity to read and discuss versions of the essay.     

Perceptual asymmetries in left- and right-handers for cartoon and real faces

We examined 40 left-handers and 40 right-handers on two free-vision tests of face processing. A chimeric face composed of a smiling half-face joined to either a neutral half-face (real faces) or a sad half-face (cartoon faces) and its mirror image were presented on each trial. Subjects judged which chimeric face looked happier, the one with the smile to the left or the one with the smile to the right. Right-handers, but not left-handers, had a highly significant leftward attentional bias, since chimeras with the smile to the left were judged happier than those with the smile to the right. The cartoon- and real-face tasks did not differ in the mean perceptual asymmetries they elicited. However, correlations between attentional-asymmetry scores for the two tasks, although high for both left- and right-handers, were significantly smaller than task reliabilities. Thus, the cartoon- and real-face tasks overlap to a major extent in the lateralized processes they measure, but to a lesser extent, they also index different lateralized processes.     

Organizational control and treatment program design as dimensions of institutionalization in settings for juvenile offenders

The relationship between organizational control and normalization in treatment program design was examined in 30 community-based settings for juvenile offenders. Although these two dimensions were hypothesized to be converging indicators of the institutionality of a setting, the findings indicated that they are only marginally related. More hierarchical models of decision making were not associated with more depersonalized, isolating programming, and involvement of residents and line staff in decision making did not covary with autonomy and personalization in programming. The results are discussed as evidence that institutionality is a multidimensional construct, and that future investigations must distinguish between organizational decision making and characteristics of treatment program design when assessing the institutional quality of residential service settings.