PREPARATION FOR EFFECTIVE SELF-REGULATION: THE DEVELOPMENT OF GENERALIZED VERBAL CONTROL

A correspondence training procedure was used to develop consistency between children's verbalizations and their subsequent behavior across increasingly remote settings and time. The interval of time between the verbalizations and the opportunity to engage in several target behaviors was systematically increased across four preschool settings. Probes of generalized verbal control of home behaviors were conducted throughout training and showed that generalization was obtained in the absence of any salient externally imposed contingencies after the children had reliably come under the control of verbalizations about preschool behaviors.     

Patient Co-Participation in Narrative Medicine Curricula as a Means of Engaging Patients as Partners in Healthcare: A Pilot Study Involving Medical Students and Patients Living with HIV

Journal of Medical Humanities - This paper describes a pilot study of a new model for narrative medicine training, “community-based participatory narrative medicine” (CBPNM), which...     

Self-efficacy, values, and complementarity in dyadic interactions: integrating interpersonal and social-cognitive theory

Dyadic interactions were analyzed using constructs from social-cognitive theory (self-efficacy and subjective values) and interpersonal theory (interpersonal circumplex [IPC] and complementarity). In Study 1, the authors developed a measure of efficacy for interpersonal actions associated with each IPC region--the Circumplex Scales of Interpersonal Efficacy (CSIE). In Study 2, the authors used the CSIE and the Circumplex Scales of Interpersonal Values (which assesses the subjective value of interpersonal events associated with each IPC region) to predict the dominance expressed and satisfaction experienced by members of 101 same-sex dyads trying to solve a murder mystery. Structural equation modeling analyses supported both social-cognitive and interpersonal theory. A social-cognitive person-variable (dominance efficacy) and an interpersonal dyadic-variable (reciprocity) together predicted dominant behaviors. Likewise, both a social-cognitive variable (friendliness values) and an interpersonal variable (correspondence of friendliness efficacy) predicted satisfaction. Finally, both shared performance outcomes and dynamic interpersonal processes predicted convergence of collective efficacy beliefs within dyads.     

Hand differences in pegboard performance through development

Handedness is often measured by comparing the relative performance of the two hands on a given task, such as peg moving. Studies of the development of manual skill have typically found that the difference between the hands for a peg-moving task does not fluctuate with age. The current study was conducted to examine age-related changes in manual performance, on the standard Annett pegboard. Ninety-eight right-handed individuals ranging in age from 5 to 24 performed three trials on the pegboard with each hand. Performance with each hand was reflected in movement time and as a laterality quotient. Analyses revealed a right-hand advantage in performance which was larger in the younger than the older participants. The smaller hand difference in the older participants appeared due to greater changes in performance with the non-preferred hand as a function of age.     

The cultural adjustment and mental health of Japanese immigrant youth

Interviews were conducted with eight Japanese immigrant youth about their experiences with respect to adjusting to life in the United States, dealing with discrimination, and coping with cultural challenges. They were also questioned about their mental health and family and peer relations. Results indicate that participants managed to maintain bicultural identities and to cope with the problems that they encountered. Nevertheless, they experienced the following difficulties: racism and prejudice, language barriers, and conflict regarding identity and values. In terms of coping, participants mostly relied on friends for support; only one had sought the help of a professional counselor. The implications of the findings are discussed in terms of working with immigrant youth from Japan.     

AX+/BX- discrimination learning in the fear-potentiated startle paradigm in monkeys

Individuals with anxiety disorders often do not respond to safety signals and hence continue to be afraid and anxious. Consequently, it is important to develop paradigms in animals that can directly study brain systems involved in learning about, and responding to, safety signals. We previously developed a discrimination procedure in rats of the form AX+/BX-, where cues A and X presented together are paired with an aversive stimulus and cues B and X presented together predict the absence of an aversive stimulus. The present experiment adapted this procedure to the fear-potentiated startle paradigm in rhesus monkeys.     

Naughty or nice?: equity, gender and behavior

We review the debate over behavior, gender and classroom placement in ability groups for kindergartners. Using vignettes we vary children’s gender in three ways; male, female, or unspecified gender and also describe them as behaving well, average, or misbehaving. Our aim is to probe how much gender and behavior matter with respect to mock reading group placement. The design allows us to see if depicted behavior affects placement when every vignette child is described as possessing the same, average ability. After reading vignettes that vary gender and behavior, but not ability, respondents are directed to assign the portrayed child to a high, medium or low reading group. While depicted behavior strongly affects reading group placement, gender is not a significant predictor.

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Situation and Personality Correlates of Psychological Well-Being: Social Activity and Personal Control

Two studies that examined the correlates of peoples′ reports of their own psychological well-being are reported (Ryff, 1989). In Study 1, extraverts reported better psychological adjustment than introverts, especially when they completed the questionnaires with no one else present. Need for social approval and the sex of the participant were unrelated to self-reports of well-being. Satisfaction with social activities, especially activities involving friends and parents, predicted psychological well-being but the frequency of social activity did not. Completing questionnaires in the presence of friends led to better self-assessments of well-being than completing them in the presence of strangers. In Study 2, internal locus of control, high desire for control, and being female, as well as perceived control over the testing situation, were found to predict reports of better psychological adjustment. It is suggested that future research on self-assessments of psychological well-being focus on: (a) the interaction effects of personality and situational variables; (b) the difference between seeking social interaction and seeking social approval: (c) the distinction between platonic and romantic relationships, and; (d) changes in the correlates of psychological well-being throughout the life-cycle.     

Gender differences in the value of contributions to intimate relationships: Egalitarian relationships are not always perceived to be equitable

Little research has directly addressed the role of gender in perceptions of self vs. partner's contributions to a relationship, despite the fact that partners in heterosexual relationships often disagree about whether their relative contributions result in an equitable relationship [N. W. VanYperen and B. P. Buunk (1990), A Longitudinal Study of Equity and Satisfaction in Intimate Relationships, European Journal of Social Psychology,Vol. 20, pp. 287–309]. The primary purpose of this investigation was to systematically examine the association between gender and the perceived value of several different types of contributions made by each partner to a committed relationship. We considered both the gender of the perceiver and the source of the contributions (self vs. partner). A sample of 212 men and 348 women (most of whom were college students; 87% white) were asked to judge the value of their own and their partner's hypothetical contributions to a marital or long-term cohabiting relationship. The results indicated that men and women generally agreed about the value of the contributions made by themselves and their partners. However, gender differences in the perceived value of many contributions depended on whether the contribution was made by self or partner (e.g., men attributed more worth to their partner's sexual faithfulness than to their own, whereas women believed that both partners should receive equal value for this contribution). These perceptual differences suggest that at times it may be difficult for partners to agree about the equity of their ongoing relationships. Special gratitude goes to Pepper Schwartz for her contributions to an earlier draft of the paper. The authors also wish to thank Elaine Hatfield and Alicia Thompson for their comments on an earlier draft of the paper and Dennis Johnson who contributed to the idea for the study.     

The dimensional structure of the emotional self‐efficacy scale (ESES)

This study aims to investigate the underlying dimensionality of the emotional self‐efficacy scale (ESES) and determine its relationship with measures of ability emotional intelligence (EI) (Mayer–Salovey–Caruso EI Test), trait EI (Trait EI Questionnaire), personality, and cognitive ability. Participants included 822 undergraduate students and 263 graduates already in the workplace. Analyses of the data suggested a multidimensional factor structure for the ESES. The measure was found to correlate with trait EI and showed expected correlations with personality. It did not correlate with ability EI or cognitive ability. These findings are discussed and are interpreted as offering support for the use of the ESES as a reliable measure of emotional self‐efficacy.