The organization of verbs of knowing: Evidence for cultural commonality and variation in theory of mind

Cross-cultural commonality and variation in folk theories of knowing were studied by examining the organization of verbs of knowing in German and Japanese adults. German and Japanese adults performed one of two tasks: a similarity judgment task and an attribute rating task. Organizational structure was assessed for the similarity judgment task using multidimensional scaling and additive similarity tree analyses. The attribute rating task was used to describe the characteristics that organized the dimensions and clusters emerging from the scaling solutions. The folk theory of mind displayed was an information processing model with constructive components, although the constructive aspects were more salient for the Germans than for the Japanese.     

Adolescent Self-Esteem and Cognitive Skills Training: A School-Based Intervention

We developed and evaluated a school-based psychosocial prevention program for adolescents, focusing on self-esteem, negative cognitive processes, and peer isolation. Fifty-one tenth-grade students between the ages of 13–16 were recruited and randomly allocated to one of three groups; Social Cognitive Training group (SCT), Attention Placebo Comparison Group (APC) and a Waitlist Control group (WL). A pre-post design using two types of measures: specific measures of the target skills (self-esteem, self-statements) and impact measures (quality of peer relationships, acceptability of intervention for adolescents and teachers) evaluated the effectiveness and social validity of the intervention. Multivariate Analyses of Variance showed significant improvements on measures of target skills for the SCT group in contrast to the comparison conditions on reported self-esteem, and self statements, however mixed results were found on the impact measures. While the SCT group was rated as highly acceptable and useful by both adolescents and teachers, student self report ratings of quality of peer relationships showed little change across the study period. We discussed our findings in terms of the effectiveness of group based cognitive interventions in developing adolescent self-esteem and social competence, and the ecological validity of implementing programs within naturalistic settings.     

Exercise Stage of Change and Self-Efficacy in Primary Care: Implications for Intervention

Multiple chronic diseases are caused or complicated by a sedentary lifestyle. Thus, an important and challenging application of psychology in clinical settings is changing the behavior of sedentary primary care patients. This study focused on exercise stage of change and self-efficacy in a sample of adult family practice patients recruited while waiting for their scheduled physician appointment. Regarding exercise stage of change, 15% of respondents were in the Precontemplation stage, 26% in the Contemplation stage, 50% in the Preparation stage, 7% in the Action stage, and 13% in the Maintenance stage. Mean self-efficacy scores for exercise were significantly higher among respondents in the Action and Maintenance stages of change. These cross-sectional data are consistent with the hypothesis that movement through the exercise stages of change could be encouraged by clinical interventions that increase exercise self-efficacy. The identification of multiple personal opportunities for increasing exercise self-efficacy may be clinically useful in this context. Recommendations for psychologists in primary care settings in their work with physicians are offered.     

Factors influencing teachers' and psychologists' recommendations regarding special class placement

This study investigated the recommendations for special services made by 76 teachers and 53 psychologists for children characterized through 106 case studies with reference to 16 variables. The results indicated that both groups consider IQ, test achievement, class achievement, and home-related anxiety important in making recommendations, with IQ and test achievement weighted more heavily by psychologists than by teachers. SES is important only to psychologists, while adaptive behavior and self-concept are important only to teachers. Recommendations by both groups were not influenced by children's ethnicity, language, home values, school-related anxiety, classroom manageability, and interpersonal relationships.     

Menstrual cycle as focus of study and self-reports of moods and behaviors

Retrospective questionnaires show cyclical variations in moods and behaviors across the menstrual cycle. However, results obtained from daily mood questionnaires are inconsistent. In the present study, which ran for 11 weeks, self-report measures of menstrual symptomatology, using the 8-factor Moos (1968, 1969 a,c) Menstrual Distress Questionnaire (MDQ), were investigated. The MDQ was administered under conditions that made the menstrual cycle a salient (retrospective questionnaire) or not a salient (daily questionnaire) part of the study. The study included women who were taking and not taking oral contraceptives. A 2×3 analysis of variance (with the two groups of women and three menstrual cycle phases as independent variables) yielded broad cyclical variations only in the menstrual cycle salient condition. When the menstrual cycle was not a salient part of the study, only the pain factor reached significant cyclical variation (p<.01).A 2×3 analysis of variance (with the two types of questionnaires and three menstrual cycle phases as independent variables) indicated that for women not taking oral contraceptives the two questionnaires differed on pain (p<.01), concentration (p<.01), autonomic reaction (p<.05), and water retention (p<.01). Phase effects were significant on all factors, with largest cyclical variations in the menstrual cycle salient condition. A similar analysis for women taking oral contraceptives yielded fewer significant differences. These results suggest that questionnaires that make the menstrual cycle a salient part of the study may exaggerate possible cyclical variations in moods and behaviors.The authors are grateful to Dawn Christie Burns and Ross Hodges for their help in data reduction.     

Impairment of auditory perception and language comprehension in dysphasia

Men with chronic focal brain wounds were examined for their ability to discriminate complex tones, synthesized steady-state vowels, and synthesized consonant—vowel syllables. Subjects with left hemisphere damage, but not right hemisphere damage, were impaired in their ability to respond correctly to rapidly changing acoustic stimuli, regardless of whether stimuli were verbal or nonverbal. The degree of impairment in auditory processing correlated highly with the degree of language comprehension impairment. The pattern of impairment of the group with left hemisphere damage on these perceptual tests was similar to that found in children with developmental language disorders.     

Family-supportive organization perceptions, multiple dimensions of work-family conflict, and employee satisfaction: A test of model across five samples

Using samples of managers drawn from five Western countries, we tested a theoretical model linking employees’ perceptions of their work environment’s family-supportiveness to six different dimensions of work-family conflict (WFC), and to their job satisfaction, family satisfaction, and life satisfaction. Our results are consistent with a causal process whereby employees working in an environment viewed as more family-supportive experience lower levels of WFC. Reduced WFC then translates into greater job and family satisfaction, followed by greater overall life satisfaction. These findings were generalizable across the five samples.     

Biases in interpretation and memory in generalized social phobia

Two experiments examined the link between interpretation and memory in individuals diagnosed with Generalized Social Phobia (GSP). In Experiment 1, GSP and control participants generated continuations for nonsocial and ambiguous social scenarios. GSP participants produced more socially anxious and negative continuations for the social scenarios than did the controls. On the subsequent test of recalling the social scenarios, intrusion errors that shared meaning with the original continuations were made more frequently by the GSP group, producing false recall with emotionally negative features. To examine whether nonanxious individuals would also produce such errors if given emotional interpretations, in Experiment 2 the authors asked university students to read the scenarios plus endings produced by GSP participants in Experiment 1. The students either constructed vivid mental images of themselves as the main characters or thought about whether the endings provided closure. Low-anxious students in the closure condition produced fewer ending-based intrusions in recalling the social scenarios than did students in the other 3 conditions. Results illustrate the importance of examining the nature of source-monitoring errors in investigations of memory biases in social anxiety.