Children's event reports: Factors affecting responses to repeated questions in vignette scenarios and event recall interviews

When adults repeat questions, children often give inconsistent answers. This study aimed to test the claim that these inconsistencies occur because children infer that their first answer was unsatisfactory, and that the adult expects them to change their answer. Children aged 4, 6, and 8 years (N= 134) were asked about vignettes in which an adult repeated a question, with manipulation of the adult's overt dissatisfaction (high vs. low pressure) and knowledge about the information sought. On a separate occasion, the children were given an unrelated event recall interview containing repeated questions. All age groups showed sensitivity to adult dissatisfaction, interpreting question repetition as an implicit request for answer change more frequently in the high than in the low‐pressure vignettes. Overall, however, these ‘change‐expected’ interpretations were least frequent in the younger children, who were the most prone to shifting. Also there was no evidence that these interpretations were associated with more frequent shifting in the recall interview. The results do not provide clear support for a simple conversational inference account of shifting, especially in younger children.     

Integration of Faith and Learning at a Faith-Based Historically Black University: An Exploratory Study

Abstract

Although the importance of integration of faith and learning (IFL) is well documented in the literature, little is known of how it is implemented at a Historically Black University. The purpose of this qualitative study was to explore how IFL is deliberately implemented at a faith-based Historically Black University. Twenty-nine faculty members participated in the study. Thematic analysis was used to identify the following themes: connectivity, modeling, intentionality and spontaneity. These themes not only describe how IFL occurs at this institution, but also the levels at which IFL is deliberately implemented.     

A Reply to Pugh's “Note on the Vorhaus Configurations of Reading Disability”

Abstract

Beach, H. D. &; Lucas, R. A. (Eds.) Individual and Group Behavior in a Coal Mine Disaster. Disaster Research Group, Study Number 13. National Academy of Sciences — National Research Council, Publication 834. Washington, D. C., 1960. $3.00. 160pp. Reviewed by Albert Eglash

Beck, S. J., Beck, Anne G., Levitt, E. E., and Molish, H. B. Rorschach's Test. I. Basic Processes. Third Ed. Revised. New York: Grune and Stratton, 1961, 237 + X pp. Reviewed by Murray Levine

Carr, A. C., Forer, B. R., Henry, W. E., Hooker, Evelyn, Hutt, Max L., and Piotrowski, Z. A. The Prediction of Overt Behavior Through the Use of Projective Techniques. American Lecture Series Monog. Springfield, III.: Chas. Thomas, Publisher, 1960, Pp. 177. $6.50. Reviewed by Stephanie Z. Dudek

Cattell, R. B. and Scheier, I. H. The Meaning and Measurement of Neuroticism and Anxiety. New York: Ronald Press, 1961, pp. 535. $12.00. Reviewed by Wilson H. Guertin

Fein, L. G., The Three-Dimensional Personality Test. International Universities Press, New York. 1960. pp. xii + 324, $6.75. Reviewed by Theodore H. Blau

Hiltmann, H. Kompendium der Psychodiagnostischen Testen. Berne: Huber, 1960, 252 pps. Reviewed by Fred J. Goldstein

Kaplan, Bert (Ed.) Studying Personality Cross-culturally. Evanston, III.: Row, Peterson and Co., 1961. ix + 687. $8.50. Reviewed by Norman D. Sundberg

Meili, Richard Lehrbuch Der Psychologischen Diagnostik (Textbook of Psychological Diagnostics), 476 pages including index. Bern und Stuttgart: Hans Huber, 1961. $9.50. Reviewed by Z. A. Piotrowski

Peck, Robert F., Havighurst, Robert J., and associates: The Psychology of Character Development. New York: John Wiley and Sons, 1960. 267 pp. $6.50. Reviewed by Dale L. Johnson

Symonds, P. M. with Jensen, A. R., From Adolescent to Adult. New York: Columbia University Press, 1961. Pp. x + 413. Reviewed by Murray H. Sherman