Adolescent Adjustment and Coping Strategies

This study examines the relation between psychosocial adjustment and coping strategies among college freshmen. Three hundred thirty-one college students completed the Inventory of Psychosocial Development (IPD; Constantinople, 1969) and the Adolescent Coping Orientation for Problem Experiences (ACOPE; Patterson & McCubbin, 1987) inventory. Factor analysis of the ACOPE scales revealed two factors interpreted to represent the coping strategies of "salutary effort" and "stress palliation." For each subject a relative salutary effort score was calculated to reflect the proportion of coping efforts ascribable to mature, salutary coping efforts. Optimal adjustment was associated with adolescents whose reported means of dealing with tension reflected a high proportion of salutary effort. These findings, which support the notion of a covariation between styles of coping and psychological adjustment among adolescents, are discussed in light of psychosocial development, coping, and methodological issues related to research on coping and adjustment.     

Rehearsing for confrontation

Social confrontation is a particular kind of communication episode which may be initiated when one actor signals another actor that his or her behavior has violated (or is violating) a rule or expectation for appropriate conduct within the relationship or situation (Newell & Stutman, 1988). This paper explores the decision, structure and process of rehearsing for confrontation. Intensive interviews with 75 actors followed by a questionnaire administered to 99 others revealed that confronters maintain two strands of confrontative goals: strategic and performance goals. Strategic goals for confronters include (a) influence, (b) catharsis, (c) relational maintenance, (d) retribution, and (e) enhanced understanding of the other. While these goals lead to different tactical outcomes, actors also hold intentions related to performance goals. Two performance goals are of central concern to some actors: (a) the desire to be argumentatively complete, and (b) the desire to maintain the position of the confronter rather than the confrontee. An analysis of the data revealed that differences in goal configurations guided both the decision to rehearse and the process of this rehearsal.     

Weeping: Evidence for a cognitive theory

According to a two-factor cognitive theory of weeping, schema-incongruent information and efforts to assimilate it create arousal; resolution, giving up of the schema, and cessation of the assimilation efforts result in arousal reduction and may be associated with emotional tears. To assess these predictions, female subjects were shown an emotional film under one of two conditions. In one condition only schema-induction and incongruity phases were viewed, while the other condition viewed the complete film (i.e., schema-induction, incongruity, and resolution). Consistent with expectations, incongruity was associated with increased stress and depressed mood. Only subjects who viewed the complete film reported significant decreases in these states. The final scene, assumed to trigger schema change, produced the greatest amount of weeping.This paper is adapted from a portion of a doctoral dissertation conducted by the first author. We gratefully acknowledge the assistance of Walter Katkovsky and Raymond Ditrichs. A version of this paper was presented at a meeting of the Western Psychological Association, May 1986.     

Different slopes for different folks: Process analysis of spatial aptitude

Adults differing in spatial ability were tested on problems involving the mental rotation of familiar alphanumeric stimuli and unfamiliar stimuli drawn from the Primary Mental Abilities Space Test. Individual differences in spatial ability were associated with speed rather than accuracy of mental rotation processes. Ability differences were correlated with the time to rotate familiar alphanumerics and the additional time to encode, compare, and rotate unfamiliar stimuli. The results are discussed in terms of differences in elementary information processes associated with the representation and transformation of visual information.     

Classical conditioning of goldfish in the shuttlebox

Goldfish trained in a shuttlebox with light as CS and brief shock as US acquire the shuttling response to light whether or not an avoidance contingency is in effect. That the change in behavior produced by the classical procedure is not due merely to sensitization is demonstrated by a discriminative control. The results suggest the usefulness of the shuttlebox for the study of classical conditioning in goldfish and call into question the instrumental interpretation of the change in behavior produced by the avoidance procedure.     

A note on the nonmetric analysis of psychological intervals for an unknown ordering of stimuli

A modified version of a coordinate adjustment technique which permits the analysis of comparisons of psychological intervals for an unknown ordering of stimuli is described and compared to the original version and to TORSCA. For configurations with a large number of points, knowledge of the rank order of the stimuli does not improve the solution. For configurations with a small number of points, the performance of the new algorithm with an unknown ordering is equivalent to TORSCA.This research was supported by a grant from the Natural Sciences and Engineering Research Council of Canada.     

Coloring-book-type experiences and children's divergent pictorial production

Sixty-four children in kindergarten and first grade were asked to color one of three pictures which varied in complexity. Following the coloring exercise the children were administered the CIRCUS: Make a Tree, a measure of divergent pictorial production which yields three scores (Appropriateness, Unusualness, Difference). A one-way ANOVA revealed a main effect of the coloring exercise in Unusualness and Difference. The findings suggest that giving children models to color can increase the novelty displayed in their subsequent productions, and that giving children complex models to color can increase the variety displayed in the pictures that they make. The findings are consistent with Gardner's (1980) suggestion that adult models can contribute to the substance of the child's pictoral productions by providing new ideas and information about how to achieve desired effects, and that they do not necessarily induce the slavish copying feared by many early childhood- and art-educators.     

On people’s understanding of the diagnostic implications of probabilistic data

Two lines of prior research into the conditions under which people seek information are examined in light of two statistical definitions of diagnosticity. Five experiments are reported. In two, subjects selected information in order to test a hypothesis. In the remaining three, they selected information in order to convince someone else of the truth of a known hypothesis. A total of 567 university students served as subjects. The two primary conclusions were as follows: (1) When the task is highly structured by the environment, subjects select information diagnostically, and (2) when the task is less structured, so that subjects must seek relevant information not manifest, they select information pseudodiagnostically. Possible relations to other laboratory inference tasks and to clinical judgment are discussed.     

Age differences in encoding and retrieving details of a pediatric examination

Baker-Ward, Gordon, Ornstein, Larus, and Clubb (1993) showed that recall improves over ages 3–7 for events experienced during a physical examination. We used a joint multinomial model to ask whether the improvement was due to encoding, to retrieval, or to likelihood to report. The model fit the Baker-Ward et al. data well and showed that (1) retrieval and reporting cannot be distinguished and (2) the observed effects were due primarily to age-related improvement in retrieval reporting rather than in encoding.