Affective communication differences between distressed and nondistressed mother-adolescent dyads

An assessment technique of having mothers and young adolescents describe in brief written form what they like and dislike about each other was evaluated. Distressed dyads (N=38) produced responses that were rated significantly more negative (Demanding, Personal Attack, Anger and Hostility, Complaining About Unfairness or Disrespect) and less positive (Good Relationship, Appreciation of Other, Complimentary, and Enjoyment) than nondistressed dyads (N=40). Evidence of reliability was reported. Ratings of the written responses correlated significantly with independently obtained codings of taperecorded interactions, thus offering support for validity of the method.The authors wish to thank Diane Follingstad and Peter Kilmann for their comments on an earlier draft.     

The Effects of Numerical and Logical Group Size on Computer-Mediated Idea Generation

A laboratory experiment investigated the effects of numerical group size and logical group size (i.e., group heterogeneity in regard to task demands) on the performance of groups addressing an idea generation task while using computer-mediated communication. Six different numerical group sizes were studied, which ranged from 5 to 10 members. Logical size was manipulated by varying the amount of task-relevant information given to a particular group member. Larger logical group sizes (heterogeneous groups) were induced by distributing unique task-relevant information among group members; smaller logical group sizes (homogeneous groups) were induced by providing all task information to all members. A significant main effect for numerical group size showed that larger groups outperformed smaller groups. Numerical group size interacted with logical group size resulting in greater performance gains for increased numerical group size within heterogeneous groups. Average contributions per group member diminished with increased numerical group size for homogeneous groups and increased for heterogeneous groups.     

Cigarette Smoking in Popular Films: Does It Increase Viewers' Likelihood to Smoke?1

The effect of viewing smoking in popular films was investigated. Participants were instructed to rate main characters in scenes from popular films on 12 characteristics (e. g., attractive, sexy, sociable). One group watched 6 scenes from popular films in which the main character they rated was smoking. The other group watched scenes from the same 6 films in which they rated the same main characters who were not smoking. The participants rated the female characters shown smoking less favorably on all rated characteristics, but not the male characters. The male regular and occasional smokers had a higher current desire to smoke if the film characters they had viewed smoked. Both female and male participants who viewed the characters smoking were more likely to indicate a likelihood to smoke than were the participants who viewed the nonsmoking scenes.     

Common mechanisms of executive attention underlie executive function and effortful control in children

Executive Function (EF) and Effortful Control (EC) have traditionally been viewed as distinct constructs related to cognition and temperament during development. More recently, EF and EC have been implicated in top‐down self‐regulation ‐ the goal‐directed control of cognition, emotion, and behavior. We propose that executive attention, a limited‐capacity attentional resource subserving goal‐directed cognition and behavior, is the common cognitive mechanism underlying the self‐regulatory capacities captured by EF and EC. We addressed three related questions: (a) Do behavioral ratings of EF and EC represent the same self‐regulation construct? (b) Is this self‐regulation construct explained by a common executive attention factor as measured by performance on cognitive tasks? and (c) Does the executive attention factor explain additional variance in attention deficit hyperactivity disorder (ADHD) problems to behavioral ratings of self‐regulation? Measures of performance on complex span, general intelligence, and response inhibition tasks were obtained from 136 preadolescent children (M = 11 years, 10 months, SD = 8 months), along with self‐ and parent‐reported EC, and parent‐reported EF, and ADHD problems. Results from structural equation modeling demonstrated that behavioral ratings of EF and EC measured the same self‐regulation construct. Cognitive tasks measured a common executive attention factor that significantly explained 30% of the variance in behavioral ratings of self‐regulation. Executive attention failed to significantly explain additional variance in ADHD problems beyond that explained by behavioral ratings of self‐regulation. These findings raise questions about the utility of task‐based cognitive measures in research and clinical assessment of self‐regulation and psychopathology in developmental samples.     

A comparison of interteaching and lecture in the college classroom

Interteaching is a new method of classroom instruction that is based on behavioral principles but offers more flexibility than other behaviorally based methods. We examined the effectiveness of interteaching relative to a traditional form of classroom instruction-the lecture. In Study 1, participants in a graduate course in special education took short quizzes after alternating conditions of interteaching and lecture. Quiz scores following interteaching were higher than quiz scores following lecture, although both methods improved performance relative to pretest measures. In Study 2, we also alternated interteaching and lecture but counterbalanced the conditions across two sections of an undergraduate research methods class. After each unit of information, participants from both sections took the same test. Again, test scores following interteaching were higher than test scores following lecture. In addition, students correctly answered more interteaching-based questions than lecture-based questions on a cumulative final test. In both studies, the majority of students reported a preference for interteaching relative to traditional lecture. In sum, the results suggest that interteaching may be an effective alternative to traditional lecture-based methods of instruction.     

Constantine,Babel, and Yankee Doodling: Whose Indigeneity? Whose Psychology?

This essay addresses the issue of indigeneity in terms of local cultures. The authors do so in conversation with Kim, Yang, and Hwang’s recent book, Indigenous and Cultural Psychology: Understanding People in Context. The life and work of Virgilio Enriquez is reviewed briefly as an exemplary indigenous psychologist. He illustrates the possibility of an indigenous psychology with a local, regulative grammar of cognition, affect, behavior, and relationships. The accounts of the tower of Babel and Constantine point to the irreversible damage of homogenizing culture and imposing it on other cultures. We argue that the imposition of a local, particular Western psychology on a global scale might risk a similar cost. The authors propose that current research in indigenous psychologies might take more seriously the notion that culture is not monolithic but should be understood from the point of view of the analysis of power relationships. Secondly, the authors argue that the role of language has not received sufficient attention in terms of shaping thought and increasing the incommensurability between cultures. Thirdly, it is argued that positivist epistemology has dominated the field and that more hermeneutic approaches must be considered. Fourth, the question must be asked regarding who controls indigenous research. Too often control has been exogenous rather than in the hands of local leaders. Finally, it is suggested that North Americans would do well to examine and recognize the indigeneity of their own psychology.     

Associations Among Aspects of Interpersonal Power and Relationship Functioning in Adolescent Romantic Couples

This study used a multidimensional assessment of interpersonal power to examine associations between indices of relationship power and relationship functioning in 92 adolescent romantic couples recruited from rural communities in the Rocky Mountain region of the USA. Significant differences emerged between girlfriends and boyfriends in their reports of decision making authority, perceptions of humiliating behaviors by the partner, and ratings of themselves giving-in to their partners in a videotaped interaction task. In addition, indices of interpersonal power were associated with dating aggression and relationship satisfaction for both girlfriends and boyfriends, although gender differences emerged in the patterns of association between power and outcomes. Results are discussed in light of current developmental, feminist, and social psychological theories of interpersonal power in romantic relationships.     

School Counselors’ General Self-Efficacy,Ethical and Legal Self-Efficacy,and Ethical and Legal Knowledge

School counselors encounter ethical and legal situations that necessitate the knowledge and confidence to apply decision-making skills. We report the findings from a correlational investigation that examines practicing school counselors’ (N = 287) ethical and legal self-efficacy, ethical and legal knowledge, and general self-efficacy. Higher ethical and legal self-efficacy was associated with higher general self-efficacy and ethical and legal knowledge. The implications of these findings are discussed.