Patterns of intellectual ability in children with verbal deficits

Patterns of intellectual ability were examined in 81 children with verbal deficits identified by a Low Verbal/High Performance WISC profile. The results of verbal and nonverbal tests of intellectual functioning were factor-analyzed, and three groups of children were defined based on patterns of factor scores. Group 1 consisted of children with a Specific Language Disability (SLD) but good Abstract Reasoning ability, while Group 2 included SLD children with good Sequencing-Memory skills. Group 3 children displayed a General Language Disability (GLD) with deficits in both abstract reasoning and sequencing memory. The intellectual patterns were related to cognitive interpretations and found to have educational implications, with Group 1 children reading adequately, Group 2 children showing somewhat poorer reading skills, and Group 3 children reading very poorly. These findings emphasize the importance of identifying subgroups of children with verbal deficits and demonstrate the feasibility of extracting relatively specific cognitive information from global measures of intelligence. The results question the appropriateness of applying traditional assumptions regarding cognitive organization derived from studies of normal children to atypical groups of children.     

Gleason's Theorem Has a Constructive Proof

Gleason's theorem for R ³ says that if f is a nonnegative function on the unit sphere with the property that f(x) + f(y) + f(z) is a fixed constant for each triple x,y,z of mutually orthogonal unit vectors, then f is a quadratic form. We examine the issues raised by discussions in this journal regarding the possibility of a constructive proof of Gleason"s theorem in light of the recent publication of such a proof.     

Evaluating the effects of functional communication training in the presence and absence of establishing operations

We conducted functional analyses of aberrant behavior with 4 children with developmental disabilities. We then implemented functional communication training (FCT) by using different mands across two contexts, one in which the establishing operation (EO) that was relevant to the function of aberrant behavior was present and one in which the EO that was relevant to the function of aberrant behavior was absent. The mand used in the EO-present context served the same function as aberrant behavior, and the mand used in the EO-absent context served a different function than the one identified via the functional analysis. In addition, a free-play (control) condition was conducted for all children. Increases in relevant manding were observed in the EO-present context for 3 of the 4 participants. Decreases in aberrant behavior were achieved by the end of the treatment analysis for all 4 participants. Irrelevant mands were rarely observed in the EO-absent context for 3 of the 4 participants. Evaluating the effectiveness of FCT across different contexts allowed a further analysis of manding when the establishing operations were present or absent. The contributions of this study to the understanding of functional equivalence are also discussed.     

“Watch out!”: Effects of instructed threat and avoidance on human free‐operant approach–avoidance behavior

Approach–avoidance paradigms create a competition between appetitive and aversive contingencies and are widely used in nonhuman research on anxiety. Here, we examined how instructions about threat and avoidance impact control by competing contingencies over human approach–avoidance behavior. Additionally, Experiment 1 examined the effects of threat magnitude (money loss amount) and avoidance cost (fixed ratio requirements), whereas Experiment 2 examined the effects of threat information (available, unavailable and inaccurate) on approach–avoidance. During the task, approach responding was modeled by reinforcing responding with money on a FR schedule. By performing an observing response, participants produced an escalating “threat meter”. Instructions stated that the threat meter levels displayed the current probability of losing money, when in fact loss only occurred when the level reached the maximum. Instructions also stated pressing an avoidance button lowered the threat level. Overall, instructions produced cycles of approach and avoidance responding with transitions from approach to avoidance when threat was high and transitions back to approach after avoidance reduced threat. Experiment 1 revealed increasing avoidance cost, but not threat magnitude, shifted approach–avoidance transitions to higher threat levels and increased anxiety ratings, but did not influence the frequency of approach–avoidance cycles. Experiment 2 revealed when threat level information was available or absent earnings were high, but earnings decreased when inaccurate threat information was incompatible with contingencies. Our findings build on prior nonhuman and human approach–avoidance research by highlighting how instructed threat and avoidance can impact human AA behavior and self‐reported anxiety.     

"IF YOU LET ME PLAY SPORTS"

This study tests a model specifying that girls' precollege participation in sporting activities will foster positive body images, enhanced perceptions of physical competence, and more flexible gender identities, which, in turn, predict higher college self-esteem. A sample of 220 college females (mean age = 19.65 years) provided retrospective reports of their precollege sport involvement and contemporaneous assessments of body image, perceived physical competencies, gender identity, global self-esteem, and other psychosocial variables. Consistent with prior reports on male and mixed-gender samples, greater precollege sport participation predicted higher self-esteem in this exclusively female sample. Follow-up path analyses and tests for mediation revealed that the model's intervening variables totally mediated the sport participation/self-esteem relationship. The patterning of these data implies that participating in sports promotes females' self-worth by fostering physical competencies, favorable body images, and gender flexibility, and, in the absence of any such psychosocial benefits, participation in sports has little salutary effect on and can even undermine self-esteem.     

Reliability and validity of a new scale to measure prejudice: The GRISMS

The goal of the present research was to assess the reliability and validity of the fiftyitem Modified Godfrey-Richman ISM Scale (M-GRISMS). The sample consisted of seventy-one female and sixty male introductory psychology students. Test items included various ethnic groups (Racism subscale), religious groups (Religion subscale), and the Heterosexist and Sexist subscales. Each of these was parsed into various subcategories, e.g., the Racism subscale assessed attitudes toward African-Americans, Asian-Americans, European-Americans, Hispanics, and Native Americans. The final version of the M-GRISMS (the M-GRISMS-M) was found to be highly reliable and valid. Eight independent factors traversed two or more “isms.”