Beyond Fairness: The Criterion Problem in Research on Dispute Intervention1

Recent research has demonstrated that parties to a dispute attend to, and make evaluations of, the procedures that are used to resolve disputes. A central focus of this research has been on procedural and distributive fairness. Two studies were conducted in an attempt to identify criteria used by parties to organizational disputes to choose and evaluate dispute resolution procedures. Sixteen criteria were identified, including fairness. In a third study, these criteria were also found to be relevant to police officers involved in crisis intervention. Discussion focuses on the implication of these findings for theories of dispute resolution, for general issues in the psychology of fairness, and for practical concerns.     

Children's judgment and recall of causal connectives: A developmental study of “because,” “so,” and “and”

The present study examined the acceptability judgments and recall performance of children aged 6,9, and 11 years with sentences expressing psychological cause-effect relations. Thirty-two sentences containing because medially, because initially, so, and and were generated from four clause pairs. Both probable and improbable event orders were used. The results indicated that children preferred because to so or and for statements of psychological causality. However, on both tasks, first and third graders frequently failed to attend to the temporal ordering specified by each sentence construction. The younger children also tended to judge all sentences acceptable, suggesting that they were concerned only with the probable association of event pairs, and not with the usual order of the events. Order of mention strategies did not occur in any group, suggesting that they arise only when children cannot make interpretations based on probable order of events. The data also indicated that the recall task is an unreliable index of rules for comprehension and production.This article is based on research conducted by the first author as partial fulfillment of the Ph.D. requirements for the Department of Educational Policy Studies, University of Wisconsin.     

Cerebral organization in adult second language acquisition: Is the right hemisphere more involved?

A Spanish-English dichotic listening study was designed to test the hypothesis that the right hemisphere might be more involved during the initial stages of informal, adult second language acquisition. No evidence was found in support of the hypothesis. Results are discussed within the general theoretical framework of the right hemisphere's role in second language performance and bilingualism.     

Learning-disordered children's evoked potentials during sustained attention

Evoked potentials and performance of 19 learning-disordered (LD) and 19 normally achieving children were studied in two versions of the Continuous Performance Test (CPT). In both CPT procedures, LD children made more errors of omission and commission than did normal children. Evoked potential differences between groups were especially prominent in the more difficult BX version of the CPT. LD children displayed significantly smaller late positive components (LPC) of the evoked potential to critical stimuli in the task. There were no LPC differences between diagnostic groups for noncritical stimulus categories. The results suggest a deficit in behavioral and cortical indices of sustained attention among LD children.This research is based on a doctoral dissertation in psychology submitted by the first author (Dainer, 1980) and supervised by the second author. The research was partly supported by NIMH Grant MH 32103 and New York State Health Research Council Contract 1396 to the second author. We are grateful to the Strong Memorial Hospital Learning Disorders Clinic; B.O.C.E.S. School #1, Fairport, New York; Rochester Learning Disabilities Association; and Winifred Stebbins for referring learning-disordered children, and to the Rochester Central YMCA for referring normally achieving children. The University of Rochester College of Arts and Science provided partial support for computer funds. For their assistance, we are grateful to Lance Bauer, John Chapman, Michael Davidson, Dale McAdam, James Metz, and Lawrence Ota.     

Caring and Counseling—Shared Tasks in Advisement Schools

Advisement programs, a part of the total guidance service provided by many secondary schools, involve the entire teaching staff and provide personalized guidance services to all secondary students (7–12) in the following areas: program planning, self-assessment, school offerings awareness, parent relations and conferences, feedback evaluation, decision-making skills, career planning and preparation, and school and community issues. Advisement enhances counseling and offers counselors the opportunity to practice their specialized skills more fully. The Ferguson-Florissant advisement program, described in this article, emphasizes positive change in students' attitudes toward themselves and school.     

A model-based standardization approach that separates true bias/DIF from group ability differences and detects test bias/DTF as well as item bias/DIF

A model-based modification (SIBTEST) of the standardization index based upon a multidimensional IRT bias modeling approach is presented that detects and estimates DIF or item bias simultaneously for several items. A distinction between DIF and bias is proposed. SIBTEST detects bias/DIF without the usual Type 1 error inflation due to group target ability differences. In simulations, SIBTEST performs comparably to Mantel-Haenszel for the one item case. SIBTEST investigates bias/DIF for several items at the test score level (multiple item DIF called differential test functioning: DTF), thereby allowing the study of test bias/DIF, in particular bias/DIF amplification or cancellation and the cognitive bases for bias/DIF.This research was partially supported by Office of Naval Research Cognitive and Neural Sciences Grant N0014-90-J-1940, 4421-548 and National Science Foundation Mathematics Grant NSF-DMS-91-01436. The research reported here is collaborative in every respect and the order of authorship is alphabetical. The assistance of Hsin-hung Li and Louis Roussos in conducting the simulation studies was of great help. Discussions with Terry Ackerman, Paul Holland, and Louis Roussos were very helpful.     

Inferring sexual interest from behavioral cues: Effects of gender and sexually relevant attitudes

Research has found that men impute more sexual meaning to others' behavior than do women. However, little research has examined the possibility that men and women share perceptions of the sexual connotativeness of certain behaviors but diverge in their perceptions of other behaviors. In Study 1, 162 male and 186 female undergraduates, predominantly Caucasian, rated the degree to which each of 27 behaviors of male and female targets connoted a desire for sexual intercourse. Multivariate analyses of variance revealed that, whereas men perceived all but two of the female target behaviors more sexually than women, men and women differed in their perceptions of the sexual connotativeness of only about half of the male target behaviors. A factor analysis revealed three factors for both male and female target behaviors, reflecting mundane dating behaviors, romantic behaviors, and sexual behaviors. Relative to women, men perceived only the mundane dating behaviors more sexually, although regression analyses showed these effects to be moderated by subjects' attitudes toward women. Study 2 examined the extent to which sexually relevant attitudes (e.g., sex role stereotyping, adversarial sexual beliefs, and rape myth acceptance) moderate subjects' perceptions of the sexual connotativeness of the behaviors. Men, particularly those who endorsed traditional, sexually relevant attitudes, were more likely than women to impute sexual meaning to the behaviors. The implications of this for dating situations are discussed.The author wishes to thank Mark Leary and two anonymous reviewers for their comments and suggestions on earlier versions of this article.