CONCERNING THE MORAL DIMENSION OF GLOBAL CAPITALISM IN A COMMUNIST-FREE WORLD*

The socio-economic “pro-democracy” revolutions which are currently sweeping the Soviet Union and Eastern Europe in the name of glasnost and perestroika have virtually stunned all but the best informed in the Western World. The demand for reform throughout the so-called “Soviet block,” and the concomitant impatience with the progress of these changes in the economic and basic social fabric of these societies, have come to exhibit an urgency which few observers, if any, had been able to forecast a few short years ago. The declarations by some members of the U.S. Congress that these changes are indicative of the fact that the cold war has been won by the West, and that we are now witnessing the precipitous collapse of Marxist ideology, together with the widespread sentiment that there is “no going back” to the repressive Leninist-inspired regimes of Stalin, Khruschev, and Brezhniev are all synergistic to the creation of a sentiment of optimism that indeed we have turned the corner in East-West relations. To a world which has lived under the long night of thermonuclear extinction for over four decades, the feeling accompanying the prospect of a possible end to the nightmare of Armageddon further enhances the euphoric sentiment.     

Items bundles

An item bundle is a small group of multiple choice items that share a common reading passage or graph, or a small group of matching items that share distractors. Item bundles are easily identified by paging through a copy of a test. Bundled items may violate the latent conditional independence assumption of unidimensional item response theory (IRT), but such a violation would not typically suggest the existence of a new fundamental human ability to read one specific reading passage or to interpret one specific graph. It is important, therefore, to have theoretical concepts and empirical checks that distinguish between, on the one hand, anticipated violations of latent conditional independence within item bundles, and, on the other hand, violations that cannot be attributed to idiosyncratic features of test format and instead suggest departures from unidimensionalty. To this end, two theorems on unidimensional IRT are extended to describe observable item response distributions when there is conditional independencebetween but not necessarilywithin item bundles.The author is grateful to Ivo Molenaar and the referees for many helpful suggestions, and to D. Thayer for assistance with computing.     

In defense of the advance specification hypothesis for motor control

Summary Choice reaction times often depend on the relations between the responses that are possible. Rosenbaum, Inhoff, and Gordon (1984) accounted for these effects with an advance specification (AS) hypothesis, according to which subjects prepare for a choice by creating a single motor program with the features shared by the response alternatives; after the choice signal is presented, subjects are assumed to fill in the features that were missing. In a recent article, Heuer (1987) argued that the AS hypothesis cannot account for a number of results that he has obtained. He suggested hat a better hypothesis relies on the idea of programming interactions (PI), according to which programs for alternative responses have mutual facilitative or inhibitory influences, depending on their similarity. Heuer (1987) reported an experiment that was partly consistent with the PI hypothesis and, as implied by him, inconsistent with the AS hypothesis. We show that the results of this experiment, as well as the results of Heuer's earlier experiments, are in fact consistent with the AS hypothesis and inconsistent with the PI hypothesis. We show in addition that there are a number of logical problems with the PI hypothesis which make it a less attractive model of choice than the AS hypothesis.Supported in part by National Science Foundation grant BNS-8710933 and a Research Career Development Award from the National Institutes of Health to the first author.     

Predicting Citizen Support of Tax Increases for Education: A Comparison of Two Social Psychological Perspectives

A survey of citizen support of a proposal to increase property taxes for public education was conducted in a school district in Illinois. Two social psychological perspectives predicting support were tested. One perspective, derived from social exchange theory, predicted that citizens would base their support of or opposition to a tax increase primarily on perceived self-interested economic gain or loss. A second perspective predicted that non-self-interested concerns, such as attitudes toward the schools, would determine support of or opposition to a tax increase. Although both models received support, the strongest and mat consistent predictors of tax support among those most likely to be voters were the non-self-interested factors. Implications of these findings for public policy and for understanding political behavior are discussed.     

SELF-CONTROL TRAINING IN THE CLASSROOM: A REVIEW AND CRITIQUE

Self-control training in classroom settings is becoming widespread. Establishing effective self- rather than externally controlled behavior modification programs in schools would enable children to control their own academic and social behavior, while enabling teachers to devote more time to teaching. The following components of self-control are reviewed in the present article: self-recording, self-evaluation, self-determination of contingencies, and self-instruction. Self-control strategies designed for the maintenance of appropriate classroom behavior, and issues associated with self-control training, such as the reliability of self-observation, response maintenance, generalization, and the role of external control, are examined. Finally, suggestions for maximizing the potential effectiveness of self-control training in the classroom (e.g., teaching self-observational procedures, teaching students to provide themselves with instructions and praise), as well as future areas for experimental investigation (e.g., social changes that may be associated with self-control procedures), are presented.     

Integrating Self and System: An Empty Intersection?

Synthesizing individual and family therapies can founder if the underlying epistemological assumptions concerning “what is self” are not taken into account. Most individual therapies assume self “really” exists as a relatively stable internal entity, the repository of residues of experience where traits, memories, et cetera are organized via internal schemas. Such a view tends to treat self as a thing, and implies that psychological problems are the result of internal deficits or conflicts; this can lead to difficulties in therapy. In contrast, ecosystemic views employ constructivist and contextualist approaches that are more fluid. However, by basing autopoetic self-organization in language, ecosystemic epistemology still separates subject from object. Adopting a perspective in which self has no fixed, distinguishing characteristics can resolve many difficulties and create a dimensionless point where self and system, individual and family, therapist and client can meet without hindrance.     

Links Between Stress, Positive and Negative Affect, and Life Satisfaction Among Teachers in Special Education Schools

This study focused on links between stress, positive and negative affect, and life satisfaction among teachers in special education schools. Teaching is a highly stressful profession, characterized by high rate of stress, burnout, and dropout. The study investigated: (a) whether teachers can maintain their positive affect and life satisfaction despite the stress they experience, and (b) the resources that may elicit positive affect and life satisfaction, including self-control as a personal skill and perceived organizational support (by peers, therapeutic staff, and manager) as an environmental resource. Participants were 125 teachers from 12 different special education schools. As expected, a positive link emerged between high stress levels and negative affect. Both self-control and organizational social support contributed to the explanation of positive affect and life satisfaction. Organizational support was found to moderate the link between stress and negative affect as well as the link between stress and positive affect and life satisfaction among teachers. The outcomes contributed both to the theoretical explanation about the role of resources in eliciting subjective well-being, happiness, and life satisfaction and also to the way teachers can be helped in daily coping with their difficulties.