Multiple encoding of word attributes in memory

Two experiments employing the release from PI method were conducted to determine whether degree of release could be predicted by the amount of denotative attribute overlap between the control and experimental groups. This theory was very appropriate for predicting the results of the first experiment, but was less successful in the second unless a connotative attribute is also introduced. It is suggested that this class of attribute should be included in semantic memory conceptualization.     

Handling negative inputs: On the plausible equity formulae

Equity research has been based on defining formulae that do not necessarily imply the hypotheses thought to have been derived from them and that are not consistent with empirical data cited as supporting equity theory. Neither Adams' (1965) ratio definition nor Walster et al.'s (1970, 1972, 1973) formula satisfy the fundamental criterion that, when equity holds, outcome should be an increasing function of input. Six formulae that do satisfy this fundamental criterion (including Adams' ratio definition restricted to positive ratios, Walster et al.'s revision of their formula, three formulae generated by a simple constructive procedure, and an exponential definition) are compared with respect to 11 other criteria and with respect to their predictions of the results of two thought experiments.     

Referrals to school psychologists: A national survey

School psychologists serving a national, systematic sample of public elementary and secondary schools were surveyed regarding recent referrals. Most referrals were initiated by school staff members (75% of referrals), and the majority occured initially through formal mechanisms (55% of referrals). Most informal requests for assistance or information eventually became, or were thought likely to become, formal referrals. In 92% of cases, the referral agent's initial communication with the psychologist included some designation of what the pupil was doing or not doing that was viewed as problematic. Poor academic performance was of primary concern in 52% of referrals and social/emotional problems in 31%. More boys were referred than girls, and one-half of referrals from the elementary grades involved pupils in grades K-2. Frequency of referral and reason for referral were not independent of pupil's grade or sex. Reason for referral was independent of time of year (October vs. May) and geographical region.     

THE WORLDWIDE BURDEN OF INFANT MENTAL AND EMOTIONAL DISORDER: REPORT OF THE TASK FORCE OF THE WORLD ASSOCIATION FOR INFANT MENTAL HEALTH

Children worldwide experience mental and emotional disorders. Mental disorders occurring among young children, especially infants (birth –3 years), often go unrecognized. Prevalence rates are difficult to determine because of lack of awareness and difficulty assessing and diagnosing young children. Existing data, however, suggest that rates of disorders in young children are comparable to those of older children and adolescents (von Klitzing, Dohnert, Kroll, & Grube, 2015 ). The lack of widespread recognition of disorders of infancy is particularly concerning due to the unique positioning of infancy as foundational in the developmental process. Both the brain and behavior are in vulnerable states of development across the first 3 years of life, with potential for enduring deviations to occur in response to early trauma and deprivation. Intervention approaches for young children require sensitivity to their developmental needs within their families. The primacy of infancy as a time of unique foundational risks for disorder, the impact of trauma and violence on young children's development, the impact of family disruption on children's attachment, and existing literature on prevalence rates of early disorders are discussed. Finally, global priorities for addressing these disorders of infancy are highlighted to support prevention and intervention actions that may alleviate suffering among our youngest world citizens.     

Survey of the Use of Crisis Intervention Centers by the Black Population*

ABSTRACT: In an attempt to determine the extent to which crisis centers meet the needs of black communities, questionnaires were sent to 12 centers. Responses were received from six. Only two centers, in Nashville and Washington, D.C., had statistics of callers identified by race. The findings from these two centers indicate that there are differences between the white and black callers with regard to age, marital status, and type of problem. As an example, the typical black male caller was older and more concerned about his job and financial problems than were white males. This kind of information suggests a need for expanded services within the crisis center framework, possibly for a more preventive approach. More data gathering concerning the black community using crisis centers is urged in order better to identify the needs of this population and the methods to be used for meeting those needs.     

Are high levels of religiosity inconsistent with a high valuation of science? Evidence from the United States,China and Iran

We asked whether high levels of religiosity are inconsistent with a high valuation of science. We explored this possibility in three countries that diverge markedly in the relation between the state and religion. Parents in the United States (n = 126), China (n = 234) and Iran (n = 77) completed a survey about their personal and parental stance towards science. The relation between religiosity and the valuation of science varied sharply by country. In the U.S. sample, greater religiosity was associated with a lower valuation of science. A similar but weaker negative relation was found in the Chinese sample. Parents in the Iranian sample, by contrast, valued science highly, despite high levels of religiosity. Given the small size of our United States and Iranian samples, and the non-probabilistic nature of our samples in general, we caution readers not to generalise our findings beyond the current samples. Despite this caveat, these findings qualify the assumption that religiosity is inconsistent with the valuation of science and highlight the role of sociocultural context in shaping adults' perception of the relation between religion and science.