Child age, parent and child gender, and domain differences in parents’ attributions and responses to children’s outcomes

The influence of children’s age, and parents’ and children’s gender on parents’ attributions and emotional and behavioral responses to their children’s successful and unsuccessful social and academic outcomes, was investigated. Seventy-six dual-parent families (mothers and fathers) of fifth (n=28), eighth (n=23), and eleventh grade (n=25) children participated. The results of this study suggest that from fifth grade on, at least, the ways parents explain the causes of and respond to their children’s social behavior and academic outcomes involves a complex interaction of children’s age, children’s gender, parents’ gender, domain, and outcome. Results are discussed in terms of children’s socialization. This paper is based in part on a master’s thesis at Clark University by the first author. An earlier version of this paper was presented at the annual meeting of the Eastern Psychological Association, Providence, RI, April 1994. The authors would like to thank the parents, teachers, and school administrators of Holden and Auburn, Massachusetts, who participated in this project. We would also like to thank Kristen Rotis and Leslie Edwards for their tireless help in revising and preparing the questionnaires, and for entering data for this project.     

Referenzsemantik in der Partnermodellierung

How can we explain that an assertion on something perceived can be understood in the same manner by somebody who cannot perceive that scene? This problem bases the interest in computational linguistics in how listener modeling could possibly be harmonized with reference semantics. Mental images substituting real perception appear as a way out. The architecture of the listener model has to be adapted to the creation and use of such pictorial data structures. Furthermore, the relation between the latter and a verbal (i. e., propositional) representation must be understood. The resulting architecture of a listener model with reference semantics can be employed to solve communicational problems from three general classes in a better way, as is demonstrated by an example implementation.     

A Cross-Linguistic Examination of the Noun-Category Bias: Its Existence and Specificity in French- and Spanish-Speaking Preschool-Aged Children

Previous research has revealed that English-speaking preschoolers expect that a novel count noun (but not a novel adjective), applied to an individual object, may be extended to other members of the same basic or superordinate level category. However, because the existing literature is based almost exclusively on English-speakers, it is unclear whether this specific expectation is evident in children acquiring languages other than English. The experiments reported here constitute the first cross-linguistic, developmental test of the noun-category linkage. We examined monolingual French- and Spanish-speaking preschool-aged children's superordinate level categorization in a match-to-sample task. Target objects were introduced with (a) novel words presented as count nouns (e.g., “This is afopin”), (b) novel words presented as adjectives (e.g., “This is afopishone”), or (c) no novel words. Like English-speakers, French- and Spanish-speakers extended count nouns consistently to other category members. This is consistent with our prediction that the mapping between count nouns and object categories may be a universal phenomenon. However, children's extension of novel adjectives varied across languages. Like English-speakers, French-speakers did not extend novel adjectives to other members of the same category. In contrast, Spanish-speakers did extend novel adjectives, like count nouns, in this fashion. This is consistent with our prediction that the mappings between adjectives and their associated applications vary across languages. The results provide much-needed cross-linguistic support for the noun-category linkage and illustrate the importance of the interplay between constraints within the child and input from the language environment.     

Some effects of homelessness on the psychological functioning of preschoolers

The developmental consequences of homelessness have only recently begun to be investigated. This study examined the effects of homelessness on the self-concept, behavioral symptoms, and emotional development of preschoolers. Self-concept was examined using the Pictorial Scale of Perceived Competence and Acceptance for Young Children and teachers rated behavioral symptoms using the Child Behavior Checklist. Emotional development was also examined. Results showed that homeless preschoolers have lower self-concepts and display more deviant behaviors on the Child Behavior Checklist than housed preschoolers of the same socioeconomic status. Recognition and understanding of emotion, however, were similar in both groups.Research was supported by a grant from the Department of Health and Human Services, Administration for Children and Families. The authors would like to express great appreciation to teachers Michaelene Blazak and Mary Ellen Ranta, to homeless case aide Elizabeth Davico, and to research assistant Carolyn Boumilla-Agostini for their assistance and dedication.     

Gender differences in coping: A further test of socialization and role constraint theories

To further test role constraint and socialization theories of gender differences in coping, two studies were conducted to examine coping strategies in individuals occupying similar roles. The relations between coping strategy frequency and effectiveness and between coping strategy use and psychological functioning also were examined. Predominantly Caucasian female and male college students participated in the studies. Results indicated support for both socialization and role constraint theories. Effectiveness and frequency of coping strategy use were moderately correlated. Gender differences in cognitive appraisal varied with dispositional vs. situational assessment. The need for a more integrated model to explain gender differences in coping and implications for existing theories are discussed.     

REFLECTIONS ON AFFIRMATIVE ACTION GOALS IN PSYCHOLOGY ADMISSIONS

Four goals of affirmative action in higher education are described as they relate to psychology admissions. Broadly conceived, these goals are compensating for past injustice, correcting present inequity, promoting intellectual diversity, and enhancing the presence of role models. It is argued that the four goats differ in their underlying assumptions about the purposes of affirmative action and that these differences can result in disparate admission decisions. Data from three experiments on decision making in graduate psychology admissions are presented to illustrate the analysis. In these studies, academic psychologists rated the admissibility of hypothetical graduate student applicants who varied on a number of characteristics (e g., ethnicity, social class, interest in minority research) pertinent to affirmative action. A consistent pattern of ethnic group differences in admissibility ratings was documented, illustrating that compensation for past injustice can be interpreted as a salient affirmative action goal in graduate admissions decisions. Implications of the analysis for clarifying admissions decisions guided by affirmative action goals are discussed.     

GLOBAL PROCESSING-TIME COEFFICIENTS CHARACTERIZE INDIVIDUAL AND GROUP DIFFERENCES IN COGNITIVE SPEED

Abstract— Forty participants performed seven different information processing tasks (choice reaction time, letter classification, visual search, abstract matching, line-length discrimination, mental rotation, and mental paper-folding) Slow (top quartile) and fast (bottom quartile) processors were selected based on their mean z scores Response times (RTs) of the slow and fast groups in the 21 conditions of the seven tasks were linear functions of the mean RTs of the entire group (both r²s = 99) In addition, individuals' RTs were well described by linear functions (median r²= 93) When tasks were ranked in order of complexity, the odd-even reliability of the ratio of an individual's RT to the average RT was 80, indicating that such ratios remain relatively stable across tasks Taken together, these findings indicate that the performance of an individual on diverse tasks can be predicted on the basis of a single processing-time coefficient Such coefficients may provide useful indices of the efficiency with which different individuals process information     

Ethical problems in research on risky behaviors and risky populations

The articles by Brooks-Gunn, Fisher, Hoagwood, Liss and Scott-Jones (all in this issue) present a panoply of real-world ethical issues in conducting scientific research on risky behaviors of children, adolescents, and their parents, particularly those from vulnerable populations. The universal, ethical principles of beneficence, justice, and respect for others are always applicable, but they do not resolve issues of child assent, parental consent, legal reporting requirements for illegal behaviors, and the special problems of studying risky behaviors in risky populations. Taken as a group, the articles raise some of the most interesting ethical problems that arise in developmental research. My discussion elaborates some issues and fails to resolve others. I hold the view that both science and ethics can be served by thoughtfully designed and implemented research on important social issues, but that the studies themselves cannot simultaneously solve the many societal problems of participants and be scientifically credible.