Family and school violence: the mediator role of self-esteem and attitudes towards institutional authority

This study analyses the influence of family communication and parental valuation of school on adolescent violent behaviour at school. By means of a structural equation model, both its direct and indirect influence through school and family self-esteem of the adolescent and his attitude towards school authority are analysed. The sample is composed of 665 adolescents whose ages range from 12 to 16 years old. The results confirm the existence of an indirect relationship but not direct influence of the family on school violence. The attitude of the adolescent towards school authority is the mediator variable which shows the strongest direct effect on school violence. Also, the two dimensions of self-esteem considered are significant intermediate variables. These results and their implications are analysed.     

Lines that induce phenomenal transparency

Three neighbouring opaque surfaces may appear split into two layers, one transparent and one opaque beneath, if an outline contour is drawn that encompasses two of them. The phenomenon was originally observed by Kanizsa [1955 Rivista di Psicologia 69 3-19; 1979 Organization in Vision: Essays on Gestalt Psychology (New York: Praeger)], for the case where an outline contour is drawn to encompass one of the two parts of a bicoloured figure and a portion of a background of lightest (or darkest) luminance. Preliminary observations revealed that the outline contour yields different effects: in addition to the stratification into layers described by Kanizsa, a second split, opposite in depth order, may occur when the outline contour is close in luminance to one of the three surfaces. An initial experiment was designed to investigate what conditions give rise to the two phenomenal transparencies: this led to the conclusion that an outline contour superimposed on an opaque surface causes this surface to emerge as a transparent layer when the luminances of the contour and the surface differ, in absolute value, by no more than 13.2 cd m(-2). We have named this phenomenon 'transparency of the intercepted surface', to distinguish it from the phenomenal transparency arising when the contour and surface are very different in luminance. When such a difference exists, the contour acts as a factor of surface definition and grouping: the portion of the homogeneous surface it bounds emerges as a fourth surface and groups with a nearby surface if there is one close in luminance. The transparency phenomena ('transparency of the contoured surface') perceived in this context conform to the constraints of Metelli's model, as demonstrated by a second experiment, designed to gather 'opacity' ratings of stimuli. The observer judgments conformed to the values predicted by Metelli's formula for perceived degree of transparency, alpha. The role of the outline contour in conveying figural and intensity information is discussed.     

Plasticity and functions of the orbital frontal cortex

We compare the effects of psychoactive drugs such as morphine and amphetamine on the synaptic organization of neurons in the orbital frontal (OFC) and medial frontal (mPFC) regions in the rat. Both regions are altered chronically by exposure to intermittent doses of either drug but the effects are area-dependent. For example, whereas morphine produces increased spine density in OFC but decreased spine density in mPFC. The differential response of the OFC and mPFC to drugs is paralleled by an areal-dependent effect of gonadal hormones on these regions as well: males have greater dendritic arborization in the mPFC whereas females have a greater arborization in the OFC. We also compared the effects of neonatal injury to the OFC and mPFC on cognitive, motor, and social behaviors as well as on the anatomical organization of the remaining brain. Again, there were differential effects of the treatments to the OFC and mPFC. Neonatal OFC lesions allowed virtually complete functional recovery of cognitive and motor behaviors, which was correlated with mild abnormalities in cerebral development compared to the more severe deficits and morphological sequelae following mPFC lesions at the same ages. One exception was the effect of OFC on social behavior, which was severe regardless of whether the injury was in infancy or adulthood. It is proposed that both drug-induced and developmental abnormalities in the integrity of OFC neurons may lead to deficits in social behavior or other behavioral pathologies, possibly including depression.     

Visual but not spatial working memory deficit in children with spina bifida

Twenty children with spina bifida and twenty controls were assessed on a battery of visuospatial working memory tests. Children with spina bifida performed as well as the control group in the visuospatial test and in the forward and backward versions of the Corsi test, but were impaired in the 'House Visual Span.' This test, designed in our lab, provides specific information regarding visual ability to discriminate between pictorial targets and lures, and requires specific visual processing of stimuli. These results are discussed in terms of working memory models and are viewed as supporting the distinction between the visual and spatial components of working memory.     

Visuospatial working memory for locations,colours, and binding in typically developing children and in children with dyslexia and non‐verbal learning disability

This study examined forward and backward recall of locations and colours and the binding of locations and colours, comparing typically developing children – aged between 8 and 10 years – with two different groups of children of the same age with learning disabilities (dyslexia in one group, non‐verbal learning disability [NLD] in the other). Results showed that groups with learning disabilities had different visuospatial working memory problems and that children with NLD had particular difficulties in the backward recall of locations. The differences between the groups disappeared, however, when locations and colours were bound together. It was concluded that specific processes may be involved in children in the binding and backward recall of different types of information, as they are not simply the resultant of combining the single processes needed to recall single features.     

Intrusion errors in visuospatial working memory performance

This study tested the hypothesis that failure in active visuospatial working memory tasks involves a difficulty in avoiding intrusions due to information that is already activated. Two experiments are described, in which participants were required to process several series of locations on a 4 x 4 matrix and then to produce only the final location of each series. Results revealed a higher number of errors due to already activated locations (intrusions) compared with errors due to new locations (inventions). Moreover, when participants were required to pay extra attention to some irrelevant (non-final) locations by tapping on the table, intrusion errors increased. Results are discussed in terms of current models of working memory functioning.     

Task clarification, performance feedback, and social praise: Procedures for improving the customer service of bank tellers

Customer service for bank tellers was defined in terms of 11 verbal behavior categories. An audio-recording system was used to track the occurrence of behaviors in these categories for six retail banking tellers. Three behavior management interventions (task clarification, performance feedback, and social praise), applied in sequence, were designed to improve overall teller performance with regard to the behavioral categories targeted. Clarification was accomplished by providing clear delineation of the various target categories, with specific examples of the behaviors in each. Feedback entailed presentation of ongoing verbal and visual information regarding teller performance. Praise consisted of verbal recognition of teller performance by branch managers. Results showed that clarification effects emerged quickly, producing an overall increase in desired behaviors of 12% over baseline. Feedback and praise effects occurred more gradually, resulting in overall increases of 6% and 7%, respectively. A suspension of all procedures led to a decline in overall performance, whereas reinstatement of feedback and praise was again accompanied by performance improvement. These findings extend the generality of behavior management applications and help to distinguish between possible antecedent and consequent effects of performance feedback.     

Visual similarity effects in immediate verbal serial recall

The role of visual working memory in temporary serial retention of verbal information was examined in four experiments on immediate serial recall of words that varied in visual similarity and letters that varied in the visual consistency between upper and lower case. Experiments 1 and 2 involved words that were either visually similar (e.g. fly, cry, dry; hew, new, few ) or were visually distinct (e.g. guy, sigh, lie; who, blue, ewe ). Experiments 3 and 4 involved serial recall of both letter and case from sequences of letters chosen such that the upper- and lower-case versions were visually similar, for example Kk, Cc, Zz, Ww , or were visually dissimilar, for example Dd, Hh, Rr, Qq . Hence in the latter set, case informationwas encoded interms of both the shape and the size of the letters. With both words and letters, the visually similar items resulted in poorer recall both with and without concurrent articulatory suppression. This visual similarity effect was robust and was replicated across the four experiments. The effect was not restricted to any particular serial position and was particularly salient in the recall of letter case. These data suggest the presence of a visual code for retention of visually presented verbal sequences in addition to a phonological code, and they are consistent with the use of a visual temporary memory, or visual "cache", in verbal serial recall tasks.