Family Functioning, Self-Concept, and Severity of Adolescent Externalizing Problems

We investigated direct and shared effects of family functioning and self-concept on the severity of adolescent externalizing problems in a sample of 224 clinically referred adolescents. Structural equation modeling (SEM) revealed strong, direct relationships between problem behaviors and both family functioning and self-concept. Using R. M. Baron and D. A. Kenny's (1986) and G. N. Holmbeck's (1997) criteria for testing mediation in SEM, family functioning partially mediated the relationship between self-concept and problem behaviors. A moderation model, testing the relationship between externalizing problems and the interaction between family functioning and self-concept, did not yield a significant effect. Our findings indicate that self-concept and family functioning exert direct and shared effects on externalizing problems and suggest that interventions for clinically referred adolescents should target both the individual adolescent and his/her family.     

NATIVITY AND YEARS IN THE RECEIVING CULTURE AS MARKERS OF ACCULTURATION IN ETHNIC ENCLAVES

The current study was conducted to ascertain the validity of two commonly used markers of acculturation (nativity and years in the receiving culture) in an enclave context. Relationships between these markers and a bidimensional measure of acculturation were examined in a convenience sample of Hispanic immigrant adolescents and their caregivers in Miami. Nativity was examined using adolescent-reported data; approximately half of the youth were U.S.-born and half foreign-born, but all of the caregivers were foreign-born. Years in the receiving culture was examined using both adolescent and caregiver data. Results indicated that nativity was significantly associated with adoption of receiving-culture practices, with a small to moderate effect size. Years in the receiving culture was significantly associated with adoption of receiving-culture practices only for adolescent girls and for female caregivers who immigrated as youth. Neither nativity nor years in the receiving culture explained even moderate amounts of variance in retention or loss of culture-of-origin practices.     

Reliability and Validity of the Complex Postformal Thought Questionnaire: Assessing Adults’ Cognitive Development

Three studies investigated the psychometric properties of the complex postformal thought (PFT) questionnaire (Sinnott, unpublished scale, 1998; Sinnott and Johnson 1997), which is a measure of adult cognitive development. The scale was found to be moderately reliable (α = .63). To assess construct validity, a comparison of participants’ performance on the PFT scale to their performance on the Need for Cognition scale was conducted, which indicated the PFT scale is valid measure of complex thought. Factor analysis reduced the scale to three factors, which correspond to important components of PFT: Multiple Elements, Subjective Choice, and Underlying Complexities. Implications for understanding the nature of adult cognitive development and the usefulness of this new measure for research in this area are discussed.     

Acquisition of hierarchical reactive skills in a unified cognitive architecture

In this paper, we review Icarus, a cognitive architecture that utilizes hierarchical skills and concepts for reactive execution in physical environments. In addition, we present two extensions to the framework. The first involves the incorporation of means-ends analysis, which lets the system compose known skills to solve novel problems. The second involves the storage of new skills that are based on successful means-ends traces. We report experimental studies of these mechanisms on three distinct domains. Our results suggest that the two methods interact to acquire useful skill hierarchies that generalize well and that reduce the effort required to handle new tasks. We conclude with a discussion of related work on learning and prospects for additional research, including extending the framework to cover developmental phenomena.     

Remembrance of Eyewitness Testimony: Effects of Emotional Content,Self‐Relevance,and Emotional Tone1

This experiment concerned the effects of emotional content, self‐relevance, and emotional tone of testimony on memory. Eyewitness accounts of 4 events were constructed that systematically differed in emotionality and self‐relevance. The testimony, captured on videotape, was expressed with or without negative emotion. After viewing one of the videotaped accounts, participants were administered cued‐recall and recognition memory tests. Significant main effects indicated that participants best remembered testimony that was emotional in content, self‐relevant, and negatively expressed. Although emotional content and self‐relevance interacted to affect state anxiety, the latter did not mediate memory effects. Overall, significant gender differences in state anxiety but not memory emerged. Implications for understanding the influence of emotion on juror memory are discussed.     

Development of hierarchical conceptual relationships in children's semantic memories

The present study was designed to determine when children first display evidence of hierarchical conceptual organization. Children aged 5 to 9 answered either semantic or sensory questions about a list of words composed of either superordinate terms, prototypical category instance, or moderately typical instances. In a later unanticipated cued recall task the children were given taxonomically related cues composed of the two remaining word types not used in the orienting phase. The 5-year-olds' performance revealed that they possessed a modest degree of hierarchically organized conceptual information, which by age 9 had developed to relatively sophisticated levels. In particular, it was found that the range of information contained in the 5-year-olds' conceptual hierarchies was considerably narrower than that of the 9-year-olds', which supports Rosch's contention that conceptual categories are first constructed around prototypical instances. The children's performance on the cued recall task was also compared to their performance on traditional class inclusion and object-sorting tasks. It was found that the object-sorting task overestimated, while the class inclusion task underestimated the extent to which conceptual information is hierarchically organized in 5-year-olds.     

Interocular transfer of orientation-contingent color aftereffects with external and internal adaptation

The issue of whether McCollough effects transfer interocularly was examined in two experiments. In Experiment 1, as in previous experiments, no interocular transfer of McCollough effects was obtained when subjects adapted monocularly to externally present patterns with their unused eyes fully occluded. However, when subjects adapted monocularly (with the unused eye fully occluded) to visual images of those patterns superimposed on physically present chromatic backgrounds, McCollough effects transferred interocularly. In Experiment 2, subjects adapted to either physically present patterns or to images of those patterns (as in Experiment 1), but the unused eye was exposed to unpatterned diffuse white light. In contrast to Experiment 1, the externally adapted subjects showed interocular transfer of McCollough effects. In Experiment 2, the magnitude of the interocular transfer effects produced by imagery was significantly larger than the magnitude of the effects produced by external adaptation, but the magnitude of the imagery-induced aftereffects did not differ from Experiment 1 to Experiment 2. These results extend earlier findings by Kunen and May (1980) and show that McCollough effects can be produced through adaptation to imagery, even though the direction of the imagery-induced aftereffects indicates adaptation to higher spatial frequencies whereas externally derived aftereffects indicate adaptation to lower spatial frequencies. It is concluded that failure of previous studies to obtain interocular transfer of McCollough effects may have resulted from complete occlusion of the contralateral eye. These data point up some interesting similarities and some important differences between imagery and actual vision. The implications for analogical models of visual imagery are discussed.     

Electroencephalographic and dichotic indices of cerebral laterality in stutterers

To test the hypothesis that stuttering is the product of faulty cerebral laterality four experiments were performed on each of five adult stutterers and five fluent speakers. These tests were: (1) dichotic listening with consonant-vowel pairs, (2) alpha recording over both hemispheres during the performance of cognitive tasks intended to engage preferentially the left or right hemispheres, (3) contingent negative variation with either an articulatory or bilaterally symmetrical response, and (4) readiness potential with the same responses. The results fail to disconfirm the null hypothesis regarding stutterers and their fluent peers. All subjects showed consistent patterns of cerebral laterality indicative of localization of speech function in the left hemisphere. Suggestions are made regarding a possible contribution of deficient sensorimotor integration in stuttering.