An analysis of hope as a psychological strength

Psychologists have placed an increased emphasis on identifying psychological strengths that foster healthy development. Hope, as operationalized in Snyder's hope theory Snyder, C. R., Hoza, B., Pelham, W. E., Rapoff, M., Ware, L., & Danovsky, M., et al. (1997). The development and validation of the children’s hope scale. Journal of Pediatric Psychology, 22, 399-421], is one such cognitive-motivational construct that has received recent attention as a potential psychological strength that may serve as a protective factor for adolescents in the face of adverse life events. This longitudinal study, involving middle and high school students, provided evidence of (1) stability of hope reports of adolescents over a 1-year period, (2) predictive validity of adolescent hope reports, and (3) hope's functional role as a moderator in the relationship between stressful life events and adolescent well-being. Taken together, the results provide support for consideration of hope as a key psychological strength in youth. The findings are consistent with theories of motivation in which individual differences in hopeful thinking are conceptualized to play a functional role in linking life events and psychological well being.     

Sex-Dimorphic Color Preference in Children with Gender Identity Disorder: A Comparison to Clinical and Community Controls

The present study was designed to assess sex-dimorphic color preferences in children with gender identity disorder (47 boys, 18 girls), clinical controls (65 boys, 35 girls), and community controls (65 boys, 35 girls). The mean age of the children was 7.63 years (range?=?3–12 years). Children were shown a hexagon-shaped display of 144 colors extracted from PowerPoint?. Each child was asked to choose his or her three favorite colors (Trials 1–3) by pointing to them, naming them, and then to provide a justification for each choice. From the entire array, children labeled a total of 11 different colors: black, blue, brown, gray, green, orange, pink, purple, red, white, and yellow. For three of the colors (blue, pink/purple, and red), there was evidence for normative sex differences in color preference, and, for the colors blue and pink/purple, the gender-referred children showed inverted patterns of color preference. For the color blue, luminance values showed that the gender-referred boys and control girls preferred lighter shades, whereas the gender-referred girls and control boys preferred darker shades. Qualitative analysis indicated that gender-specific justifications were uncommon, even for the sex-dimorphic colors. Gender-referred children showed inverted gender-stereotyped color preferences, which are likely related to their more general pattern of cross-gender identification. Principles of gender-differentiated development derived from gender-schema theory are used to explain the group differences in color preferences.     

An Ecological View of School Satisfaction in Adolescence: Linkages Between Social Support and Behavior Problems

This study investigated the relationships among school satisfaction, social support, and problem behaviors in adolescents. Modest associations were found between school satisfaction and the demographic variables of gender, race, age, and grade level. Support from teachers, parents, and classmates contributed unique variance to ratings of school satisfaction; with teacher support contributing the most unique variance. School satisfaction mediated the relationship between social support and internalizing and externalizing behaviors. School satisfaction did not moderate the relationship between social support and problem behavior; however, it did serve as a protective factor across all levels of social support. Implications are discussed, including suggestions for developing interventions that focus on increasing support for adolescents in efforts to improve school satisfaction and reduce problem behaviors.     

The role of reference in children's acquisition of a miniature artificial language

Nursery school children were presented with a simple miniature artificial language in one of three conditions. In the first, the stimuli to which the words referred contained an inherent lawful relationship and the language syntax reflected this relationship. In the second, the stimuli contained an inherent lawful relationship but the language syntax did not reflect this relationship. In the third, no lawful relationship existed among the stimuli to which the words referred so the language syntax imposed an arbitrary relationship among stimuli. Subjects in the first group were able to produce more correct utterances than those in the other two groups when the stimuli to which the words referred were not present, suggesting that some form of semantic mediation mechanism was being used. Evidence from novel constructions indicates that for both groups using stimuli containing an inherent lawful relation there were interactions between semantic learning mechanisms and syntax learning mechanisms.     

Professional service involvement of leadership faculty: An assessment of gender,role, and satisfaction

This study explored gender differences among educational administration faculty and their participation in and satisfaction with professional association activities. The study population would be characterized as overwhelmingly male and white, but with women and minority candidates beginning to enter the faculty ranks. Women faculty reported involvement in more professional service activities and a slightly higher satisfaction with their involvement than their male colleagues. However, women participated in different types of and more professional association activities than men.     

Diamond-winged variants of the Müller-Lyer figure: A test of Virsu’s (1971) centroid theory

Diamond-winged variants of the Müller-Lyer figure were used to test predictions of Virsu’s (1971) theory of the Müller-Lyer illusion based on efferent readiness for eye movements toward the figure’s center of gravity, A Müller-Lyer figure with diamond-shaped wings resulted in a greater center-of-gravity distance than the corresponding, conventional Müller-Lyer figure, but fin length and the rest of the figure remained constant; in Virsu’s study, fin length and center-of-gravity distance covaried. Results were consistent with Virsu’s data when we used the stimulus conditions that he reported. Results from a wider range of stimuli challenge Virsu’s theory, and thus are consistent with the conclusions of Brigell, Uhlarik, and Goldhorn (1977).     

The process of learning from small-scale maps

Two experiments are reported that test the general hypothesis that learning from a small scale map proceeds in a global to local fashion, structured by the spatial subdivisions present in the map. In Experiment 1, a fairly simple map depicting a single fictitious country containing provinces and cities was used as the to-be-learned stimulus. Evidence for a provincial to capital to city learning process was found, with map recall best when subjects used an imagery learning strategy. In Experiment 2, a more complex map containing multiple countries, with provincial and city elements present was used. The global to local learning process was replicated, as well as the beneficial effects of an imagery study strategy. Results are discussed in terms of progressive image differentiation and total information set size.     

Early and late selection in partial report: Evidence from degraded displays

In studies of iconic memory using the bar-probe task, subjects see a brief display of target letters and are probed by an arrow to report one of them. According to the classic early-selection account, subjects use the probe to select material for perceptual analysis from a precategorical (iconic) memory, but according to late-selection theories, subjects first identify the letters and then use the probe to select one letter for report from the set of categorized items. Pashler (1984) based his test for the locus of selection on a manipulation of display quality in previewed displays. He presented a target for 200 msec and then added a probe, together with the target, for an additional 150 msec. Reducing the target’s stimulus quality increased response latency. If the subjects identified the characters before the probe appeared and then selected an item for report, the clarity of the original array should not have affected response latency. Hence, Pashler concluded that his subjects used the probe to select from a precategorical store (early selection). Pashler’s experiment did not force subjects to rely on memory of the target; hence, although his experiment documented a situation in which subjects used early selection, it did not rule out late selection in studies of information persistence. We replicated Pashler’s findings and, using his logic, showed that when subjects are forced to rely on memory of the target, they select from a categorized store.     

Brief report: The development of superstitious beliefs in the effectiveness of treatment of anger: Evidence for the importance of experimental program evaluation in applied settings

Many youth placed in out of home care have serious anger and aggression problems. These youth create much administrative and staff frustration. This frustration can cause program administrators to look to new treatment modalities whether inside or outside of their specific milieu for the therapeutic solutions to these problems. This randomized control group study provides an example of the importance of experimental program evaluation when an applied setting begins a drift towards the use of new treatment modalities. The results showed that both treatment and control groups improved over time but that there was no differences between groups in the daily number of angry incidents, the number of youth negatively terminated from the program, or self-report of state-trait anger expression. The results also suggest that without this research the noneffective intervention would have continued to be funded and given causative status for the observed improvements in referred youth behavior into the foreseeable future. Moreover, the development of these types of superstitious beliefs may lead child care organizations to spend scarce dollars on expensive treatments that do not increase the efficacy of the treatment as usual. Thus, this study shows that there are potential economic and treatment efficacy reasons for the use of experimental program evaluation when new treatments are implemented.