Religious involvement and the forgiving personality

The relationship between religious involvement and forgiveness was assessed in three samples of Western Europeans living in a social environment dominated by the Catholic tradition. The samples comprised nonbelievers/nonattendees, believers/nonattendees, believers/regular attendees, and religious people. Age and religious involvement were shown to affect the willingness to forgive in an interactive way: The effect of religious involvement was stronger for the elderly group. We also found that what made the difference in the willingness to forgive was mainly the social commitment to religion (attendance in church and the taking of vows), not mere personal beliefs. In addition, age and religious involvement were found to affect blockage towards forgiveness in an additive way.     

Cognitive correlates of depressive symptoms in 11-year-old children

Self-reports of depressive symptoms were obtained for 792 11-year-old New Zealand children using a structured interview. The aim of the present study was to test the hypothesis that depressive symptomatology in children is associated with impairment on cognitive tasks. The results did not support this hypothesis. Depression was unrelated to performance on various subscales of the WISCR, whereas self-reported inattention was associated with poor performance. Depressive symptoms, however, were significantly related to lower self-esteem and a poorer self-perception of scholastic ability.The Dunedin Multidisciplinary Health and Development Research Unit is supported by the Medical Research Council of New Zealand and the Departments of Education and Health, and involves several departments of the University of Otago. Much of the data are gathered by voluntary workers from the Dunedin community. The authors are indebted to the many people whose contributions make this ongoing study possible.     

Sexual harassment of university students

The sexual harassment of junior, senior, and graduate student women and men by male and female professors, graduate assistants, and staff was investigated to determine students' personal experiences in the classroom, outside the classroom, and in job-related settings. Usable survey responses were returned by 393 students, and incidents were detailed by 38 women and 9 men who noted their responses to the harassment and its effects. Attitudes toward and acceptance of sexually harassing behaviors were measured by a 10-item Tolerance for Sexual Harassment Inventory (TSHI). The frequency of initiation of sexual behaviors was also assessed. More women than men reported being sexually harassed. Male and female perceptions of classroom behaviors were in agreement for most items. Men and women differed significantly on the TSHI, with men more tolerant of sexual harassment than women, and highly significant age differences were found, indicating a greater acceptance of sexual harassment by younger students. There was little difference between male and female students in the frequency of their initiating sexual behaviors. The TSHI was assessed; reliability coefficients and a factor analysis are presented.This research was supported by a grant from the College of Arts and Sciences. We are grateful to Betty Jones and Joan Bentley for their secretarial assistance.     

The stability of resting metabolic rate and diet-induced thermogenesis in children

The stability of resting metabolic rate and diet-induced thermogenesis was assessed in a group of 8- to 12-year-old children over two sessions. Children were first oriented to the laboratory and participated in a practice session to adapt them to the laboratory procedures. The two metabolic sessions began with the measurement of resting metabolic rate. The children were then provided a caloric challenge, with metabolic measures taken at 30-min intervals for 150 min. Results showed stable resting and integrated diet-induced thermogenic responses across sessions. Differences in the pattern of response from 30 to 60 min were observed, with the response peaking earlier in the first session.This experiment was supported in part by Grant HD19532 NICHD awarded to the first author.     

The effects of slowed speech on auditory comprehension in aphasia

The present study investigates the effects of slowed speech on auditory comprehension in aphasia. Specifically, an attempt was made to isolate the effects of added time on comprehension at the language processing stages of auditory perception, by increasing the duration of the vowel segments in each word; word recognition and semantic analysis, by adding silences between words; and syntactic analysis, by adding silences at constituent phrase boundaries. Sentences were also read at a slow rate to see the effects of naturally slowed speech on sentence comprehension. Test sentences consisted of simple active and passive declarative sentences, and complex sentences with embedded medial and final relative clauses. Sentences were either semantically reversible or nonreversible. Thirty-four aphasic patients who varied in both severity and type of aphasia were tested on a picture verification task. Results indicated that slowing facilitated language comprehension significantly only in the syntactic condition. Neither syntactic complexity nor semantic reversibility interacted with slowed speech to facilitate auditory language comprehension. Further, it was only the Wernicke's aphasics who showed significant improvement with time added at constituent boundaries. These results suggest that time alone does not facilitate language comprehension in aphasia, but that rather it is the interaction of time with syntactic processing which improves comprehension.     

Context effects in visual pattern recognition by pigeons

In the experiments described in this paper we examined the effects of contextual stimuli on pigeons’ recognition of visual patterns. Experiment z showed acontext-superiority effect. Specifically, two target forms that were identical except for location in the visual field were not discriminated when presented alone, but the compounds formed when each of these targets was placed between a nearby pair of flanking stimuli were readily discriminated. The size of the context-superiority effect decreased with increasing target-flanker separation. In Experiments 2 and 3 the two targets differed in form rather than spatial location and were readily discriminated in the absence of Hankers. Under these circumstances, adding an identical pair of flankers to each target resulted in a content-inferiority effect; that is, the two target-plus-Hankers compounds were less readily discriminated than the targets atone. The size of the context-inferiority effect decreased with increasing target-flanker separation. The observed effects of context are predictable from the Heinemann-Chase (1990) model of pattern recognition.     

Identifying the Null Subject: Evidence from Event-Related Brain Potentials

Event-related brain potentials (ERPs) were recorded during spoken language comprehension to study the on-line effects of gender agreement violations in controlled infinitival complements. Spanish sentences were constructed in which the complement clause contained a predicate adjective marked for syntactic gender. By manipulating the gender of the antecedent (i.e., the controller) of the implicit subject while holding constant the gender of the adjective, pairs of grammatical and ungrammatical sentences were created. The detection of such a gender agreement violation would indicate that the parser had established the coreference relation between the null subject and its antecedent. The results showed a complex biphasic ERP (i.e., an early negativity with prominence at anterior and central sites, followed by a centroparietal positivity) in the violating condition as compared to the non-violating conditions. The brain reacts to NP-adjective gender agreement violations within a few hundred milliseconds of their occurrence. The data imply that the parser has properly coindexed the null subject of an infinitive clause with its antecedent.     

Workplace Integrity: Differences in Perceptions of Behaviors and Situational Factors

Pre-employment integrity tests assume differences between honest and dishonest individuals in their perceptions of the degree of dishonesty of given behaviors. This exploratory study investigated whether individuals classified as dishonest by an overt integrity test had different perceptions of the honesty of behaviors than those classified as honest. Differences in perceptions of situational factors promoting or deterring honesty were also examined. Dishonest individuals had different perceptions of behaviors and situations than honest individuals, suggesting that the relative influence of situational interventions may vary with the general integrity of a workforce.