Factor structure of the Luria-Nebraska neuropsychological battery-children's revision with learning-disabled children

The factor structure of the Luria-Nebraska Neuropsychological Battery-Children's Revision (LNNB-Children's Revision) was examined in a population of learning-disabled children. The LNNB-Children's Revision was administered to 100 learning-disabled children. Factor analysis and varimax rotation revealed three factors: a language-general intellectual factor, a reading-written expression factor, and a sensory-motor factor. The LNNB-Children's Revision may be useful in differentiating learning-disabled children from normals. The three factors identified in this study provide some evidence for the factor validity of the LNNB-Children's Revision and may be useful in clinical diagnosis.     

Conditional discrimination learning in the pigeon

Four pigeons received conditional discrimination training in which reinforcement contingencies were related to specific combinations of color and form, but were unrelated to either color or form considered separately. During discrete-trial training, each response in the presence of two of four color-form displays produced reinforcement and terminated the trial; responding to the other two displays was never reinforced, and each such response prolonged the particular trial on which it occurred. Subsequently, the subjects received multiple-schedule training in which responding to either of the displays previously associated with reinforcement was now reinforced on a variable-interval schedule, and extinction was the schedule again correlated with the other two displays. After differential responding to the stimuli was clearly evident, intensity of the combination displays was changed in subsequent training sessions. Complex stimulus control was generally maintained across variation in intensity, although there were temporary disruptions in performance associated with onset of some of the intensity changes. Finally, a component-stimulus test revealed considerably more responding to the forms than to the colors.     

Why I Hit Him: Women's Reasons for Intimate Partner Violence

This study examines motives for intimate partner violence (IPV) among a community sample of 412 women who used IPV against male partners. A "Motives and Reasons for IPV scale" is proposed, and exploratory factor analyses identified five factors: expression of negative emotions, self-defense, control, jealousy, and tough guise. To our knowledge, the study is the first to investigate the relationship between women's motives for IPV and their perpetration of physical, psychological, and sexual aggression, as well as coercive control, toward partners. Hierarchical regression analyses revealed participants' aggression was driven by complex, multiple motives. All five motives were related to a greater frequency of perpetrating IPV. Treatment programs focusing on women's IPV perpetration should address both defensive and proactive motives.     

Theory and method for research on aptitude processes

The theoretical and methodological concepts available to, and needed by, research on aptitudes as cognitive processes are discussed. Contemporary views of cognitive processes are examined in relation to individual difference constructs and methods used to examine their reliability and validity. Individual difference constructs are discussed in relation to cognitive process models and research thereon. Studies of short-term memory processes are reviewed to demonstrate the complementary strengths and weaknesses of experimental and correlational methods and concepts. A coordinated approach to the study of aptitude as information processing is suggested.