Keeping an “I” on PRIDE: Measuring Imitation in Parent-Child Interaction Therapy

In parent–child interaction therapy (PCIT), therapists encourage parents to imitate child behaviors in order to convey approval of the child’s actions and promote the development of linguistic and social–cognitive skills. However, the Dyadic Parent-Child Interaction Coding System (DPICS-IV), used to measure skills taught during PCIT, does not include guidelines for coding parent–child imitation, making it difficult to determine how PCIT affects it. The current study addresses this problem by developing guidelines for coding imitation, which were then used to code DPICS-IV segments from 58 Mexican American families that participated in a past clinical trial. Results suggest that these coding guidelines can be used to reliably measure parent and child imitation. A series of additional analyses supported the construct validity of the codes. Specifically, there was a trend for parent imitation, but not child imitation, to increase more from pre–post treatment in PCIT relative to treatment as usual. In addition, parents who imitate their children were found to have children who imitate them more in return. Finally, improvement in parent imitation, but not child imitation, was significantly related to a decrease in child behavior problems. Further study is needed to determine the optimal frequency of imitation, and findings suggest that additional attention to coaching imitation may be warranted.     

Cognitive ability,academic achievement and academic self‐concept: Extending the internal/external frame of reference model

Background. Marsh's internal/external (I/E) frame of reference model depicts the relationship between achievement and self‐concept in specific academic domains. Few efforts have been made to examine concurrent relationships among cognitive ability, achievement, and academic self‐concept (ASC) within an I/E model framework. Aim. To simultaneously examine the influences of domain‐specific cognitive ability and grades on domain self‐concept in an extended I/E model, including the indirect effect of domain‐specific cognitive ability on domain self‐concept via grades. Sample. Tenth grade respondents (628 male, 452 female) to a national adolescent survey conducted in Taiwan. Method. Respondents completed surveys designed to measure maths and verbal aptitudes. Data on Maths and Chinese class grades and self‐concepts were also collected. Results. Statistically significant and positive path coefficients were found between cognitive ability and self‐concept in the same domain (direct effect) and between these two constructs via grades (indirect effect). The cross‐domain effects of either ability or grades on ASC were negatively significant. Conclusions. Taiwanese 10th graders tend to evaluate their ASCs based on a mix of ability and achievement, with achievement as a mediator exceeding ability as a predictor. In addition, the cross‐domain effects suggest that Taiwanese students are likely to view Maths and verbal abilities and achievements as distinctly different.     

Assessing the effects of audiovisual semantic congruency on the perception of a bistable figure

Bistable figures provide a fascinating window through which to explore human visual awareness. Here we demonstrate for the first time that the semantic context provided by a background auditory soundtrack (the voice of a young or old female) can modulate an observer's predominant percept while watching the bistable "my wife or my mother-in-law" figure (Experiment 1). The possibility of a response-bias account-that participants simply reported the percept that happened to be congruent with the soundtrack that they were listening to-was excluded in Experiment 2. We further demonstrate that this crossmodal semantic effect was additive with the manipulation of participants' visual fixation (Experiment 3), while it interacted with participants' voluntary attention (Experiment 4). These results indicate that audiovisual semantic congruency constrains the visual processing that gives rise to the conscious perception of bistable visual figures. Crossmodal semantic context therefore provides an important mechanism contributing to the emergence of visual awareness.     

Benefitting from a different perspective: The effect of a complementary matching of psychological distance and habitual perspective on emotion regulation

Psychological distance in terms of its purpose as a psychological adjustment is currently not well understood. Some researchers claim that psychological distance serves as an emotion regulator, while others argue that psychological distance has the reverse effect, leading to cognitive avoidance and rumination. To elucidate upon this discrepancy, we propose that a complementary matching of psychological distance to one's habitual psychological distance perspective may lead to better emotion regulation when compared to the original perspective (i.e. fixing on either psychological immersion or distance). This study hypothesizes that a complementary matching of psychological distance to one's habitual perspective generally leads to better emotion regulation; specifically, individuals with high avoidant attachment, who habitually distance themselves from their experiences, may benefit from psychological immersion, while individuals with high anxious attachment, who habitually immerse themselves in their experiences, may benefit from psychological distancing. A total of 83 participants completed measures of adult attachment orientations; read a conflict scenario, triggering their attachment systems; and then rewrote that scenario using designated pronouns, thereby employing psychological immersion or psychological distance. Participants in the self‐immersed condition were asked to write from the first‐person perspective, whereas those in the self‐distancing condition were asked to write from the third‐person perspective. The results support our hypothesis of a complementary matching of psychological distance and habitual perspective.     

The Impact of Publicity and Subsequent Intervention in Recruitment Advertising on Job Searching Freshmen's Attraction to an Organization and Job Pursuit Intention

This study investigates the impacts of publicity exposure and recruiting advertisement sequence on freshmen's job search attraction to organizations and their job decisions. The current research uses a two‐factor experiment design, publicity (positive vs. negative) and recruiting ads (detailed vs. general), and recruits 415 undergraduates (seniors are the majority). Results indicate that negative publicity has greater effect on applicant attraction than positive publicity. The perceived truthfulness of sequential intervening recruiting advertisement rules the reaction to job ad, then further impacts on organizational attractiveness and job pursuit intention. With negative publicity exposure, higher specificity of recruiting advertisement has more significant mitigation effects than lower specificity. This work discusses implications and directions for future research.     

The Cultural Negotiations of Korean Immigrant Youth

The authors investigated the process of cultural adjustment among 13 Korean immigrant youths using consensual qualitative research (C. E. Hill, B. J. Thompson, & E. N. Williams, 1997). Results indicate that Korean youth are expected to negotiate and shift their identities to meet differing expectations across various interpersonal contexts. Participants also report struggling to balance “American” and “Korean” cultural values and norms and to use social support networks, such as family and friends, to deal with the stress of acculturation.     

小学儿童的尊重观念及其发展

以开放式尊重观念问卷对小学三到六年级儿童进行集体施测研究儿童的尊重观念,结果发现：(1)小学儿童认为尊重就是有礼貌,尊重对象的特征和尊重原因都是要求对方品质好或学习好。尊重的对象既有长辈又有同辈,提到尊重同辈的显著多于只尊重长辈的。不同的人际背景下,儿童的尊重观念不一致。(2)小学儿童的尊重观念具有显著的发展特征,表现出从单向尊重到双向尊重的发展趋势。不同人际关系下的尊重观念的发展特征不同,对父母和老师的尊重主要为单向尊重,对朋友的尊重主要为双向尊重。(3)小学儿童的尊重观念具有显著的性别差异。     

The Antecedent and Consequence of Person–Organization Fit: Ingratiation,similarity, hiring recommendations and job offer

This study investigates how the ingratiation and perceived similarity of a job applicant can affect the judgment of an interviewer in determining person–organization fit (P–O fit), hiring recommendations and the job offer during a job interview. Data were collected from 144 interviewers and 184 applicants from 28 companies in Taiwan. The results suggest that applicant ingratiation has a positive effect on an interviewer's perceived similarity with the applicant, and that this perceived similarity mediates the relationship between applicant ingratiation and the interviewer's judgment of the applicant's P–O fit. The results further suggest that the relationship between the interviewer's judgment of the applicant's P–O fit and the job offer is mediated by hiring recommendations. Implications and directions for future research are discussed.