The mediating role of parental expectations in culture and well-being

In two studies, we examined the role of perceived fulfillment of parental expectations in the subjective well-being of college students. In Study 1, we found that American college students reported having higher levels of life satisfaction and self-esteem than did Japanese college students. American college students also reported having fulfilled parental expectations to a greater degree than did Japanese college students. Most importantly, the cultural difference in well-being was mediated by perceived fulfillment of parental expectations. In Study 2, we replicated the mediational finding with Asian American and European American college students. Asian American participants also perceived their parents' expectations about their academic performance to be more specific than did European Americans, which was associated with the cultural difference in perceived fulfillment of parental expectations. In short, perceived parental expectations play an important role in the cultural difference in the well-being of Asians and European Americans.     

Validation of three dimensions of childhood psychopathology in young clinic-referred boys

Short measures of child inattention-overactivity (IO), aggression-defiance (AG), and anxiety-depression or emotionality (EM) derived through a double validation procedure are administered to mothers of 243 clinic-referred suburban New York boys between 6 and 10 years of age. Mother-rated IO is uniquely related to poor performance on cognitive and achievement tests; observed inattentive, hyperactive, and impulsive behaviors in a restricted academic setting; less father education and lower family income; and most mother-reported impairments and treatment use. Mothers of high-IO boys describe themselves and their sons as having similar childhood symptoms. AG is uniquely related to child-reported disruptive behavior and sensation seeking, many measures of family conflict and negative parenting styles, and mother-reported symptom pervasiveness and number of treatments. EM is uniquely related only to poorer cognitive and achievement test performance, living with one parent, parents who considered themselves too busy, and fewer friends. Each dimension also is associated with parallel teacher-rated factors.     

Temporal variation in Irish suicide rates

Using Irish suicide data for the period 1990-1998, the independent effects of month and day adjusting for age, gender, and calendar year effects and distinguishing between holiday and working Mondays were assessed. The male suicide rate was significantly higher on working Mondays (+31%) and Saturdays (+14%), and during April, June, and August (+17%), after adjustment for the other variables. In contrast, female suicide rates were higher only in August (+35%) and exhibited no day effect. Teenage men had a greater elevation of risk on Saturdays, Sundays, and both working and holiday Mondays than any other group. The study findings should be taken into account in the planning of specialized health care services and helplines for suicidal people. Furthermore, the findings provide support for Gabennesch's (1988) broken promise theory and the relationship between dysfunctions of the serotonergic system and suicidal behavior.     

Task-set reconfiguration with predictable and unpredictable task switches

Participants switched frequently between high/low and odd/even classification of a digit. The interval between a task cue and the next digit varied between blocks. In Experiment 1, the task switched predictably every two, four, or eight trials. In Experiment 2, switching predictably every four trials was compared with random switching. With predictable switching, the cost was limited to the first trial of a run. Random switching produced a more gradual approach to asymptotic performance. After one performance, control processes attenuate the resulting change in task-set bias if a further switch is likely, but this strategic modulation is soon overwhelmed by task-set priming through further performances. Preparation reduced switch costs but not interference from the irrelevant attribute: Control of interference appears to be reactive, not proactive. Switch costs did not increase with run length, suggesting that retrieval of the task set last associated with the stimulus did not contribute to switch costs.     

Volume contents

Volume Contents

Volume contents     

Control' of reflexive and voluntary saccades in the gap effect.

In two experiments, we examined whether voluntary and reflexive saccades shared a common fixation disengagement mechanism. Participants were required to perform a variety of tasks, each requiring a different level of information processing of the display prior to execution of the saccade. In Experiment 1, participants executed either a prosaccade or an antisaccade upon detecting a stimulus array. In Experiment 2, participants executed a prosaccade to a stimulus array only if the array contained a target item. The target could be a line (easy search) or a digit (difficult search). The critical manipulation in both experiments was the relative timing between the removal of the fixation stimulus and the onset of the stimulus array. In both experiments, it was found that saccadic latencies were shortest when the fixation stimulus was removed before the onset of the stimulus array--a gap effect. It was concluded that reflexive and voluntary saccades share a common fixation disengagement mechanism that is largely independent of higher level cognitive processes.     

ANTECEDENT FACTORS DIFFERENTIATING WOMEN AND MEN IN SCIENCE/ NONSCIENCE CAREERS

Factors that differentiate women and men who choose a science career from those who do not were investigated using longitudinal data from 1980 and 1990. The participants (N = 459) were ninth or twelfth graders at six midwestern high schools in 1980. Women in science compared to women in other careers were significantly more likely to value math and science for their future career goals, whereas men in science compared to men in other careers had significantly higher high school grade point averages in natural science and higher career aspirations. Not unexpectedly, both women and men in science careers compared to those in nonscience careers took more high school elective science courses because they wanted to, aspired to higher prestige careers as young adults, and attributed their math successes more to their ability. The male model accounted for more than twice the variance accounted for by the female model, and context variables were not predictive for either model. Suggestions for revising the model and improving the assessment of context influences are made. Implications for research and practice include designing and evaluating programs to increase the number of intellectually able girls valuing math and science as these relate to their future goals.     

Nyíri,J.C., Tradition and Individuality: Philosophical Essays, “Synthese Library”; Nyíri,Kristóf,A hagyomány filozófiája (The Philosophy of Tradition); Neumer,Katalin, Gondolkodás,beszéd, írás (Thought,Language, and Writing)

Studies in East European Thought -     

Control of reflexive and voluntary saccades in the gap effect

In two experiments, we examined whether voluntary and reflexive saccades shared a common fixation disengagement mechanism, Participants were required to perform a variety of tasks, each requiring a different level of information processing of the display prior to execution of the saccade. In Experiment 1, participants executed either a prosaccade or an antisaccade upon detecting a stimulus array. In Experiment 2, participants executed a prosaccade to a stimulus array only if the array contained a target item. The target could be a line (easy search) or a digit (difficult search). The critical manipulation in both experiments was the relative timing between the removal of the fixation stimulus and the onset of the stimulus array. In both experiments, it was found that saccadic latencies were shortest when the fixation stimulus was removed before the onset of the stimulus array—a gap effect. It was concluded that reflexive and voluntary saccades share a common fixation disengagement mechanism that is largely independent of higher level cognitive processes.