Conditions Of Life And Parental Values

The study constitutes an expansion of Kohn's work on social class and parental values, in two directions: firstly a search for value dimensions other than Kohn's self-direction/conformity; and secondly, an investigation of three aspects of social structure: immigrant status, quality of neighbourhood and housing type. Data were collected from parents of 305 9–11-year-olds resident in Sydney. Kohn's parental values instrument was used, but analysed using a multivariate linear model rather than the traditional way (factor analysis followed by a univariate multiple regression). Immigrant status, neighbourhood quality, family income, child's sex and street type all predicted particular parental value sets. Non Anglo immigrnts differed from other groups in their strong emphasis on school performance, sex role performance and sibling relations. Parents in higher quality neighbourhoods put greater value on children's sociability than did those in higher risk neighbourhoods. Self-control, school performance and neatness/cleanliness were favoured by middle income families. Parents living in industrial/commercial streets devalued school performance, achievement striving and curiosity. Parental occupation and education did not have significant predictive power over and above the contribution of these variables. Reanalysis of the data using Kohn's factor analytic procedure gave the traditional self-direction/conformity factor, but immigrant status, quality of neighbourhood and income continued to explain more variance than occupation or education. Implications of the findings are discussed.     

Reproducing gender in public places: Adults' attention to toddlers in three public locales

Adults of different sex interact differently with toddlers. In home and laboratory, fathers/adult males are the primary agents of sex typing and mothers/adult females are the primary caretakers, especially in the managerial aspects of child care. Little is known about the public display of childcare. Observations were made of 1588 adults (794 males and 794 females) and 1122 toddlers at: 1) a zoo, 2) an amusement park featuring rides, and 3) a theme park based on nursery rhymes. The subjects were family parties of one adult male, one adult female and one or more toddler(s). Adult males were more likely to carry toddlers and adult females were more likely to push empty strollers. Location differences were minor, as were differences in the way male and female adults interacted with toddlers of different sex. There was a toddler-of-like-sex preference in parent-toddler interaction.We wish to acknowledge the help of Michelle Dwyre, Leanne Dimungo, Tod Nirk, Bonnie Mackenzie, Sean Benedict, Keith Booth, and Lisa Dole in data collection. We are especially grateful to the staff of the Sacramento Zoo (Maria Baker, Director; Fred LaRue, former Curator of mammals; Cheryl Winn, former Education Curator and Laurie Neville and Leslie Field, Primate Department) for their encouragement. This research was supported in part by a University of California Faculty Research grant.     

Individual differences in textural segregation.

Dimensional interactions of width and orientation stimuli in early visual processing were assessed in a texture-segregation paradigm. The basis for detecting a discrepant quadrant in 6 x 6 arrays of objects was varied in accordance with Garner's Control, Correlated, and Orthogonal conditions. Individual differences as measured by Witkin's Group Embedded Figures Task differentiated performance patterns on the texture-segregation task. Individuals with high scores on the Embedded Figures Test, termed Field-independent, exhibited redundancy gains in the Correlated condition and no interference in the Orthogonal condition whereas those scoring low, termed Field-dependent, demonstrated no redundancy gains and no interference effects. Results support recent findings that individual differences in field dependence-independence are associated with differences in low-level visual mechanisms and suggest that individual differences in attentional flexibility exist in early visual processing.     

The anomaly of anomaly

In order to determine whether mechanically generated sentences, often referred to in the literature as anomalous, are in fact anomalous, subjects in the present experiment were asked to do two different tasks: a paired-associates learning task involving anomalous sentences as responses, and a second task in which they were asked to interpret such sentences. These tasks were counterbalanced across different groups of subjects. Results of the interpretation task showed that a large proportion of subjects were able to give interpretations for anomalous sentences, while learning results indicated that anomalous sentences were more difficult to anticipate than natural sentencesonly when task order was Learn first, Interpret second. In the order Interpret-Learn, differences in ease of learning between anomalous and naturally occurring sentences did not appear. The results of this study demonstrate that anomalous sentences are interpretable, that a range of difficulty for such sentences can be established, that anomalous sentences are learned as easily as naturally occurring ones after interpretation, and that many of the interpretations given to such sentences are metaphoric in character. These findings are discussed in terms of their implications for models of lexical organization.     

Sentence comprehension and memory for embedded structure

An experimental simulation technique is introduced to study memory constraints affecting comprehension of embedded sentences. Memory for embedded structure is measured in a pairing task that simulates requirements imposed by sentence comprehension. With increasing memory load (number of embeddings), the rate of performance decline is consistent across all (recall and comprehension) conditions, and reflects a loss of order (as opposed to item) information. Short-term memory overload, rather than linguistic complexity, appears sufficient to account for comprehension difficulty. Performance was imperfect even with singly embedded constructions. Recall showed no abrupt failure with multiple embeddings, indicating that memory constraints are not as discontinuous as English syntax might suggest.     

Eye movement contingent display control in studying reading

A computer system has been developed that permits experimental control over a CRT display contingent upon characteristics of the viewer’s eye movements. The display can be changed during specific saccadic eye movements or fixations. Uses of such a system for studying reading are described. The paper reviews hardware and software considerations in developing such a system.     

Arousal of negative emotions and symptom-specific reactivity in chronic low back pain patients

Anger may have greater effects on chronic pain severity than other negative emotions and may do so by increasing muscle tension near the site of injury (symptom-specific reactivity). For patients with chronic low back pain (CLBP), relevant muscles are lower paraspinals (LP). Ninety-four CLBP patients and 79 controls underwent anger and sadness recall interviews. EMG and cardiovascular activity were recorded. Patients exhibited greater LP tension increases during anger and slower recovery than controls. Only patients showed greater LP reactivity during anger than sadness. For both groups, trapezius reactivity during anger and sadness did not differ. LP reactivity to anger correlated with everyday pain severity for patients. Anger-induced symptom-specific LP reactivity may be linked to chronic pain aggravation among CLBP patients.     

Incentives improve performance on both incremental and insight problem solving

An increasing number of studies are showing a connection between emotion and motivation and cognitive processes. Most of these studies, however, have been correlational in nature, limiting the conclusions that can be drawn. We directly manipulated motivation through the use of an incentive and investigated its effects on insight and incremental problem solving. In four experiments we found that an incentive (the opportunity to leave the experiment early) increased problem-solving performance for all problems presented, regardless of problem type. Additionally, we found evidence that the incentive increased recall memory, indicating more thorough processing for participants in the incentive condition. This study provides evidence that incentives influence problem solving and implies that motivation should not be ignored when investigating cognitive processes.