Interpersonal perception in cross-group interactions: Challenges and potential solutions

This review provides a framework for theorising about the processes that give rise to interpersonal perception during encounters between two individuals who belong to different groups. Consistent with a dyadic approach, interpersonal perception is considered a function of the unique and combined effects of the perceptions and behaviours of both partners involved in the interaction. A model is presented in which negative expectancies give rise to feelings of anxiety and behavioural displays of anxiety, both of which in turn influence interpersonal judgements. Factors that vary at the level of the perceiver, target, and the interaction are examined as moderators of interpersonal perception. Lastly, given that the study of interpersonal perception within cross-group dyadic encounters is relatively new, several strategies that show promise for improving interpersonal perception are discussed. Turning towards the future this article concludes by discussing how research and theory outside the domain of intergroup relations can be used to develop innovative methods for improving perception processes.     

Mediation and Moderation: Testing Relationships Between Symptom Status,Functional Health,and Quality of Life in HIV Patients

Three demographic dimensions previously isolated by cluster analysis procedures (using BC TRY System computer analyses) were compared in different metropolitan areas for their stability over time and place. Also, the social areas discovered within the communities were studied for their stability over time and place. The three demographic dimensions (socio-economic independence, family life, and assimilation) accounted for the generality of 33 census tract (1940) characteristics in two communities. It was also shown that the three basic dimensions were essentially unchanged during the decade which included World War 11. The stability of these dimensions was retained even though there was considerable change in residents in each metropolitan area during the decade. The validity of cluster-search procedures is demonstrated by the stability of the three demographic dimensions.     

Estimating Latent Variable Interactions With Nonnormal Observed Data: A Comparison of Four Approaches

A Monte Carlo simulation was conducted to investigate the robustness of 4 latent variable interaction modeling approaches (Constrained Product Indicator [CPI], Generalized Appended Product Indicator [GAPI], Unconstrained Product Indicator [UPI], and Latent Moderated Structural Equations [LMS]) under high degrees of nonnormality of the observed exogenous variables. Results showed that the CPI and LMS approaches yielded biased estimates of the interaction effect when the exogenous variables were highly nonnormal. When the violation of nonnormality was not severe (normal; symmetric with excess kurtosis < 1), the LMS approach yielded the most efficient estimates of the latent interaction effect with the highest statistical power. In highly nonnormal conditions, the GAPI and UPI approaches with maximum likelihood (ML) estimation yielded unbiased latent interaction effect estimates, with acceptable actual Type I error rates for both the Wald and likelihood ratio tests of interaction effect at N ≥ 500. An empirical example illustrated the use of the 4 approaches in testing a latent variable interaction between academic self-efficacy and positive family role models in the prediction of academic performance.     

Multilevel mediation analysis: The effects of omitted variables in the 1–1–1 model

Multilevel mediation analysis examines the indirect effect of an independent variable on an outcome achieved by targeting and changing an intervening variable in clustered data. We study analytically and through simulation the effects of an omitted variable at level 2 on a 1–1–1 mediation model for a randomized experiment conducted within clusters in which the treatment, mediator, and outcome are all measured at level 1. When the residuals in the equations for the mediator and the outcome variables are fully orthogonal, the two methods of calculating the indirect effect (ab, c – c′) are equivalent at the between‐ and within‐cluster levels. Omitting a variable at level 2 changes the interpretation of the indirect effect and will induce correlations between the random intercepts or random slopes. The equality of within‐cluster ab and c – c′ no longer holds. Correlation between random slopes implies that the within‐cluster indirect effect is conditional, interpretable at the grand mean level of the omitted variable.     

Primary Process Content in Paranoid Schizophrenic Speech

Free speech samples given by paranoid schizophrenics, nonschizophrenic paranoids, and nonpsychotic psychiatric patients were submitted to computerized content analysis. Speech samples were searched for words belonging to the Regressive Imagery Dictionary (Martindale, 1975), which yields a well-validated measure of primary process content. Three word-concreteness dictionaries were also employed. Compared to the other groups, paranoid schizophrenics produced speech higher in primary process content as well as in transitive verb concreteness. Results are consistent with psychoanalytic theory.     

The Knowledge,Skills, Abilities,and Other Characteristics Required for Face-to-Face Versus Computer-Mediated Communication: Similar or Distinct Constructs?

Purpose

This study investigated the convergence of knowledge, skills, abilities, and other characteristics (KSAOs) required for either face-to-face (FtF) or text-based computer-mediated (CM) communication, the latter being frequently mentioned as core twenty-first century competencies.

Design/Methodology/Approach

In a pilot study (n = 150, paired self- and peer reports), data were analyzed to develop a measurement model for the constructs of interest. In the main study, FtF and CM communication KSAOs were assessed via an online panel (n = 450, paired self- and peer reports). Correlated-trait-correlated-method minus one models were used to examine the convergence of FtF and CM communication KSAOs at the latent variable level. Finally, we applied structural equation modeling to examine the influence of communication KSAOs on communication outcomes within (e.g., CM KSAOs on CM outcomes) and across contexts (e.g., CM KSAOs on FtF outcomes).

Findings

Self-reported communication KSAOs showed only low to moderate convergence between FtF and CM contexts. Convergence was somewhat higher in peer reports, but still suggested that the contextualized KSAOs are separable. Communication KSAOs contributed significantly to communication outcomes; context-incongruent KSAOs explained less variance in outcomes than context-congruent KSAOs.

Implications

The results imply that FtF and CM communication KSAOs are distinct, thus speaking to the consideration of CM KSAOs as twenty-first century competencies and not just a derivative of FtF communication competencies.

Originality/Value

This study is the first to examine the convergence of context-specific communication KSAOs within a correlated-trait-correlated-method minus one framework using self- and peer reports.

     

Highlighting the Challenges When Conducting Cross‐National Studies: Use of Transcultural Theory

Insufficient exploration of multicultural social justice competence in research methodology and procedures may contribute to lingering clinical problems for diverse populations. Using transcultural theory to evaluate the effectiveness of cross‐national research, the authors examined the various cross‐national methodological challenges during the research design, analysis, and interpretation stages. Recommendations focus on expanding the Multicultural Social Justice Counseling Competencies (Ratts, Singh, Nassar‐McMillan, Butler, & McCullough, 2015 ) to prepare researchers with enhanced skills to explore issues involving diverse populations.     

Teacher performance goal practices and elementary students' behavioral engagement: a developmental perspective

We investigated growth trajectories for classroom performance goal practices and for student behavioral engagement across grades 2 to 5 for 497 academically at-risk elementary students. This study is the first longitudinal investigation of performance goal practices in the early elementary years. On average, teacher use of performance goal practices increased and students' behavioral engagement declined across the four years. Using autoregressive latent trajectory (ALT) models, we examined the synchronous relations between teacher-reported performance goal practices and teacher-reported student behavioral engagement. As expected, as students move into classrooms with a new teacher with less emphasis on performance goal practices, they become more behaviorally engaged in school. Gender did not moderate these results. Implications for teacher professional development are discussed.     

The Cognitive Reflection Test as a predictor of performance on heuristics-and-biases tasks

The Cognitive Reflection Test (CRT; Frederick, 2005) is designed to measure the tendency to override a prepotent response alternative that is incorrect and to engage in further reflection that leads to the correct response. In this study, we showed that the CRT is a more potent predictor of performance on a wide sample of tasks from the heuristics-and-biases literature than measures of cognitive ability, thinking dispositions, and executive functioning. Although the CRT has a substantial correlation with cognitive ability, a series of regression analyses indicated that the CRT was a unique predictor of performance on heuristics-and-biases tasks. It accounted for substantial additional variance after the other measures of individual differences had been statistically controlled. We conjecture that this is because neither intelligence tests nor measures of executive functioning assess the tendency toward miserly processing in the way that the CRT does. We argue that the CRT is a particularly potent measure of the tendency toward miserly processing because it is a performance measure rather than a self-report measure.