Monaural Loudness Adaptation for Middle-Intensity Middle-Frequency Signals: The Importance of Measurement Technique

Using the Simple Adaptation technique (SA) and the Ipsilateral Comparison Paradigm (ICP), the authors studied monaural loudness adaptation to a middle-intensity [60 dB(A)] tone at signal frequencies of 250, 1000, and 4000 Hz in the left and right ears. Adaptation effects were absent when the SA procedure was used. However, they were observed uniformly across all frequency values with the ICP, a result that challenges the assertion in the literature, on the basis of SA measures, that loudness adaptation for middle-intensity signals occurs only at frequencies above 4000 Hz. The ICP features periodic intensity modulations (±10 dB relative to the base signal) to accommodate listeners' needs for referents by which they can gauge subtle changes in the loudness of the adapting tone, a key component that is missing in the SA method. Adaptation effects in this investigation were similar in both ears, supporting the equal susceptibility assumption common in loudness adaptation studies.     

Specificity of Task Constraints and Effects of Visual Demonstrations and Verbal Instructions in Directing Learners' Search During Skill Acquisition

In the present study, the efficacy of visual demonstrations and verbal instructions as instructional constraints on the acquisition of movement coordination was investigated. Fifteen participants performed an aiming task on 100 acquisition and 20 retention trials, under 1 of 3 conditions: a modeling group (MG), a verbally directed group (VDG), and a control group (CG). The MG observed a model intermittently throughout acquisition, whereas the VDG was verbally instructed to use the model's movement pattern. Participants in the CG received neither form of instruction. Kinematic analysis revealed that compared with verbal instructions or no instructions, visual demonstrations significantly improved participants' approximation of the model's coordination pattern. No differences were found in movement outcomes. Coordination data supported the visual perception perspective on observational learning, whereas outcome data suggested that the modeling effect is mainly a function of task constraints, that is, the novelty of a movement pattern.     

Latent self-oriented and socially prescribed perfectionism: Tests of factorial,convergent, and discriminant validity using self- and informant reports

Using latent variables for self-oriented perfectionism (i.e., demanding perfection of oneself) and socially prescribed perfectionism (i.e., perceiving others are demanding perfection of oneself) has advantages. However, few studies have specifically examined the psychometric properties of these latent variables. The present study addresses this shortcoming by testing the factorial, convergent, and discriminant validity of self-oriented and socially prescribed perfectionism latent variables using self- and informant reports. It was hypothesized that (a) the factor structure of the self-oriented and socially prescribed perfectionism latent variables would be supported, (b) self- and informant reports would moderately converge, and (c) the self-oriented and socially prescribed perfectionism latent variables would be discriminable. A sample of 242 undergraduate women and 378 informants (218 mothers, 160 fathers) was recruited. Undergraduate women completed self-reports, and mothers and fathers completed informant reports. Results were consistent with hypotheses, thereby supporting (a) the factorial validity of the self-oriented and socially prescribed latent variables using self- and informant reports, (b) the convergent validity of the self-oriented and socially prescribed latent variables via moderately to strongly correlated self- and informant reports, and (c) the discriminant validity of the self-oriented and socially prescribed perfectionism latent variables. Findings suggest research using these latent variables is warranted.     

Taking a Turn Toward the Masculine: The Impact of Mortality Salience on Implicit Leadership Theories

The present research investigates the influence of subtle death-related thoughts (i.e., mortality salience) on people's images of effective leaders (i.e., their implicit leadership theories [ILTs]). We test the prediction that mortality salience will change the content of these implicit theories to be more gender stereotypical such that individuals will conceive of effective leaders in a significantly more masculine, or agentic, manner. To test this prediction, we assessed the communal and agentic components of participants' ILTs after they were presented with a mortality salience or control manipulation. Results show that priming individuals to think about their mortality with two open-ended questions resulted in a significant shift in their ILTs such that an effective leader is described in significantly more agentic terms compared to the control condition. This masculine shift in people's ILTs was demonstrated in both women and men, and mortality salience did not influence perceptions of effective leaders' communal traits. This work contributes to research on gender bias in leadership, ILTs, and terror management theory and has implications for female leaders.     

The Effects of Warnings and Speeding on Scale Scores and Convergent Validity of Conscientiousness

We examined the effects of warnings and speeding on scale scores and convergent validity of a measure of Conscientiousness in a faking context (N = 329). A completely crossed 2 × 2 experimental design was used in which instructions (no warning or a warning) and speeding (with or without a time limit) were manipulated. No statistically significant effects on scale scores or convergent validity were evidenced for speeding. Warning participants did decrease Conscientiousness scores by almost 1 standard deviation (d = .91). Warnings also moderated the relationship between self- and observer-ratings of Conscientiousness such that the relationship between self- and observer-ratings was statistically significant and positive in the warned conditions (r _partial = .29, p < .01, n = 136), but this same relationship was statistically nonsignificant (r _partial = ?.14, p > .05, n = 148) in the unwarned conditions.     

Quantitative Analyses of Schooling Effects on Executive Function in Young Children

Developmental studies have demonstrated the utility of select executive function (EF) tasks for the early diagnosis of specific learning-related problems (e.g., Snow, 1998). However, previous data demonstrating schooling effects on EF measures suggests potential pitfalls in clinical interpretation. In the present study three common EF measures, (Wisconsin Card Sort, Thurstone Word Fluency, and a mazes task) in addition to a VIQ estimating task, were administered to a cross-section of 115 children aged 7 to 9. Using a school-entrance cut-off design the unique contributions of formal schooling versus age-related changes to performance on the EF measures were examined. Schooling effects were both task and age-dependent supporting the conclusion that the proper use of EF measures with children in this age range depends upon consideration of factors beyond that usually depicted in net-effect models.     

Psychometric properties of the Norwegian version of the Childhood Trauma Questionnaire in high‐risk groups

The Childhood Trauma Questionnaire ‐ Short Form (CTQ‐SF) is widely used to measure childhood abuse of all types. In the present study, we examined the psychometric properties of the Norwegian version of the instrument. The participants constituted four subsamples (n = 517): substance abusers (n = 126), psychiatric patients (n = 210), prisoners (n = 109) and adolescents in out‐of‐home placements (n = 72). Confirmatory factor analysis revealed a reasonable fit of the data to the original five‐factor structure of the CTQ‐SF. Measurement invariance was found across gender and the four subsamples. It was concluded that the Norwegian version of the CTQ‐SF has acceptable psychometric properties, with good reliability and satisfactory accuracy, to assess different dimensions of childhood trauma.     

Process Evaluation of A Physical Activity Self-Management Program For Children: Spark

Abstract

SPARK is a controlled field study of a multi-component elementary school program to promote physical activity. One component is a weekly classroom-based self-management program, with the goal of increasing physical activity outside of school. The curriculum included goal setting, behavioral skills training, a reward system, and parent involvement. An evaluation of curriculum implementation and association between process and outcome was conducted using direct observation of lessons, subjective ratings by 24 teachers and 391 parents, and participation records of 549 students. Teachers viewed the self-management curriculum less positively than the physical education curriculum. Teachers were observed implementing an average of 65% of curriculum elements, which may have contributed to the limited effects of the self-management program. Student participation in the program, measured by points earned for doing out of school physical activity, was correlated significantly with changes in body mass index and multiple psychosocial variables among boys but not girls. Barriers to full program implementation were identified, and a remaining challenge is to improve self-management curriculum implementation by teachers.