Prevalence of weight reducing and weight gaining in adolescent girls and boys

This is a survey of the prevalence of weight reducing and weight gaining in high school children. Our sample of 1,373 high school girls and boys was geographically, racially, and economically diverse. On the day of the survey, 63% of the girls and 16.2% of the boys reported being on weight reducing regimens; 9.1% of the girls and 28.4% of the boys were trying to gain weight. Most female reducers and male gainers were already normal weight. Compared to other racial groups, whites and Hispanics were more likely to be reducing, whereas blacks were more likely to be gaining. Exercise and moderate caloric reduction were most popular for weight reducing, and a small but significant number were regularly using fasting, vomiting, laxatives, and appetite suppressants. The direction of weight modification for girls and boys conformed to stereotyped physical ideals. The rate of weight reducing in female high school adolescents has increased significantly since similar surveys of American youths 20 years ago.     

Associative response heterogeneity: an indicator of stimulus word semantic autonomy

The total number of different responses, given by a group of subjects to a stimulus word in a single-word, free-association situation ( D ), is a primary determinant of associative response latency (Tecce & Glassco, 1965; Flekkøy, 1981). D has traditionally been assumed to reflect a word's associative potential, and the increased latency to high D words has been explained by response competition. The results of the present experiments indicate, however, that D reflects in an inverse manner semantic autonomy , high D words requiring more contextual information for their semantic specification than low D words. The process of semantic specification requires time, creating the positive D -response latency relationship. Based on a semantic interpretation of D , associative response heterogeneity may be used as an index of a word's semantic autonomy.     

Later stages in Experiential Marital Therapy

This is the second of two papers dealing with symbolic-experiential treatment of marital issues. The first—Early Stages in Experiential Marital Therapy — discussed three early stages. This paper discusses regressive work with couples, including engagement with the family of origin.     

Ethnic identity, self-esteem, and occupational aspirations of Indian and Anglo-Saxon British adolescents

A questionnaire monitoring occupational aspiration, ethnic identification, adolescent experience, and self-esteem was administered to a large sample of Indian and Anglo-Saxon British male and female adolescents attending school in the West Midlands. The relationship between these variables and differences between the four groups were consistent with predictions derived from the social identity approach to intergroup relations and group behaviour (Tajfel & Turner, 1979). Indian males were found to possess a social mobility belief structure that mediates high occupational aspirations and keeness to marry out of their ethnic group. In contrast, Indian females were found to possess a social change belief structure associated with acceptance of the status quo and lower aspirations. Males and Anglo-Saxons reported higher self-esteem than females or Indians. The adolescent experience findings were less clear, but were consistent with the general interpretation of the data that the differences in intersex relations and gender-related experiences are contingent on ethnicity.     

Adolescents and microcomputers: sex differences, proxemics, task and stimulus variables

Questionnaires concerning attitudes toward use of microcomputers at home, in school, and at video arcades were administered to 879 high school students. Direct observations of adolescent proxemics and sex differences, and of various parameters of video games in 18 video arcades were made. A thorough and representative content analysis of sex bias of microcomputer software advertising brochures was carried out. Results supported previous findings of overrepresentation of masculine culture in the adolescent world of microcomputers, particularly regarding video games. Various types of computer-related activity were not related to socioeconomic class of the parents or to academic grades except for use of home microcomputers, which was mildly positively related to socioeconomic class (r = .124, p less than .001). Nearly half the activity in the arcades was strictly solitary. None of the arcade video games allowed for cooperative play. Most allowed only for sequential competition (86%) or simultaneous competition (7%); as many as 7% did not provide a display of the scores for a second player.     

EFFECTS OF ALIEN-REINFORCEMENT AND ITS COMBINED TYPE ON LEARNING BEHAVIOR AND EFFICACY IN RELATION TO PERSONALITY*

Effects of new types of reinforcement, alien type and alien combined with external type (double reinforcement), were examined in comparison with a conventional external one. One hundred and twenty children, 6th grade boys and girls, worked on learning discrimination tasks. Under alien reinforcement, upon correct responses of the child the experimenter received reinforcers from him-(or her-) self thus reinforcing the child responses. Under each condition, alien, external or double, children learned the tasks and their learning efficacy increased. Personality characteristics of children, in terms of extraversion and emotionality, differentiated effects of three reinforcement conditions on learning behavior and efficacy. The effect of alien reinforcement was influenced by the personality factors most, and that of double reinforcement least. In addition, personality factors influenced differently between alien and external conditions. Learning occurred differently under three different conditions of reinforcement, depending on the personality type of learners. Underlying mechanisms of alien reinforcement were different from, and its functions were independent of, those of external reinforcement. None of the effects of alien reinforcement on learning and motivation were contaminated by the intellectual faculties of learners.     

The sociodemographic and psychosocial correlates of COVID-19 vaccine concerns among urban college students

COVID-19 vaccine concerns remain high among Americans. Although recent studies have investigated the sociodemographic disparities in vaccine concerns, less attention has been given to reasons for vaccine skepticism and psychosocial factors that may explain it. The current study examined specific types of vaccine concerns among a diverse sample of college students (N = 1985) living in New York City. Participants who identified as Black, younger, with later immigrant generational status, and those with more conservative political leanings reported more vaccine concerns. Concerns regarding vaccine side effects were the most frequently reported source of concern. Reason for getting vaccinated, personal experiences with COVID, and COVID stress was also associated with vaccine concerns. Study results emphasize the importance of sociodemographic factors and COVID knowledge and stress in examining and addressing vaccine concerns.