Dependence of finger flexion force on the posture of the nonperforming fingers during key pressing tasks

The influence of different positions of the nonperforming (idle) fingers on the maximal force contraction of flexion (master) fingers during key pressing tasks was investigated. Ten participants performed maximal voluntary flexion contractions with various combinations of the index, middle, ring, and little fingers while the idle fingers rested on or were lifted away from the supporting surface. The effect of idle finger posture on total finger force production of master fingers was dependent on finger combination. In general, force production by master fingers was higher when the idle fingers were lifted away from the supporting surface than when they rested on it. The average increase in total force production by master fingers caused by the lifting of idle fingers was +12.4% (from -8.3% to +30.2%). Force-production capability of individual master fingers can be facilitated (as high as 34.1%), unchanged, or depressed (as high as -29.0%) by lifting the idle fingers. The effect of idle finger posture on finger force production of master fingers led to changes in force deficit. Neural, anatomical, and mechanical factors might account for the dependence of finger flexion force of master fingers on the posture of the idle fingers.     

Predicting handwriting performance of early elementary students with the developmental test of visual-motor integration

The purpose of this study was to examine use of the Developmental Test of Visual-Motor Integration in predicting handwriting performance of early elementary students and the contribution of sex. An additional purpose was to examine whether successful completion of the first nine figures or the oblique cross from the test predicted handwriting. 101 children were tested at the beginning of their kindergarten year and again in the middle of the first-grade year on the Scale of Children's Readiness In PrinTing (SCRIPT). The VMI kindergarten scores did not significantly predict first-grade SCRIPT scores for the sample as a whole. When boys and girls were considered separately. VMI scores predicted handwriting SCRIPT scores for girls, but accounted for only 10% of the variance. Successful performance on the first nine VMI figures was significantly associated with handwriting for girls but not boys, while the oblique cross did not significantly predict handwriting performance. These results do not provide clear support for administration of the Developmental Test of Visual-Motor Integration during kindergarten as a tool to identify children at risk for handwriting difficulties.     

Language Use and Post-Traumatic Stress Symptomatology in Parents of Pediatric Cancer Survivors1

The words parents use when disclosing their current thoughts and feelings about their children's cancer were hypothesized to be associated with post-traumatic stress symptomatology among parents of children who had successfully completed treatment. A word-based, computerized text-analysis program was used to analyze writing samples from 82 parents. Parents completed a questionnaire and a structured interview assessing post-traumatic stress symptomatology. Results indicate partial support for the association between language use and post-traumatic stress symptoms. Use of past-tense verbs was associated with fewer traumatic stress symptoms, and use of future-tense verbs was associated with more traumatic stress symptoms. Time since completion of the child's treatment moderated the relationship between use of past- and future tense verbs and post-traumatic stress symptoms. Implications for using computer-based text analyses in the study of psychological processes associated with post-traumatic responses are discussed.     

"做中学"科学教育对幼儿情绪能力发展的影响

本文旨在探讨"做中学"科学教育方法对儿童情绪能力发展的影响.研究采用访谈法和问卷法,对象是幼儿家长和老师.问卷调查使用自编儿童情绪能力发展他评问卷,包括教师、对幼儿情绪不同维度的指标进行评分.实验采用2×3设计.实验组60名.问卷用spss10.0统计处理,结果表明实验组儿童情绪能力发展优于对照组参加"做中学"实验活动时间越长,情绪能力发展越好.     

The varieties of religious development in adulthood: a longitudinal investigation of religion and rational choice

The authors used growth mixture models to study religious development during adulthood (ages 27-80) in a sample of individuals who were identified during childhood as intellectually gifted. The authors identified 3 discrete trajectories of religious development: (a) 40% of participants belonged to a trajectory class characterized by increases in religiousness until midlife and declines in later adulthood; (b) 41% of participants belonged to a trajectory class characterized by very low religiousness in early adulthood and age-related decline; and (c) 19% of participants belonged to a trajectory class characterized by high religiousness in early adulthood and age-related increases. Gender, strength of religious upbringing, number of children, marrying, and agreeableness predicted membership in the trajectory classes. Results were largely consistent with the rational choice theory of religious involvement.     

Agentic and Communal Personality Traits: Relations to Attitudes Toward Sex and Sexual Experiences

This study was designed to examine relations among agentic and communal personality traits, attitudes toward sex, and sexual experiences in a sample of 202 undergraduates. As predicted, acceptance of interpersonal violence, with particular reference to intimate and sexual relationships, was positively associated with unmitigated agency. Among male participants, willingness to engage in uncommitted sexual relations was positively associated with unmitigated agency and negatively associated with communion and unmitigated communion. Among female participants, agency was positively related to satisfaction with current sexual and romantic relationships. These results partially support Helgesons (1994) theoretical model that links unmitigated agency to relational conflict and instability and links communion to emotional bonding and commitment.     

Hearing what the eyes see: auditory encoding of visual temporal sequences

When the senses deliver conflicting information, vision dominates spatial processing, and audition dominates temporal processing. We asked whether this sensory specialization results in cross-modal encoding of unisensory input into the task-appropriate modality. Specifically, we investigated whether visually portrayed temporal structure receives automatic, obligatory encoding in the auditory domain. In three experiments, observers judged whether the changes in two successive visual sequences followed the same or different rhythms. We assessed temporal representations by measuring the extent to which both task-irrelevant auditory information and task-irrelevant visual information interfered with rhythm discrimination. Incongruent auditory information significantly disrupted task performance, particularly when presented during encoding; by contrast, varying the nature of the rhythm-depicting visual changes had minimal impact on performance. Evidently, the perceptual system automatically and obligatorily abstracts temporal structure from its visual form and represents this structure using an auditory code, resulting in the experience of "hearing visual rhythms."     

Anxiety and burnout in female collegiate ice hockey and soccer athletes

The purpose of this study was to assess whether athletes who perceived their scores on trait anxiety to be debilitative to performance also experienced higher burnout scores. 84 NCAA Division I female ice hockey and soccer athletes, ages 18 to 23 years, volunteered. Participants were given a trait version of the Competitive State Anxiety Inventory-2 with an added direction scale to collect general perceptions of anxiety. They also completed the Burnout Inventory for Athletes. A one-way multivariate analysis of variance for group anxiety yielded an overall significant effect, with the Facilitative group (n = 40) reporting a lower mean burnout score. Mean intensity of cognitive anxiety was significantly higher for the Debilitative group (n = 44), while mean self-confidence intensity was significantly higher for the Facilitative group.     

On audiovisual spatial synergy: the fragility of the phenomenon

Recent literature has highlighted the importance and ubiquity of cross-modal links in spatial attention, whereby shifts in attention in one modality often induce corresponding shifts in other modalities. We attempted to provide further evidence for the case of audiovisual links during sustained endogenous attention by addressing several potential methodological confounds in previous demonstrations. However, we failed repeatedly to reproduce the phenomenon of spatial synergies between auditory and visual attention, found by Driver and Spence (1994) and frequently cited to support the automatic nature of cross-modal attention links. We discuss the results in light of recent evidence about cross-modal spatial links during sustained attention and support the idea that such links can weaken or even disappear under certain circumstances, such as during periods of sustained attention. The implication is that individuals can select inputs from different modalities from different locations more easily than previously had been thought.