A warning about statistical significance tests performed on large samples of nonindependent observations

When sample observations are not independent, the variance estimate in the denominator of the Student t statistic is altered, inflating the value of the test statistic and resulting in far too many Type I errors. Furthermore, how much the Type I error probability exceeds the nominal significance level is an increasing function of sample size. If N is quite large, in the range of 100 to 200 or larger, small apparently inconsequential correlations that are unknown to a researcher, such as .01 or .02, can have substantial effects and lead to false reports of statistical significance when effect size is zero.     

Expectation for Mood Enhancement as a Result of Helping: The Effects of Gender and Compassionate Love

Several theoretical perspectives in the social psychology literature on helping suggest that people forecast the benefit that they will receive as a result of helping others, and help only if they determine that it is rewarding to do so. One type of self-benefit that can be received from helping is an enhancement of positive mood. The major hypotheses of the present study were: (1) women, to a greater degree than men, would expect to experience enhanced positive mood as a consequence of both helping and receiving help in a relational context; and (2) those who are high in compassionate love for others would expect to experience enhanced positive mood from giving and receiving help relative to those who are lower on compassionate love. Support was found for both hypotheses. In addition, women were more likely than men to rate certain helping behaviors in a relational context (e.g., providing verbal support) as good examples of “compassionate love acts.” The meaning of the results with respect to altruism and for gender differences in helping behavior is discussed.     

Moral Responsibility and the Moral Community: Is Moral Responsibility Essentially Interpersonal?

Many philosophers endorse the idea that there can be no moral responsibility without a moral community and thus hold that such responsibility is essentially interpersonal. In this paper, various interpretations of this idea are distinguished, and it is argued that no interpretation of it captures a significant truth. The popular view that moral responsibility consists in answerability is discussed and dismissed. The even more popular view that such responsibility consists in susceptibility to the reactive attitudes is also discussed, and it is argued that this view at best supports only an etiolated interpretation of the idea that moral responsibility is essentially interpersonal.     

Factors influencing the graphic development of a talented young artist

The focus of this case study was on the graphic development of a highly talented art student. Retrospective accounts and reactions to his spontaneous artwork done from preschool until he was in the tenth grade were used. The ability to depict the world realistically was viewed as only one indicator of artistic talent. It was concluded that effects of family background, cultural influences, skill mastery, and personal dispositional factors all contributed to the form and content of this student's artistic development.     

Self-Regulation Differences during Athletic Practice by Experts,Non-Experts,and Novices

Basketball experts, non-experts, and novices were studied for differences in their self-regulatory forethought and self-reflection processes regarding their free-throw shooting. Forty-three adolescent boys participated individually in the study, which involved a practice session in a gymnasium. The subjects were queried regarding their forethought goals, strategy choice, self-efficacy as well as their self-reflection attributions and feelings of satisfaction as they practiced their shooting. Among the significant results, experts set more specific goals, selected more technique-oriented strategies, made more strategy attributions, and displayed higher levels of self-efficacy than non-experts and novices. Forethought phase processes intercorrelated significantly as did self-reflection phase processes. In addition, self-reflection attributions were predictive of forethought strategy selection during further efforts to learn. The results were discussed in terms of a social cognitive model of self-regulation.     

The Relationship Between Cumulative Risk and Promotive Factors and Violent Behavior Among Urban Adolescents

Resiliency theory posits that some youth exposed to risk factors do not develop negative behaviors due to the influence of promotive factors. This study examines the effects of cumulative risk and promotive factors on adolescent violent behavior and tests two models of resilience—the compensatory model and the protective model—in a sample of adolescent patients (14–18 years old; n = 726) presenting to an urban emergency department who report violent behavior. Cumulative measures of risk and promotive factors consist of individual characteristics and peer, family, and community influences. Hierarchical multiple regression was used to test the two models of resilience (using cumulative measures of risk and promotive factors) for violent behavior within a sample of youth reporting violent behavior. Higher cumulative risk was associated with higher levels of violent behavior. Higher levels of promotive factors were associated with lower levels of violent behavior and moderated the association between risk and violent behaviors. Our results support the risk-protective model of resiliency and suggest that promotive factors can help reduce the burden of cumulative risk for youth violence.     

Beyond Legal Sanctions: The Correlates of Self-imposed and Socially Imposed Extralegal Risk Perceptions

Research on the formation of sanction risk perceptions has concentrated virtually exclusively on the bases of legal sanction perceptions. This article examines the correlates of extralegal risk perceptions. Theoretical arguments relate previous offending experiences to current perceptions of self-imposed (guilt) and socially imposed (social disapproval) sanctions. The empirical implications of these arguments are tested. Findings indicate that individuals' perceptions of the risk of social disapproval are associated with their own offending experiences, and individuals' perceptions of the risk of guilt are associated with their friends', as well as their own offending experiences. The findings suggest that research on the formation and modification of sanction risk perceptions should not be limited to perceptions of legal sanctions.