Components of verbal learning in children: Analysis by selective reminding

Free recall verbal learning by 5- and 8-year-old children was analyzed by selectively reminding them only of items not recalled on the preceding trial (instead of continuing to present the entire list before each recall trial) to show learning by retrieval from long-term storage without presentation. Concurrent analysis of long-term storage, consistent and random retrieval from long-term storage, and recall from short-term storage indicates that, while 5-year-olds showed slower acquisition than 8-year-olds, lower recall by 5-year-olds also was due to less effective retrieval from longterm storage. Repeated retrieval, without any further presentation after an item has been recalled just once, indicates that lower recall by 9-year-old children than by adults also reflects retrieval difficulty, since these children showed storage and retention of almost as many items as adults by eventual spontaneous retrieval without further presentation.     

Characteristics of college students who text while driving: Do their perceptions of a significant other influence their decisions?

IntroductionTexting while driving is a significant risk factor for automobile collisions. The use of cell phones is prevalent among young people and commonly reported when they drive.MethodA web-based survey of 861 college student drivers determined how texting was associated with other forms of risky driving, perceptions of risk, and their driving and texting interactions with a significant other.ResultsTexting drivers were more likely to engage in other risky driving behaviors, perceived less risk in texting and driving, felt more immune to traffic risks, and had friends who text and drive. Logistic regression analyses showed that even after adjusting for risky driving behaviors and perceived risk, texting drivers were significantly more likely to do so if they saw their significant other text and drive.ConclusionsTraffic safety campaigns need to address important social influences on this behavior.     

College Campus Community Readiness to Address Intimate Partner Violence Among LGBTQ+ Young Adults: A Conceptual and Empirical Examination

This paper provides an overview of a conceptual model that integrates theories of social ecology, minority stress, and community readiness to better understand risk for and outcomes of intimate partner violence (IPV) among LGBTQ+ college students. Additionally, online survey data was collected from a sample of 202 LGBTQ+ students enrolled in 119 colleges across the United States to provide preliminary data on some aspects of the proposed model. Results suggested that students generally thought their campuses were low in readiness to address IPV; that is, students felt that their campuses could do more to address IPV and provide IPV services specific to LGBTQ+ college students. Perceptions of greater campus readiness to address IPV among LGBTQ+ college students was significantly and positively related to a more favorable LGBTQ+ campus climate and a greater sense of campus community. Additionally, IPV victims were more likely to perceive higher levels of campus community readiness than non‐IPV victims. There was no association between IPV perpetration and perceptions of campus community readiness. Greater sense of community was marginally and inversely related to IPV victimization and perpetration. Sense of community and LGBTQ+ campus climate also varied to some extent as a function of region of the country and type of institution. Implications for further development and refinement of the conceptual model, as well as future research applying this model to better understand IPV among sexual minority students are discussed.     

大学生网络依赖测量工具的修订与应用

以北京五所高校大学生为样本,修订了中文网络成瘾量表(CIAS-R),并在此基础上界定出正常群体,网络依赖群体与网络成瘾群体的划分标准.三类群体在网络休闲占课余时间百分比、强迫症状及人际关系敏感得分上均有显著差异.     

Are demographic Variables Associated with Performance on the Examination for Professional Practice in Psychology (EPPP)?

The Examination for Professional Practice in Psychology (EPPP) is a universal requirement for psychology licensure in the United States and much of Canada. However, in the 53?years of its use, many fundamental questions about this “high stakes” exam remain. Specifically, the EPPP relies exclusively upon content validity evidence, and it is unknown if scores are associated with relevant performance criteria. Limited evidence suggests that failure rates vary according to applicant demographics. To further assess the latter, a Freedom of Information Act request was submitted to a populous US state (N of applicants?=?4892). Significant differences in first-time failure rates were found according to ethnicity (i.e., Blacks?=?38.50%; Hispanics?=?35.60%; Asians?=?24.00%; Whites?=?14.07%). Men (18.85%) failed more often than women (15.82%) and PsyDs (20.07%) failed more often than PhDs (15.02%), but the magnitude of difference in these two analyses was relatively small. Meaningful interactions between ethnicity, gender, and degree type were not found, but given the ethnic performance discrepancies and limited validity evidence, additional psychometric investigation of the EPPP appears warranted (e.g., in terms of criterion and predictive validity testing). Further, it is recommended that the EPPP Step-2 should undergo similar assessments prior to implementation.     

Basic need satisfaction in the parental relationship offsets millennials’ worries about the transition to college

ABSTRACT

Students’ worries about transitioning to college are correlated with long-term reduced psychological well-being, so we investigated how psychological need satisfaction might mitigate millennials’ worries about college. As parents can support or undermine their children’s basic needs, we also examined the influence of autonomy-supportive and helicopter parenting during the transition. Additionally, we compared these outcomes between first- and continuing-generation students. Incoming college students (N = 355) completed measures of parental relationship need satisfaction, parental involvement, worries about college, and family achievement guilt. Higher need satisfaction in the parental relationship was associated with reduced worries and feelings of achievement guilt for both first- and continuing-generation students. Autonomy-supportive parenting moderated the relationship between autonomy and millennials’ worries about college. Helicopter parenting did not moderate any of the relationships examined in this study but was positively associated with students’ transition worries and achievement guilt. We discuss these findings in the context of self-determination theory.     

攻击性信息对脆弱型高自尊大学生返回抑制的影响机制

为考察攻击性信息对脆弱型高自尊大学生返回抑制的影响机制,本研究采用线索靶子范式,分别将攻击性及中性词汇作为靶子（实验1）和线索（实验2）呈现。实验1发现,脆弱型和安全型高自尊组对攻击性信息均存在注意捕获,从而使攻击性信息的返回抑制量降低。实验2发现,脆弱型高自尊组对攻击性信息存在注意解除困难,从而使攻击性信息的返回抑制量降低。脆弱型高自尊大学生对攻击性信息存在过多的注意维持,降低了视觉搜索效率,这可是其好发攻击性行为的潜在认知加工机制。     

Brain Function Associated with Cooccurring Trauma and Depression Symptoms in College Students

The goal of this pilot study was to determine if functional brain differences are present among individuals with high and low cooccurring trauma and depression symptoms. This pilot study examined how the P300 latency component of event-related potentials (ERPs), measured using electroencephalography (EEG) while participants performed a go/no-go task, might be associated with cooccurring self-report of trauma and depression symptoms in a sample of college students (N = 38). Alpha-corrected independent sample t tests revealed statistically significant differences in ERP P300 peak latencies between those in the high cooccurring trauma and depression symptoms group (n = 12) and those in the low group (n = 26) for all 3 midline electrode sites (Fz, Cz, and Pz). This pilot study provides preliminary evidence of differential brain functioning in individuals experiencing cooccurring trauma and depression symptoms. Accordingly, these findings support future research examining brain functioning in cooccurring symptoms.     

高校教师教学水平评价的概化理论分析

以概化理论为基础,探究影响高校教师教学水平评价结果的因素。采用《高校教师教学水平评价量表（学生用）》收集评价数据,用mGENOVA对数据进行分析。结果发现：（1）与在第一学期末进行教学水平评价相比,在第二学期初进行教学水平评价的结果可靠性更高;（2）评价每位教师的教学水平仅需抽查20名学生即可保证评价结果的可靠性;（3）不同专业类型的学生对评价指标的侧重点不同,继而影响评价结果的可靠性;（4）学生对理科课程的评价可靠性较高,对文科课程的评价可靠性较低。