A study of the greater male variability hypothesis in creative thinking in Mainland China: Male superiority exists

This study tested the greater male variability hypothesis in creative thinking with a Chinese student sample in Mainland China. The Test for Creative Thinking-Drawing Production (TCT-DP) was administered to 627 Chinese adolescent boys (n = 332) and girls (n = 295). Results using the boy/girl variance ratio (VR) generally supported the hypothesis that boys have greater variability than girls in creativity test performance. However, results using the boy/girl ratios from different regions of the creativity score distribution revealed a pattern of male superiority. While boys significantly outnumbered girls in the higher extremes, girls tended to outnumber boys in the central region and the lower extremes. Results from an analysis of the means lent further support to the findings of male superiority. Plausible explanations for greater male variability and male superiority in Mainland China are proposed. The theoretical and practical implications of the findings are discussed.     

Philosophy as a kind of courage

It is possible to reveal and to examine the collective and social fields of consciousness experimentally. An account is given of planned experiments based on quantitative calculations, which indicate that the effects of individual and collective fields of consciousness on matter may elicit directly observable physical results. Moreover, it is shown that collective coherent consciousness fields may enhance the physical effects of consciousness at a significant rate. The predicted results have a significance in our picture of our consciousness, in self‐assertion and dynamising of consciousness, the expansion of collective fields of consciousness, and thus the raising of the level of consciousness for humanity.     

Attention-Deficit Hyperactivity Disorder and Event-Related Potentials: Evidence for Deficits in Allocating Attentional Resources to Relevant Stimuli

Current research on the nature of attentional deficits in attention-deficit hyperactivity disorder (ADHD) is reviewed with a focus on studies using event-related potentials (ERPs). A robust effect is the smaller amplitude of the P3 wave to both auditory and visual stimuli for individuals with ADHD than for normal controls. This effect is indicative of deficits in the allocation of attentional resources to task-relevant information. The Nd wave is also smaller for individuals with ADHD, an effect that suggests impairments in the discrimination and preferential processing of task-relevant information, rather than distractibility by irrelevant stimuli. Studies of the effects of methylphenidate on ERPs in ADHD indicate that this stimulant enhances the quality of stimulus evaluation and speeds response time. These specific effects support the view that ADHD involves deficits in energetic processes that are required for processing task-relevant stimuli.     

Examining direct and indirect pathways to health behaviour: The influence of cognitive and affective probability beliefs

This study aimed to extricate the influence of rational (e.g. ‘I think …’) and intuitive (e.g. ‘I feel …’) probability beliefs in the behavioural decision-making process regarding skin cancer prevention practices. Structural equation modelling was used in two longitudinal surveys (sun protection during winter sports [N?=?491]; sun protection during summer [N?=?277]) to examine direct and indirect behavioural effects of affective and cognitive likelihood (i.e. unmediated or mediated by intention), controlled for attitude, social influence and self-efficacy. Affective likelihood was directly related to sun protection in both studies, whereas no direct effects were found for cognitive likelihood. After accounting for past sun protective behaviour, affective likelihood was only directly related to sun protection in Study 1. No support was found for the indirect effects of affective and cognitive likelihood through intention. The findings underscore the importance of feelings of (cancer) risk in the decision-making process and should be acknowledged by health behaviour theories and risk communication practices. Suggestions for future research are discussed.     

Psychosocial factors associated with hiv testing amongst scottish gay men

This article describes the relationship between HIV testing and a range of psychosocial, sexual and socio-demographic variables. Trained research staff distributed a self-report questionnaire in the gay bars of Glasgow and Edinburgh, in May 2000. Questionnaires were completed by 803 men (a response rate of 78%). We present the results of both bivariate and multivariate analyses identifying key variables associated with never having had an HIV test. Thus we outline some psychosocial barriers to HIV testing. Multivariate analysis indicated that the most important factor associated with never having tested was fear of a positive result; this was particularly true for those men who reported higher levels of risky sexual conduct. We discuss the relevance of these findings in terms of presenting a psychosocial agenda which demands that stigma and the social exclusion of HIV positive people should be addressed before gay men are encouraged to seek HIV testing.     

Bulk modulus of semiconductors and its pressure derivatives

Expressions for the bulk modulus and its first and second pressure derivatives for group I–VII, II–VI, III–V and IV–IV semiconductor binary compounds are derived using an ab initio pseudopotential approach to the total crystal energy within the framework of local density functional formalism. The computed results are very close to the available experimental data.     

Japanese education: A context for test anxiety

In this article the context of Japanese education is examined to highlight those aspects most identified with the issue of testing and test anxiety. The unique organization of the Japanese formal educational system is explored as well as its governance and administration. The centralized nature of Japanese education contributes to the hierarchical nature of the system and the centrality of both local and national examinations. The existence of a parallel, less regulated educational system, generally referred to as juku, is also discussed thereby revealing the complex mix of factors that influence and shape the testing environment.     

Assessment of dental anxiety: A facet approach

Dental anxiety is a complicated phenomenon, and its multicomponent nature is often not acknowledged in existing measurement instruments. Using a facet design, a new Dental Anxiety Inventory (DAI) was constructed. Facets chosen were: time (made up of four elements: at home, on your way to the denstist, in the denstist's waiting room, in the dental chair), situation (three elements: introductory aspects, dentist-patient interaction, actual dental treatment), and reaction (three elements: subjective feelings, physical reactions, cognitive reactions). Psychometric qualities of the DAI are good. The internal structure of the DAI was studied by linear and nonlinear techniques, and was partially recovered from the data. The construct and criterion validity of the DAI was supported in several studies.     

Test anxiety and comprehension efficiency: The role of prior knowledge and working memory deficits

The hypotheses that test anxiety is associated with a deficit in prior knowledge and/or working memory capacity, that anxiety impairs comprehension efficiency, and that deficits in knowledge and capacity underlie the efficiency impairment, were tested. In Study 1, high-anxiety students were characterized by lower scores in several vocabulary measures, compared with low-anxiety students. In Study 2, high-anxiety individuals showed inferior working memory capacity to low-anxiety individuals under evaluative stress conditions, but not under non-stress conditions. In Study 3 high-anxiety subjects exhibited lower efficiency scores than low-anxiety subjects in expository texts without a summary: The former employed a greater amount of reading time than the latter to acquire an equivalent amount of information. In addition, the disadvantage in efficiency associated with anxiety was removed when differences in vocabulary knowledge were partialled out statistically. Instead, that disadvantage was only reduced, but not eliminated, when differences in transitory working memory capacity were partialled out. Therefore, the prior knowledge deficit hypothesis accounts for the impairment in reading efficiency associated with high anxiety better than the transitory working memory reduction hypothesis.     

Measuring test anxiety in children: Scale development and internal construct validation

Given the increased testing of school-aged children in the United States there is a need for a current and valid scale to measure the effects of test anxiety in children. The domain of children's test anxiety was theorized to be comprised of three dimensions: thoughts, autonomic reactions, and off-task behaviors. Four stages are described in the evolution of the Children's Test Anxiety Scale (CTAS): planning, construction, quantitative evaluation, and validation. A 50-item scale was administered to a development sample (N=230) of children in grades 3–6 to obtain item analysis and reliability estimates which resulted in a refined 30-item scale. The reduced scale was administered to a validation sample (N=261) to obtain construct validity evidence. A three-factor structure fit the data reasonably well. Recommendations for future research with the scale are described.