TEACHING CONVERSATION-RELATED SKILLS TO PREDELINQUENT GIRLS1

The use of conversation-related skills by youthful offenders can influence social interactions with adults. These behaviors are also likely to be useful to adolescents after their release from a treatment program (Journal of Applied Behavior Analysis, 1972, 5 , 343–372). Four girls, aged 13 to 15 yr, residing at Achievement Place for Girls in Lawrence, Kansas, received training on conversation-related behaviors. A multiple-baseline design across youths and across behaviors was used. Youth answer-volunteering in response to questions and three youth nonverbal components (“hand on face”, “hand at rest”, and “facial orientation”) were measured during daily 10-min sessions with a simulated guest in the group home's living room. Answer-volunteering was scored each session as the per cent of 13 “secondary” questions that the simulated guest did not have to ask following 10 “primary” questions. The three nonverbal components were scored according to their occurrence during 10-sec intervals and the resultant scores were averaged per session for an overall appropriate nonverbal score. The girls individually earned points within the home's token economy for participating in each session and additional points were awarded after training if preselected behavioral criteria were achieved for each of the two behavior categories per girl. Some of the training sessions were led by a “teaching-parent” (specially trained houseparent) while others were led by individual girls. Point consequences were administered by both the teaching-parent and by the “peer-trainers”. The average observed rate of answer-volunteering by the girls during pretraining sessions was 30% for S₁, 30% for S₂, 23% for S₃, and 68% for S₄. The average rate of answer-volunteering during posttraining sessions was: S₁ = 92%, S₂ = 89%, S₃ = 90%, and S₄ = 98%. The average nonverbal score during pretraining sessions was 82% for S₁, 53% for S₂, 60% for S₃, and 82% for S₄. The average nonverbal score during posttraining sessions was: S₁ = 98%, S₂ = 98%, S₃ = 98%, and S₄ = 100%. Videotapes of the sessions were shown in a random sequence to four adults (probation officer, social worker, etc who represented “significant others” for the youths' future success in the community. The adults judged posttraining tapes on the average as more appropriate 100% of the time for S₁, 100% of the time for S₂, 90% of the time for S₃, and 70% of the time for S₄. The study demonstrated that training of conversation-related skills is feasible with predelinquent girls, that the girls can help train each other, and that social validation of the training results is possible.     

基层党政领导干部的人格特点与行为类型

本研究旨在系统研究基层党政领导干部的人格特点及其与行为风格的关系。采用中国人人格量表对1237名基层党政领导干部和419名对照组被试的人格特点所作比较表明,党政领导干部比对照组更外向、更善良、行事更严谨和自我克制、对人更热情,而且更注重成功和成就,但同时也更加爽直、更优柔寡断,对工作的坚定、认真程度也低于对照组,而且党政领导干部中女性化人数的比例远远高于对照组。党政领导干部的行为风格与人格特点之间也存在显著的相关。文中还对这一结果的含义及进一步研究的方向进行了讨论。     

Psychometric Properties of Two Implicit Associations Tests measuring Adult Attachment

Adult attachment style has consequences for mental health, interpersonal functioning and emotion regulation. This occurs partly deliberately, also referred to as explicit, and partly on an automatic level outside of conscious awareness, also referred to as implicit. Whereas explicit adult attachment can be assessed with self-report instruments, measurement of implicit adult attachment requires indirect methods. This paper describes the psychometric properties of two Implicit Association Tests measuring general adult attachment in a population sample. The study evaluated the reliability and the validity of the Avoidant Attachment IAT (ANX-IAT) and the Anxious Attachment IAT (AVOID-IAT). Validity was evaluated against self-report measures of adult attachment style (RQ), psychopathology (SQ-48), and well-being (MHC-SF). The split-half reliabilities of both IATs were good; the test-retest reliability of the ANX-IAT was adequate; however the AVOID-IAT had low test-retest reliability. Both IATs did not explain variance in psychopathology additional to explicit measures. The AVOID-IAT showed added value over explicit measurement of avoidant attachment in explaining variance in well-being, particularly regarding emotional and psychological well-being. The ANX-IAT did not explain variance in any measure of well-being additional to the explicit measure of anxious attachment. Our findings provide a basis from which more valid IATs measuring general adult attachment can be developed. Furthermore, they suggest that implicit avoidant attachment might be related to well-being, particularly emotional and psychological well-being. However, further research is needed to investigate the role of implicit general adult attachment in mental health and to optimize the two IATs in terms of validity before clinical use is recommended.     

Dynamic relationships between phonological memory and reading: A five year longitudinal study from age 4 to 9

We reconcile competing theories of the role of phonological memory in reading development, by uncovering their dynamic relationship during the first 5 years of school. Phonological memory, reading and phoneme awareness were assessed in 780 phonics‐educated children at age 4, 5, 6 and 9. Confirmatory factor analyses demonstrated that phonological memory loaded onto two factors: verbal short‐term memory (verbal STM; phonological tasks that loaded primarily on serial order memory) and nonword repetition. Using longitudinal structural equation models, we found that verbal STM directly predicted early word‐level reading from age 4 to 6, reflecting the importance of serial‐order memory for letter‐by‐letter decoding. In contrast, reading had no reciprocal influence on the development of verbal STM. The relationship between nonword repetition and reading was bidirectional across the 5 years of study: nonword repetition and reading predicted each other both directly and indirectly (via phoneme awareness). Indirect effects from nonword repetition (and verbal STM) to reading support the view that phonological memory stimulates phonemically detailed representations through repeated encoding of complex verbal stimuli. Similarly, the indirect influence of reading on nonword repetition suggests that improved reading ability promotes the phoneme‐level specificity of phonological representations. Finally, the direct influence from reading to nonword repetition suggests that better readers use orthographic cues to help them remember and repeat new words accurately. A video abstract of this article can be viewed at https://www.youtube.com/watch?v=70LZfTR0BjE .     

文字的“偷心术”:营销中的字体效应

文字是营销中视觉传播的重要元素, 它直接影响消费者对品牌的第一印象。文字的重要性不仅体现在文本内容上, 还体现在字形设计对消费者的影响上。字体的研究仍存在较大的空缺, 且现有文献多分散于语言学、设计学和心理学等不同学科领域。目前有较多存在矛盾的结论缺乏系统的框架支持, 本文为研究者提供了完整的字体效应研究框架。将字体进行定义及分类之后, 主要探讨了字体对消费者感知和行为的影响, 以及字体效应的三大心理机制, 即感知一致性、感知记忆性和感知人性化。在此基础上讨论了字体受到消费者特质、产品类型与外部环境的调节作用。最后, 深入分析了字体在市场营销中的理论和管理实践价值, 以及未来研究方向。     

Shared lesion correlates of semantic and letter fluency in post-stroke aphasia

Lesion–symptom mapping studies have reported a temporal versus frontal dissociation between semantic and letter fluency, and mixed evidence regarding the role of white matter. Mass-univariate and multivariate lesion–symptom mapping was used to identify regions associated with semantic and letter fluency deficits in post-stroke aphasia. Multivariate LSM revealed broad networks including underlying white matter, and substantial overlap between both types of fluency, suggesting that semantic fluency and letter fluency largely rely on the same neural system. All data are available on OSF.     

父亲抑郁对幼儿问题行为的影响:教养效能感和教养方式的中介作用

以310名幼儿父亲为研究对象,采用流行病调查中心抑郁量表、父母教养能力感量表的教养效能感分问卷、父母教养方式评价量表和Conners儿童行为问卷,考察父亲教养效能感和教养方式在父亲抑郁与幼儿问题行为间的中介作用。结果显示:(1)父亲抑郁、专制粗暴、情感联系和幼儿问题行为两两之间均显著正相关,父亲教养效能感、民主关怀、宽容理解两两之间均显著正相关,父亲教养效能感、民主关怀、宽容理解分别与父亲抑郁、专制粗暴、情感联系和幼儿问题行为两两之间显著负相关;(2)父亲抑郁对幼儿问题行为具有显著的正向预测作用;(3)父亲教养效能感和自身的民主关怀、专制粗暴、情感联系不仅分别在父亲抑郁与幼儿问题行为之间起部分中介作用,而且在父亲抑郁与幼儿问题行为之间起链式中介作用。     

Antecedents of fathers’ perception of child behavior at child age 12 months

This study investigates whether fathers’ adverse childhood experiences (ACE) and attachment style reported during pregnancy predict fathers’ perception of child behavior assessed 12 months postpartum, expressed by the Parenting Stress Index (PSI), Child Domain. Prospective fathers (N = 835) were recruited to “The Little in Norway (LiN) study” (Moe & Smith) at nine well-baby clinics in Norway, with data collection composed of five time points during pregnancy and two time points postpartum (6 and 12 months). The main analyses included linear regression, path-analysis modeling, and intraclass correlation based on mixed effects modeling. First, linear regression analyses showed that neither fathers’ ACE nor attachment style significantly predicted perceived child behavior postpartum directly. Furthermore, path analyses showed that ACE and less secure attachment style (especially avoidant attachment) measured early in pregnancy strongly predicted negatively perceived child behavior, mediated by fathers’ mental health symptoms during pregnancy and partner disharmony postpartum. Second, intraclass correlation analyses showed that fathers’ perceived child behavior showed substantial stability between 6 and 12 months postpartum. Family interventions beginning in pregnancy may be most beneficial given that fathers’ early experiences and perceptions of attachment in pregnancy were associated with later partner disharmony and stress.