The Construct Validity of Assertion: Contributions of Four Assessment Procedures and Norman's Personality Factors

ABSTRACT The construct validity of assertion was analyzed in three independent correlational studies The convergence of self-reported, laboratory roleplayed, self-observed, and peer-rated measures was examined, as well as their relationship to Norman's peer-rated five personality factors of extraversion, agreeableness, conscientiousness, emotional stability, and culture Twenty-three and 29 undergraduate students participated in Studies 1 and 2, respectively In general, results showed poor convergence among assertiveness measures even when increasing the representativeness and reliability of the role-played laboratory and self-observed measures, as in Study 2 In Study 3, the role-playing test was abandoned and 45 subjects served as peers for one another The results of Study 3 supported the prediction that assertiveness measures showed at least moderate convergence, in addition there were significant relationships between assertiveness and extraversion and between peer-rated assertiveness and agreeableness, conscientiousness, and culture The relative contribution of each assessment procedure to the construct validity of assertion is discussed     

Search behavior in various breeds of adult dogs (Canis familiaris): object permanence and olfactory cues.

Human analog tests of object permanence were administered to various breeds of adult dogs (Canis familiaris). Experiment 1 showed that the performance of terriers, sporting, and working dogs did not differ. Dogs succeeded in solving invisible displacement problems, but performance was lower than in visible displacement tests. Familiarity with the task had some influence because invisible displacement tests were more successful if they were preceded by visible displacement tests. In Experiment 2, odor cues from the target object and the hiding screens were available or were masked. Results confirmed that success was lower in invisible than in visible displacement tests and that these problems were solved on the basis of representation of visual information rather than on the basis of olfactory cues or of local rule learning. Dogs are compared with other species that display Stage 6 object permanence.     

STRATÉGIES COGNITIVES ET PROCESSUS D'AUTORÉGULATION CHEZ DES FAMILLES EN SITUATION DE RÉSOLUTION DE PROBLÈMES LOGIQUES*

The family is a fundamental learning environment for many basic skills such as the ability to solve everyday domestic problems. A lack of competence in this type of problem solving would expose the individual to more frustration and possibly create the conditions for greater aggression. Forty-two low SES families, each including an aggressive boy, were invited to the laboratory for a problem-solving session on two occasions, at an interval of two years. Subjects were asked to find four preset combinations of colours by systematic permutations of four colours using a computer. Three types of cognitive performance were examined: resolution strategies, autoregulation strategies and the success rate in finding the solution. Results showed that most of the families were consistent in their use of a non-systematic strategy. Although some improvement in planning is observed during the second testing, no other improvement in autoregulation strategies was observed. In general, families had a better rate of success in finding the solution in the second session. The low cognitive level of these families and its stability are discussed. Étant donné que la famille constitue un terrain privilégié d'apprentissage, l'aggressivité comportementale de certains enfants pourrait résider dans le peu d'opportunités offertes par leur famille d'apprendre à affronter les problèmes de la vie quotidienne d'une manière réfléchie. Quarante-deux familles de milieu socio-économique faible, dont un des enfants est à risque d'inadaptation sociale et dont les parents sont peu scolarisés, ont à résoudre un problème nécessitant l'intelligence logique et ce, à deux ans d'intervalle (T-1 et T-2). La tâche consite à résoudre un problème de permutations à quatre éléments et se présente sous la forme d'un jeu d'ordinateur. Le fonctionnement cognitif est examiné selon trois dimensions: les stratégies cognitivcs de résolution, les stratégies d'autorégulation exercées, sur la démarche cognitive et l'issue de la démarche cognitive. L'examen des stratégies cognitives révèle que la majorité des familles utilisent une approche non stratégique et que cette approche est maintenue aussi bien à l'intérieur d'une séance donnée que d'une séance à l'autre. Exception faite de l'amélioration relevée à la séance 2 quant au contrôle exercé par les familles sur le déroulement de leur démarche cognitive, aucun changement n'émerge sur les autres critères de l'autorégulation. Finalement, les familles obtiennent une meilleure performance à la deuxième séance. La discussion porte sur la relative stabilité du niveau de fonctionnement cognitif des familles ainsi que sur la pauvreté apparente de leur répertoire de schèmes.     

Prediction accuracy of text recall: Ease, effort and familiarity

Prediction accuracy of text recall was studied in two experiments. Text characteristics (i.e., consistency and distinctiveness) were manipulated in Experiment 1, and familiarity with the reading-task in Experiment 2. The results were also analyzed and discussed in terms of easy processing (Experiment 1), and in terms of increased and more active processing (Experiment 2). Text characteristics did not affect prediction accuracy. However, being familiar with the reading-task led to good and long-lasting prediction accuracy. Thus, subjects reading a school-book text, instructed to learn the contents of it demonstrated reliable memory awareness, both for immediate recall and for delay of one week. It was also suggested that increased processing demands and active reading enhances prediction accuracy.     

Teachers' and mothers' assessment of children's behaviors from kindergarten to grade two: Stability and change within and across informants

Consistency between teachers' and parents' ratings of 229 children's prosocial and problem behaviors was investigated from kindergarten through grade two. Intrarater stability was also analyzed. Results indicated moderate but decreasing interrater agreement from kindergarten to grade two for boys on externalizing behaviors. Interrater agreement for the same behavior dimension for girls was moderate and stable, whereas it was low on internalizing behavior problems and prosocial behaviors, for both genders throughout the 3-year period. Moreover, difference between teachers' and parents' ratings of externalizing behaviors increased from kindergarten to grade two. Decreasing level of agreement through time appeared to be related to a reduction of teacher-rated externalizing behaviors not paralleled by a reduction in parent ratings. Analyses were also performed at the item level of the externalization scale to identify which specific behaviors were responsible for the increasing divergence in interrater agreement from kindergarten through grade two. Alternative interpretations were considered in order to account for present and past results. Implications for screening and assessment purposes were discussed.This research was supported by grants from the Social Sciences and Humanities Research Council of Canada and from Québec's Health Research Fund (FRSQ). We wish to thank the authorities and directors of the schools from the Val d'Or School Board as well as the kindergarten, first and second grade teachers, children, and parents for their collaboration. We also thank Lyse Desmarais-Gervais, Daniel Corriveau, Jean Desrosiers and Hélène Boileau for their participation in the data collection or analysis.     

School Mobility and Students with Emotional Disturbance

We examined the school mobility of a cross-sectional sample of 70 secondary-age youth with emotional disturbance (ED). Data were collected through an archival review of school records. Students’ school mobility histories were examined in terms of the overall number of schools attended in the elementary school years, as well as the timing of the moves that were made. Findings indicate that sample students experienced high rates of school mobility with 66% having changed schools at least once by the end of 2nd grade and 89% having changed schools at least once by the end of 5th grade. Strategies for minimizing school mobility and the impact of high rates of school mobility are reviewed.     

Theoretical Medicine and Bioethics Index to Volume 20

Volume Contents

heoretical Medicine and Bioethics Index to Volume 20     

Living the high life: social status influences real estate decision making

Social status is associated with the vertical spatial dimension, with people conceptualizing higher social status with higher vertical positions. Two experiments tested whether this association influences relatively real‐world decisions about others by asking participants to act as real estate agents, aiding in the relocation of clients who explicitly or implicitly varied in social status. Across experiments, higher status clients were placed into higher elevation housing options. This influence of social status persisted when strategy‐aware participants were removed from analysis, and was not influenced by individual differences in social dominance or locus of control. Abstract concepts of social status are understood through associations with vertical space, and these mapping of abstract concepts to concrete percepts prove influential in guiding daily decisions.