FACTOR ANALYSES OF AN INVENTORY OF BEHAVIOR IN SOCIAL SITUATION

Two samples of 178 boys and 238 girls answered a questionnaire dealing with nervous behavior in social situations. Factor analyses gave five factors in the study of boys and four in the study of girls. Rotation to a common structure showed at most four common congruent factors, which are interpreted and discussed.     

SYNTHESIS OF FACTOR ANALYSES: III Interbattery methods of synthesis of factor analyses

W erdelin , I. Synthesis of factor analyses. III. Interbattery methods of synthesis of factor analyses. Scand. J. Psyehol ., 1962, 3 , 196–204.—Methods of performing several factor analyses on a common sample, so that we arrive at invariant structures, are discussed. A method of rotating a factorial solution to a structure given by a previous study, and a method of checking whether two studies performed on the same sample are congruent, are given.     

PRECOGNITIVE PERCEPTION OF FACIAL PHOTOGRAPHS

Precognitive perception of photographic portraits was studied with the meta-contrast technique. The portraits were presented for successively increasing exposure times immediately before another stimulus with a constant, relatively long exposure time. The faces were masked, and their effect had therefore to be recorded in the form of impressions of modifications in the stimulus object appearing later. The effect was most evident at the beginning and end of the exposure series     

Teacher’s use of praise,clarity of school rules and classroom climate: comparing classroom compositions in terms of disruptive students

Clarity of school rules and teachers’ use of praise are strategies suggested to facilitate a positive classroom climate. Studies indicate difficulties for teachers to use such approaches in classrooms with higher levels of disruption. To study (1) if student-rated clarity of school rules, use of praise, and classroom climate differ between students in classes with lower numbers of disruptive students versus classes with higher numbers, (2) if clarity of school rules and teacher’s use of praise are longitudinally associated with classroom climate, (3) if the possible longitudinal association differs between groups, classes (n = 109) in school grades 5–7 were divided into two groups, based on head teacher ratings of disruptive students in class. Baseline and 12-month follow-up responses collected within a Swedish trial were used to perform multiple regression analysis, to compare groups and to investigate possible longitudinal associations. Students in classes with less disruption rated all variables more positively. Classroom climate deteriorated over time in both groups, even if the low disruption group perceived their climate as more positive at follow up. Clarity of school rules did not substantially contribute to classroom climate longitudinally, whereas teacher’s use of praise to some extent did. The difference in longitudinal associations between groups was marginal, hence our hypothesis on weaker associations in the high disruption group could not be confirmed. Clarity of school rules is not longitudinally associated with classroom climate, but teachers may positively influence the learning environment by giving praise, regardless of level of disruption.     

Test of the cross-cultural generalizability of a model of sexual harassment

Sexual harassment research has been primarily limited to examination of the phenomena in U.S. organizations; attempts to explore the generalizability of constructs and theoretical models across cultures are rare. This study examined (a) the measurement equivalence of survey scales in U.S. and Turkish samples using mean and covariance structure analysis and (b) the generalizability of the L. F. Fitzgerald, F. Drasgow, C. L. Hulin, M. J. Gelfand, and V. J. Magley (1997) model of sexual harassment to the Turkish context using structural equations modeling. Analyses used questionnaire data from 336 Turkish women and 455 women from the United States. The results indicate that, in general, the survey scales demonstrate measurement equivalence and the pattern of relationships in the Fitzgerald et al. model generalizes to the Turkish culture. These results support the usefulness of the model for explaining sexual harassment experiences in a variety of organizational and cultural contexts.     

Studying individual aging in an interindividual context: typical paths of age-related, dementia-related, and mortality-related cognitive development in old age

This study has 2 objectives: (a) to explore typical paths of cognitive development associated with aging, terminal decline, and dementia and (b) to promote and illustrate an individual-oriented approach to the study of cognitive aging based on longitudinal panel data from a population-based sample (N = 500; age range-sub(T1)= 60-80, where T refers to time) tested at 3 occasions 5 years apart. Results document interindividual differences in multivariate patterns of change. Although cognitive changes generally covary, the present study indicates that subgroups of individuals develop along different paths characterized by selective changes in subsets of cognitive functions. Typical progression of dementia followed a developmental cascade from low declarative memory, via low functioning across all observed cognitive measures, to dementia diagnosis, and finally, death.     

Adjustment, social skills, and self-esteem in college students with symptoms of ADHD

Many studies of ADHD have shown that the problems associated with the disorder continue into adolescence and beyond for 10% to 60% of patients. The present study assesses several aspects of college adjustment, social skills, and self-esteem in a nonreferred sample of college students meeting criteria for a Diagnostic and Statistical Manual of Mental Disorders (4th ed.) diagnosis of ADHD. Twenty-one undergraduate students with symptoms of ADHD are compared to 20 students without significant ADHD symptoms, who match the ADHD students on age, gender, and grade point average. Students with ADHD symptoms show decreased functioning in several areas of college adjustment as well as lower levels of self-reported social skills and self-esteem. The results also suggest that the relation between ADHD and college adjustment is partially mediated by self-reported levels of self-esteem.     

Primate social cognition and the origins of language

Are the cognitive mechanisms underlying language unique, or can similar mechanisms be found in other domains? Recent field experiments demonstrate that baboons' knowledge of their companions' social relationships is based on discrete-valued traits (identity, rank, kinship) that are combined to create a representation of social relations that is hierarchically structured, open-ended, rule-governed, and independent of sensory modality. The mechanisms underlying language might have evolved from the social knowledge of our pre-linguistic primate ancestors.