Dark adaptation of foveal cones during the cone-plateau period

Following substantial bleaching by "white" light, absolute threshold, relative spectral sensitivity and sensation of hue of monochromatic lights were measured at the central fovea during the cone-plateau period. The absolute-threshold level was found to increase and then decrease markedly, the relative spectral sensitivity remained invariant, while the sensation of hues of monochromatic lights from the long- and middle-wave regions of the spectrum changed toward hues of shorter wavelengths.     

Conflict resolution and social understanding in six to twelve year old boys

Three different aspects of children's social competency were studied, i.e. social methods, (via their suggested solution to given conflict situations), social understanding (via their explanations of the solution given) and role-taking capacity. 75 boys—ages 6, 8 and 12 years—were interviewed concerning different conflict situations, six of which involved a child/child interaction and six a child/adult interaction. A separate role-taking task was also used. Developmental differences in social methods were found only in situations involving adults, where older children to a greater extent chose altruistic methods for solving the conflict. As regards social understanding, developmental changes were found and correspond to results reported by previous researchers. Role-taking capacity was found to increase with age. Role-taking as measured here was not related to social understanding. Social method and social understanding were significantly related to each other in some of the situations, mainly in those involving only children. The results indicate that different norms prevail for solving conflicts with adults versus with peers, and that the role-taking aspect is but one of several involved in the development of social understanding.     

A systemic belief approach to epileptic seizures: A case of being spellbound

A systemic treatment approach, namely systemic belief therapy, has been found to be useful when dealing with families constraining beliefs when experiencing physical health problems. Two interventions which facilitate the altering of constraining beliefs are the externalization of physical symptoms and therapeutic letters. Epileptic seizures are examined in the context of the interaction between families and health care professionals. A case example is presented which highlights the use of this systemic approach to assist a young couple in challenging their beliefs about their ability to control and monitor epileptic seizures.     

Overt repetition as a means of controlling rehearsal

Abstract.— Three different ways of using the concept of rehearsal were discussed. Examples were presented showing confusions in the literature due to a failure to distinguish these three definitions. A free recall experiment was conducted with the purpose of investigating three problems relating to the concept of rehearsal: ( a ) an unclear relationship between overt and covert repetition, ( b ) whether overt repetition excluded other control processes, and (c) whether a shallow repetition produces a permanent memory trace or not. Using a pronounced time pressure it was demonstrated first that overt repetition facilitated recall performance of recency items and that recall of primacy items was facilitated by covert repetition. Secondly, it was shown that overt repetition did not exclude other types of encoding. Finally, a shallow maintaining repetition did not produce a permanent memory trace. The results are interpreted as supporting a level of processing point of view rather than a multistore approach.     

Young‐age gender differences in mathematics mediated by independent control or uncontrollability

We studied whether the origins of math anxiety can be related to a biologically supported framework of stress induction: (un)controllability perception, here indicated by self‐reported independent efforts in mathematics. Math anxiety was tested in 182 children (8‐ to 11‐year‐olds). Latent factor modeling was used to test hypotheses on plausible causal processes and mediations within competing models in quasi‐experimental contrasts. Uncontrollability perception in mathematics, or (in)dependence of efforts, best fit the data as an antecedent of math anxiety. In addition, the relationship of math anxiety with gender was fully mediated by adaptive perception of control (i.e. controllability). That is, young boys differ from girls in terms of their experience of control in mathematics learning. These differences influence math anxiety. Our findings are consistent with recent suggestions in clinical literature according to which uncontrollability makes women more susceptible to fear and anxiety disorders. A video abstract of this article can be viewed at http://www.youtube.com/watch?v=I4b_47Y-e_U     

An Examination of the Short Need for Cognition Scale

The 18-item short Need for Cognition Scale (NCS; Cacioppo, Petty, & Kao, 1984) was administered to 708 female and 510 male undergraduates. Consistent with the findings of Cacioppo et al., a principal components analysis indicated one dominant factor. The findings also suggest that the short NCS is relatively gender neutral in this homogeneous population.     

Relationships Between Need for Cognition,Knowledge, and Verbal Ability

The authors investigated the relationships between need for cognition. knowledge, and verbal ability. Participants completed scales that measured their need for cognition, verbal ability, and knowledge about people and events that occurred during the Vietnam War era. Correlational analyses showed that the participants' need for cognition scores were modestly but positively correlated with verbal ability and knowledge and that verbal ability and knowledge were also positively correlated. The correlation between need for cognition and knowledge was small but significant when verbal ability was controlled. The conclusion drawn from these results is that need for cognition contributes to the acquisition of knowledge beyond the contribution of verbal ability.     

Vollmer on Allport-some short comments

In an earlier issue of this journal, Fred Vollmer criticizes Allport's rejection of operational definitions (Vollmer, 1974), He states that it is useless to postulate an internal structure behind or within the observations made of personality. These observations constitute personality. Thus psychologists should only study the observed phenomena and operational definitions are important tools in this endeavour. In this reply we want to show that his views are confused and try to point out the roots of this confusion.     

Filtered Out,but Not by Skill: The Gender Gap in Pursing Mathematics at a High-Stakes Exam

Sex Roles - The present paper concerns the gender gap in pursuing mathematics at high stakes matriculation exams in Poland. Results of the optional Extended Exam in Mathematics (EEM) serve as the...