Short-term memory for Chinese characters and radicals

Short-term memory for Chinese radicals and characters, varying in orthographic complexity, frequency, and—for radicals—intercharacter frequency (the number of compound characters that contain the radical), was studied using an immediate free-recall task. When radicals or characters are relatively frequent, so that their pronunciations are well known by literate Chinese, they seem to be maintained in verbal form in short-term memory. For these stimuli, intercharacter frequency and complexity have relatively small influences on memory span. Stimuli low in frequency, with pronunciations that are not apt to be known, seem to be maintained in visual form in short-term memory. Memory span is much smaller for these stimuli and is influenced by both intercharacter frequency and complexity. Furthermore, short-term memory for relatively high-frequency characters is interfered with more by a verbal than by a visual intervening task, whereas the opposite is true for low-frequency characters.     

Further explorations in empowerment theory: An empirical analysis of psychological empowerment

Developed empowerment theory and replicated previous research on citizen participation and perceived control. Few investigators have designed studies that specifically test empowerment theory. This research further extends a theoretical model of psychological empowerment that includes intrapersonal, interactional, and behavioral components, by studying a large randomly selected urban and suburban community sample and examining race differences. Results suggest that one underlying dimension that combines different measures of perceived control may be interpreted as the intrapersonal component of psychological empowerment, because it distinguishes groups defined by their level of participation in community organizations and activities (behavioral component). The association found between the intrapersonal and behavioral components is consistent with empowerment theory. Interaction effects between race groups and participation suggest that participation may be more strongly associated with the intrapersonal component of psychological empowerment for African Americans than for white individuals. Implications for empowerment theory and intervention design are discussed. The authors express appreciation to Steven Rosenstone who was the Principal Investigator for the Detroit Area Study from which the data for our study is based. We also thank Deborah A. Salem and the anonymous reviewers for their thoughtful comments on earlier drafts of this paper.     

The psychology of self-esteem: Promise or peril?

The psychology of self-esteem bypasses consequential issues of everyday behavior and moral responsibility in favor of pursuing a global goal of enhanced self-esteem on the assumption that happiness, success, and responsible behavior will automatically follow. The goal is vague and ways of achieving it are confused and conflicting. Greater attention to concrete tasks and challenges and sensitivity to moral issues could help make therapy more clear, effective, and socially useful.     

Difficulty and familiarity norms for 192 single-solution word fragments

Normative data are presented for the probability of successfully completing 192 single-solution word fragments. Normative data on the familiarity of college students with the solution words are also given, along with estimates of word frequency from existing norms. Regression analyses were performed in order to predict fragment completion difficulty from familiarity, frequency, and several structural characteristics of the fragments. Familiarity, whether or not first and/or last letters appeared in the fragment, and the ratio of letters to missing letters in the fragment were included in the regression equation as significant predictors of difficulty for this fragment set.     

Prosocial orientation and COVID-19 vaccine willingness in the U.S.

Despite evidence of the safety and effectiveness of COVID-19 vaccines and their wide availability, many in the U.S. are not vaccinated. Research demonstrates that prosocial orientations predict COVID-19 health behaviors (e.g., social distancing) and vaccination intentions, however, little work has examined COVID-19 vaccination willingness in the U.S. since vaccines were approved. Findings from two U.S. samples show that, in contrast to other COVID-19 health behaviors, vaccine willingness in unvaccinated people is unrelated to prosocial orientation. Study 2 demonstrates that the lack of association between vaccine willingness and prosocial orientation in unvaccinated participants was specific to those with stronger beliefs that COVID-19 vaccines are ineffective. Thus, in prosocial people, perceptions of vaccines' ineffectiveness may undermine COVID-19 vaccine willingness.     

The effect of pattern and texture gradient on slant and shape judgments

The experiment reported was designed to explore the relationship between gradient of texture and monocular slantshape perception. The effects of instructional set and order of slant and shape judgments were studied in interaction with four patterns differing in regularity of texture. Judgments of slant and shape were made by the same Ss for all patterns at 20°, 45°, 60°slant for slant judgments and 0°, 20°, 45°, 60° for width judgments. There were three instructional groups. Within each group one half of the Ss made slant judgments first, the other half shape judgments first. For all patterns, accurate perception of the slant of patterned material resulted in increased compensation in width judgments. Apparent width was found to be a function of pattern and also subject to instructional manipulation.     

Interrelationships among students' study activities,self-concept of academic ability,and achievement as a function of characteristics of high-school biology courses

This investigation focused on the interrelationships among students' study activities, students' self-concept of academic ability ratings, students' academic achievement, and instructional practices in 12 high school biology courses. Using a framework derived from a previous investigation, course features were classified into those that appear to (a) place demands on, (b) support, or (c) compensate for student engagement in particular study activities. Students' study activities, self-concept of academic ability ratings, and achievement were measured with experimenter-developed instruments. Results are reported for (a) characteristics of instruments and course features, (b) relationships between central factors of the investigation, and (c) multi-level relationships between course features and student variables. Results at the student level indicated that self-concept of academic ability and, to a lesser extent, students' study activities were positively associated with student achievement. Students' self-concept of academic ability ratings were also linked to students' engagement in generative, proactive study activities. At the course level the supportive practices of providing challenging homework assignments and extensive feedback on student coursework were associated with student engagement in effortful, generative, proactive study activities. The provision of extensive feedback was also associated with high student achievement. Multi-level relationships were analysed using hierarchical linear modelling (HLM) analyses. These analyses revealed, for example, that in courses in which little or no feedback is given on homework assignments, the relationship between achievement and student engagement in diligent effort management activities was enhanced. Other HLM analyses were conducted to examine the mediating role of course features on the relationship between students' self-concept of academic ability and their study activities and achievement. For example, the presence of challenging course demands was associated with an enhancement of the relationship between self-concept of academic ability and achievement whereas the presence of instructor provisions (supports and compensations) designed to reduce course demands was associated with a reduction in this relationship.