The relationship between personal authority in the family system and discovery of meaning in life

This study investigated the relationship between intergenerational family relationships and Frankl's concept of meaning in life. Intergenerational family relationships were measured by the Personal Authority in the Family System Questionnaire (PAFS-QE) by Bray, Williamson, and Malone. The meaning in life variables were measured by the Life Attitude Profile-Revised (LAP-R) by Reker. This quantitative study, using the BMDP Statistical Package (Dixon, 1990), correlated the scores on various subscales from both instruments, resulting in seven statistically significant relationships. The findings, although modest, suggest the existence of a relationship between these two theoretical areas.This article is based in part on the first author's doctoral dissertation at Texas Woman's University.A copy of the PAFS-Q may be obtained from: James H. Bray, PhD, 5510 Greenbriar, Houston, TX 77005. A copy of the LAP-R may be obtained from: Gary Reker, PhD, Trent University, Psychology Department, Peterborough, Ontario Canada K9J 7B8.     

Independence of uniphasic and biphasic audiogenic seizure progressions in mice

DBA/2J mice were monaurally or binaurally tested for susceptibility to sound-induced seizure. Two seconds following the beginning of running, one group of binaurally tested mice had acoustic stimulation interrupted for 15 s. These mice later seized when the stimulation was readministered. Their seizure progression closely resembled the behavior exhibited by noninterrupted binaurally stimulated mice and did not shift to the biphasic motor pattern of monaurally stimulated subjects. We conclude that the single burst of running of a binaurally tested mouse is qualitatively different from either of the two bursts of running exhibited by monaurally tested mice.     

EFFECTS OF WAIT-TIME AND INTERTRIAL INTERVAL DURATIONS ON LEARNING BY CHILDREN WITH MULTIPLE HANDICAPS

We investigated the influence of teacher wait-time and intertrial interval durations on the performance of 4 multiply handicapped students during instruction in 10 skills. Four experimental conditions were evaluated: long wait-time and long intertrial interval, long wait-time and short intertrial interval, short wait-time and long intertrial interval, and short wait-time and short intertrial interval. Instructors attempted to keep short intervals as close as possible to 1 s and long intervals as close as possible to 10 s for both variables. Results showed that student performance was superior under the long wait-time conditions irrespective of the length of the intertrial interval.     

Another look at sex stereotypes and social judgments: an analysis of the social perceiver's use of subjective probabilities

Locksley, Borgida, Brekke, and Hepburn (1980) assert that subjects fall prey to the base-rate fallacy when they make stereotype-related trait judgments. They found that subjects ignored their stereotypes when trait judgments were made in the presence of trait-related behavioral information. The present article reexamines those findings with respect to two issues: (a) the use of a normative criterion in comparison with subjects' judgments and (b) the level of analysis (group vs. individual) of subjects' judgments. We conducted a replication of the Locksley et al. (1980) Study 2, and the results were examined with respect to these two issues. We found no support for the base-rate fallacy. When a Bayesian normative criterion was constructed for each subject based on the subject's own stereotype judgments and was compared with assertiveness judgments made in the presence of individuating information, there was no evidence that subjects ignored or underused their stereotypes as the base-rate fallacy predicts.     

Parent and Teacher Ratings in the Assessment and Prediction of Antisocial and Delinquent Behaviors

ABSTRACT Subjects consisted of a sample of two cohorts of approximately 100 boys each whose behaviors were rated by their parents and teachers. Criterion variables included antisocial behavior, based on parent, child, teacher, and interviewer reports, and delinquency, based on parent and child reports in addition to cumulative arrest data taken from juvenile court records. The data suggest that mothers are focused on the daily, irritating behaviors of their sons. Teachers, on the other hand, appear to focus on a relatively small number of items (e.g., child physically attacks others, associates with deviant peers), and thereby provide ratings that are better predictors of delinquency and arrest. When the mothers' ratings were constrained to include only items that were salient for teachers, their predictive validity coefficients approached the magnitude of the teacher coefficients.