bluuebunny/crossref_metadata_2025 huggingface dataset:
A COMPARISON OF READING COMPREHENSION PROCESSES IN POLISH AND ENGLISH*
Authors: Danks Joseph H. , Kurcz Ida
Published: September 2007

Two experiments in Polish replicated several conditions in English experiments on reading comprehension processes. In Polish syntactic information is represented primarily by morphology and in English primarily by word order. Lexical, syntactic + semantic, within‐syntactic class, between‐syntactic class, semantic, and factual information were violated in stories. Native speakers read the stories aloud and the protocols were scored for increases in production time around violations. The disruptions in oral reading caused by the syntactic violations were relatively larger and occurred earlier in Polish than in English. The semantic and factual violations produced broader disruptions in English than in Polish. Reading comprehension processes varied to meet the cognitive demands imposed by how the available information was represented. Polish readers adopted a focused strategy and English readers a more diffused strategy.
THE CROSS‐CULTURAL STUDY OF INTELLIGENCE: PIAGET AND THE BAOULÉ*
Authors: Dasen Pierre R.
Published: September 2007

There are two aspects of Piaget's theory that can be at least partly distinguished: (1) The stage theory, or the development of particular concepts through a series of hierarchical stages; (2) The metatheory, or the interactionist model of adaptation (assimilation and accommodation) that explains the mechanisms of cognitive development. Most cross‐cultural research has been based on the first of these aspects, using and adapting “Piagetian tasks ”in various conceptual areas. Some findings of this line of enquiry, and the methodological problems encountered, are briefly reviewed. It is argued that no specific task, nor a combination of them, can be taken to measure a general cognitive level; the tasks measure the attainment of particular concepts rather than “intelligence”. New evidence is presented on the reliability and validity of Piagetian tasks used in a cross‐cultural setting.

In the second model, intelligence is broadly defined as adaptation to the environment; in this conception it would be reasonable to expect divergent paths of cognitive development in different cultures. In other words, one might need a different Piagetian psychology in each culture, but based on universal deep mechanisms.

As a modest contribution to a more “emic ”study of intelligence, the concept of intelligence as defined by the Baoulé of Ivory Coast, n'glouèlě is presented and discussed. Ratings on n'glouèlě and its different components are related to performance on Piagetian tasks in a sample of 8‐ to 9‐year‐old rural Baoulé children. The thrust of the paper is to point out once more the cultural relativity of any conception of intelligence, be it from a Piagetian or any other perspective.
INTELLIGENCE, COGNITIVE STYLES, AND BRAIN LATERALIZATION
Authors: Vernon Philip E.
Published: September 2007

The concept of intelligence as a kind of mental power is criticized, since it is essentially static. Many authors wish to substitute the concept of processes or styles of thinking and learning, which might be developed by appropriate training. But there is no consensus as to which styles are of major importance in intellectual growth, and few of those suggested can be assessed objectively. They resemble the historical notion of types; and like types, they may be weak in internal consistency and generalizability. Some types which are defined by psychometric variables or factors are more promising.

Currently the contrast between left brain and right brain functions is over‐popularized. But it is associated both with verbal vs visuospatial abilities, and with analytic‐sequential vs holistic processing. The right brain has been credited with a wide range of other functions for which there is little evidence, e.g., intuition, creativity, meditational trance states, etc. Findings from studies of brain‐damaged or commissurotomized patients, and experiments with normal subjects, are outlined. The dichotomy is not the same as Das' simultaneous vs successive, Freud's primary vs secondary processes, Witkin's field independence, or Guilford's convergent vs divergent. Certain implications for education, for mental testing, and for cross‐cultural research are discussed.
TEACHERS' CONCEPTIONS OF STUDENTS' INTELLIGENCE AND INTELLIGENT FUNCTIONING: A CROSS‐SECTIONAL STUDY OF ELEMENTARY, SECONDARY AND TERTIARY LEVEL TEACHERS
Authors: Fry P.S.
Published: September 2007

The study investigated teachers' views and conceptions of intelligence and intelligent functioning by asking a large representative sample of teachers to rate behaviors and attributes of intelligent functioning children. The objective was (1) to assess which cognitive, social and verbal factors teachers rate as being most important in the intelligent functioning of children; and (2) to determine whether elementary, secondary and tertiary level teachers have prototypic views of the characteristics of “ideally intelligent functioning ”elementary, secondary and tertiary level students. In an extended phase of the study elementary, secondary and tertiary teachers were also asked to indicate their level of tolerance of selective negative traits and behaviors in “ideally intelligent ”students.

Consistent with predictions, the findings revealed that teachers have well‐developed implicit views of intelligence and intelligent functioning and they subscribe to several prototypic views of the “ideally intelligent functioning ”elementary, secondary and tertiary level students.

The implications of the findings are discussed in terms of the effects which teachers' implicit views of intelligence have on their assessment of children's functioning.
INTELLIGENCE: PAST AND FUTURE
Authors: Richardson K. , Bynner J.M.
Published: September 2007

In this paper it is argued that enquiry concerning intelligence in the 20th century has been dominated by a particular theory which we call the ‘strength’ model of intelligence. After briefly considering the history of the strength model we argue that this dominance has severely distorted the logic of research programmes in the area of intelligence, resulting in the crisis of professional uncertainty and public confidence which we currently find ourselves in. Various illustrations of this distortion of logic are considered in three areas of research, (i) the construction of intelligence tests; (ii) enquiry into the ‘structure’ of intelligence; (iii) nature‐nurture research. We go on to examine alternatives to the strength model, and then make a plea for a wider and deeper consideration of concept formation, and concept usage, as the basis of a ‘polyphenic’ cognitive system. Some of the implications of this consideration for the nature of future research programmes are also discussed.
EFFECTS OF ALIEN‐REINFORCEMENT AND ITS COMBINED TYPE ON LEARNING BEHAVIOR AND EFFICACY IN RELATION TO PERSONALITY*
Authors: Haruki Y. , Shigehisa T. , Nedate K. , Wajima M. , Ogawa R.
Published: September 2007

Effects of new types of reinforcement, alien type and alien combined with external type (double reinforcement), were examined in comparison with a conventional external one. One hundred and twenty children, 6th grade boys and girls, worked on learning discrimination tasks. Under alien reinforcement, upon correct responses of the child the experimenter received reinforcers from him‐(or her‐) self thus reinforcing the child responses. Under each condition, alien, external or double, children learned the tasks and their learning efficacy increased. Personality characteristics of children, in terms of extraversion and emotionality, differentiated effects of three reinforcement conditions on learning behavior and efficacy. The effect of alien reinforcement was influenced by the personality factors most, and that of double reinforcement least. In addition, personality factors influenced differently between alien and external conditions. Learning occurred differently under three different conditions of reinforcement, depending on the personality type of learners. Underlying mechanisms of alien reinforcement were different from, and its functions were independent of, those of external reinforcement. None of the effects of alien reinforcement on learning and motivation were contaminated by the intellectual faculties of learners.
PARADOXES EN MIROIR ET SIGNES
Authors: Jeddi Essedik , Harzallah Khalifa F.
Published: September 2007

The authors inquire to which degree the different levels of the bodily, psychological, and cultural alienation of mental patients reflect a psychologically and/or socially primary regression. By drawing on Arabo‐islamic science and philosophy, and their own clinical practice, as well as by integrating various psychoanalytic and psychiatric theories, and psycho‐physiological research, the authors develop a socio‐analytic theory and methodology. By applying their approach on a psychological, intra‐, inter‐, and meta‐cultural level the authors try to explain the psychic and socio‐cultural mechanisms and paradoxes which nowadays turn many individuals into strangers to their own culture, their own body and into strangers to their own filiation and its bodily mark.
THREE TYPES OF FAMILY STRUCTURE AND PSYCHOLOGICAL DIFFERENTIATION: A STUDY AMONG THE JAUNSAR‐BAWAR SOCIETY*
Authors: Sinha Durganand , Bharat Shalini
Published: September 2007

The study examines the influence of family structure and family experiences on psychological differentiation in children. Three types of families, viz., monogamous, polyandrous and polygynandrous were selected from the polyandrous society of Jaunsar‐Bawar in the Cis‐Himalayan region of India. 175 boys and girls of age groups 7‐9 and 13‐15 years, belonging to the three types of families, were administered the Story‐Pictorial EFT, Indo‐African EFT and BD tests. Family experiences of the child were assessed through ratings and interview. A 2×3×2 ANOVA performed on differentiation scores revealed significant age and sex effects. Family effect was not statistically significant. But the data suggested a strong trend in the expected direction. The findings have been discussed in terms of the characteristic family patterns of Jaunsar‐Bawar and acculturation factors.
THE FRIENDSHIP NETWORKS OF FOREIGN STUDENTS: A REPLICATION AND EXTENSION OF THE FUNCTIONAL MODEL*
Authors: Furnham Adrian , Alibhai Naznin
Published: September 2007

The aim of this study was to replicate and extend the study of Bochner et al. (1977) which presented a functional model for the development of overseas student friendship patterns. Whereas Bochner et al. (1977) used only 30 Far Eastern foreign students and 6 host nationals in his Hawaian study, this study used 140 foreign students from each continent. Subjects were asked to specify various aspects (including nationality) of their three best friends, and also their preferred companion for each of a range of everyday situations. The friendship network data revealed a strong preference for co‐national friends first, other nationals second and host nationals third, while the preferred companion data showed co‐nationals first, then host nationals and finally ‘other’ nationals. The results closely match the results of Bochner et al. (1977) and provide further evidence for the functional model.
ETHNICITY AND ETHNIC IDENTITY: A COMPARATIVE STUDY OF GREEK‐, ITALIAN‐, AND ANGLO‐AUSTRALIAN ADOLESCENTS
Authors: Rosenthal Doreen A. , Hrynevich Christine
Published: September 2007

The present study explores the nature of ethnic identity in a sample of Greek‐, Italian‐, and Anglo‐Australian adolescents. A questionnaire designed to elicit dimensions of ethnic identity was administered to 622 subjects in Years 9 and 11 of high school. For a sub‐sample of adolescents, an interview probed for perceived similarities and differences between ethnic groups. The multidimensional nature of ethnic identity was evident from both measures. Similar dimensions emerged for the two ethnic minority groups but perceptions of ethnicity differed. For Greek‐Australians, associated with recognition of their cultural separateness was a positive sense of valuing their ethnic origins. For Italian‐Australians, cultural separateness was associated with a positive attitude to assimilation.
A DIALECTICAL APPROACH TO INVESTIGATING ROLE CONFLICT, JOB SATISFACTION AND SITUATIONAL ANXIETY IN AN AFRICAN INDUSTRIAL CONTEXT
Authors: Coldwell David A.L.
Published: September 2007

A dialectical approach incorporating both nomothetic and idiographic perspectives is proposed as a possible solution to the problem of concept validation encountered in industrial psychological and industrial sociological investigations by providing them with a more complete criterion of validity. The use of the proposed method is illustrated in an empirical research investigation.
A CROSS‐CULTURAL PERSPECTIVE OF SELF‐RELATED CONCEPTIONS IN ADOLESCENCE*
Authors: Tzeng Oliver C.S. , Everett Aubrey V.
Published: September 2007

Adolescence has been described as a transitional phase of life often involving turbulence, stress and strain in five major problem areas. Osgood et al.'s (1975) Atlas of Affective Meaning provided three basic measures of Evaluation, Potency and Activity for some 620 concepts that are representative of human life experiences in 30 language/culture communities around the world. The ratings of 30 concepts from the Atlas that represent the five major problem areas of adolescence were analyzed with the Three‐Mode Multidimensional Scaling with Points‐of‐View Solution Technique (Tzeng and Landis 1978). The major results included the identification of cross‐cultural common concept factors, 12 ‘idealized’ cultural groups, and the factor structures of 12 ‘private’ configurations. The concept structures that emerged from this study accurately recovered the problem areas of adolescence cited in the literature and also revealed unexpected homogeneities and differences in the cultures involved. Implications for government, social planning and education were discussed.
LA PERCEPTION DES RELATIONS SPATIALES DANS LE DESSIN ET LE DEVELOPPEMENT DES OPERATIONS CONCRETES*
Authors: Colomb Etienne H.A. , Dasen Pierre R.
Published: September 2007

Pictorial perception entails complex cognitive skills. Piaget and Inhelder (1948) have shown that the understanding of spatial relations follows a path that leads from topological to Euclidean concepts. We hypothesize that there is a strong correlation between the performance on Piagetian spatial tasks and pictorial perception. The three‐dimensional reconstruction of drawings is a good measure of pictorial perception. The study shows that pictorial perception is correlated significantly (p < 1%) with the performance on Piagetian spatial tasks, and also, to a lesser degree, on tasks of elementary logic. The spontaneous understanding of the meaning of the pictures (in this case sanitary messages) is related to the understanding of spatial relations, while the relationship is less strong with the recall of the messages.
RELATIONS INTERPERSONNELLES: AMITIES ET RELATIONS AMOUREUSES ENTRE JEUNES
Authors: Werebe Maria José Garcia
Published: September 2007

Privileged interpersonal relationships, especially friendships and romantic involvements, constitute an original field of study and have aroused an increasing interest in recent years. It seemed important to see how different authors have studied the specificity of the relationships, the priority, the comings and goings on the intimate change from a friend to a romantic partner. Many theoretical propositions have tried to explain the process, the mechanisms and the causes of theses relationships. But most of them seem premature and/or are founded on inadequate descriptive data. Moreover, many authors show a certain laxity in defining the subject of their studies frequently confusing interactions and interpersonal relationships. This paper represents an attempt to revive the discussions about methods, paradigms and results of studies in this field.
TIME AS A FACTOR IN A SPATIAL TASK*
Authors: Dziurawiec S. , Deregowski J.B.
Published: September 2007

Subjects drawn from a variety of populations were required to build simple models of geometric figures, pictures of which they were shown. The time taken to build each model was measured and its correctness assessed. It was found that it was probably erroneous to disregard time on the grounds that in certain cultures time has a relatively low social value when assessing subjects' performance. The best index of performance, the results tentatively suggest, is probably the ratio of the total time used by a subject to the number of correct responses. This offers a superior measure of the perceptual difficulties than either of the primary measures taken on its own.
PSYCHOLOGY IN HONG KONG*
Authors: Ho David Y.F.
Published: September 2007

Western psychology has had only a brief history in Hong Kong. However, it has grown considerably in the last two decades and is now firmly established academically and professionally. Currently, the Hong Kong Psychological Society has about 200 members and affiliates. Postgraduate training in research and in professional (clinical and educational) psychology is offered on a limited scale. Academic psychologists are active in research and in international bodies. Among practitioners, clinical psychologists number about 60 and educational psychologists about 20 ‐ already among the largest in Asia. Two considerations are paramount in discussing future directions: to develop a psychology with indigenous roots, and to face the challenge of changing sociopolitical realities posed by the return of Hong Kong to China's sovereignty in 1997.
CROSS‐CULTURAL VARIATIONS IN RELATIONSHIP RULES
Authors: Argyle Michael , Henderson Monika , Bond Michael , Iizuka Yuichi , Contarello Alberta
Published: September 2007

A British study of the informal rules of 22 social relationships was replicated among Japanese, Hong Kong and Italian samples. Subjects were asked to rate the importance of 33 common and varying numbers of relationship‐specific rules to each of these relationships on a 9‐point bipolar scale. Multivariate analyses showed each culture has a structure of highly endorsed rules, although a number of cross‐cultural differences emerged in the nature of these rules, particularly those relating to intimacy. Certain cross‐cultural predictions were confirmed.
PERCEIVING CINEMATIC EPISODES: A CROSS‐CULTURAL REPERTORY GRID STUDY OF A NARRATIVE FILM SEGMENT*
Authors: Blowers Geoffrey H. , McCOY Mildred M.
Published: September 2007

Film theory has advanced concepts for explaining how it is possible for film viewers to understand what they are seeing. Many of these concepts strongly imply that the production of meaning of a film lies within the film itself ‐ the viewer's role being reduced to that of passive spectator. This study tests that assumption using a repertory grid analysis of constructs elicited from Australian and Hong Kong Chinese subjects as they interpreted a segment of a commercial film. The results showed that the Australian sample construed more emotionally than did the Hong Kong Chinese, who responded more at the level of the film's characterisation. They were also more specific in their construals while the Australians were more diffuse. Further analysis suggested that differences between the two groups were the result of judgments about different attributes of the film, rather than because of different patterns of construing. It was concluded that since there are major differences in the two groups' interpretations of the same film, in the field of film/spectator studies where semiotics and psychology come together, the repertory grid analysis is a useful research tool.
THE DEVELOPMENT OF SWAZI CHILDREN'S UNDERSTANDING OF DURATION: THE INFLUENCE OF SPEED AND DISTANCE
Authors: Bentley A.M.
Published: September 2007

The study examined the development of Swazi children's understanding of duration in linear movement problems. The observed sequence of development corresponded to that obtained in previous studies using both Piagetian and non‐Piagetian methods. The developmental lag noted in the acquisition of time concepts was attributed to task‐specific factors rather than specific cultural experiences.
DISCRIMINATION OF LATERALLY DISPLAYED HANDWRITING AND HANDWRITTEN WORDS*
Authors: Bruyer Raymond , Van Laethem Jacqueline
Published: September 2007

Four highly discriminable words each written in four highly discriminable natural kinds of handwriting were paired and laterally displayed for 180 msec. Thirty‐two normal females made same/different judgments for the words and for handwriting; there were 136 trials in each condition. Accuracy and manual reaction times of correct responses were recorded. The usual right‐field (left cerebral hemisphere) superiority was observed for word comparisons, but no clear asymmetry emerged for handwriting comparisons. An interference of the words in the comparisons of handwriting was observed mainly in the right field, and interference of the handwriting in the judgments on words occurred equally in both fields.
MALE AND FEMALE PERSONAL SPACE NEEDS AND ESCAPE REACTIONS UNDER INTRUSION: A TURKISH SAMPLE
Authors: Rüstemli Ahmet
Published: September 2007

Two experiments were conducted to determine the personal space needs of Turkish males and females, and their reactions to intruders of this space in same‐ and opposite‐sex pairings. In experiment 1, the seating distances were measured for 32 male and 32 female undergraduate students on a bench already occupied by another person of either the same or opposite sex in a bogus experiment on line judgements. In experiment 2, 60 male and 60 female library users were observed under three conditions; (a) intrusion, (b) no‐intrusion, and (c) control. The results of both studies indicated that female subjects used larger distances when paired with a person of the opposite sex, and got up to leave their seats more often and earlier in the condition of intrusion by a male than a female. In same‐sex pairings, males were found to use somewhat larger distances and react faster to intrusions than females, but the differences between the two sexes did not reach statistical significance.
CROSS‐LANGUAGE DIFFERENCES IN DICHOTIC LISTENING*
Authors: Nachshon Israel
Published: September 2007

Greater right ear advantage in dichotic listening to English‐spoken digits among English‐speakers than among Japanese‐ and Hebrew‐speakers (Hatta and Dimond 1981; Nachshon 1986) was attributed either to effects of linguistic properties of the respective native languages, or to the sequence of language acquisition. In order to evaluate the two alternative hypotheses, 112 English‐Hebrew and 140 Hebrew‐English bilinguals recalled a series of three‐digit dichotic sets. Differential ear advantages were expected on the basis of the two hypotheses. Data analysis showed, however, that while recall was better for digits spoken in the native than in the non‐native languages, no significant differences in right ear advantage between the two groups were found. Procedural effects might account for this result.
EVIDENCE FOR RELATIONAL‐CODING IN CONCEPT FORMATION, AND A NOTE ON THE EFFECTS OF FEEDBACK*
Authors: Richardson K.
Published: September 2007

The purpose of the present paper was to determine whether people encode relations among component features in experience, or whether they simply encode the occurrence of features separately as independent cues. This has become a major issue in theories of concept‐formation at the present time. It is suggested in this paper that two problems have particularly obstructed a clear resolution of the issue. The first is a consistent failure to check to what extent training materials actually contain relations among features, before results are declared in favour of a particular model. The second is the use, hitherto, of only informal methods of analysing such relations, where they exist, and of predicting from them the structure of the concept. This paper describes an expression for measuring the overall relations among feature‐variables in concept training materials. It also introduces a methodology, using log‐linear models, for predicting concept structures on the basis of those relations. An experiment combined these methods to assess whether subjects abstracted relations among features, or whether they abstracted independent cues. A subsidiary aim was to assess how feedback, based on independent‐cue information, during learning, affected the construction of the concept. The results came out strongly in favour of relational‐coding and there was some evidence that feedback based on independent‐cues retarded concept formation.
A CROSS‐CULTURAL STUDY OF PSYCHOLOGICAL DIFFERENTIATION
Authors: Alvi Sabir A. , Khan Sar B. , Vegeris Sandra L. , Ansari Z.A.
Published: September 2007

A cross‐cultural study of psychological differentiation of Canadian and Pakistani high school students was undertaken to examine the nature of psychological differentiation in relation to differences in age/grade, gender, and academic programs. The study involved 707 Canadian students from grades 6, 8, 10, and 12; and 349 Pakistani students from grades 8, 9, 10, and 12. The Group Embedded Figures Test was employed as a measure of the field‐dependence‐independence cognitive style. Analyses of data included two‐way and three‐way analyses of variance to determine the effects of grade, gender, and academic program upon GEFT scores. Differences in psychological differentiation between high school students in the two cultures were discussed in terms of Berry's eco‐cultural model.
BEHAVIORAL EFFECTS OF SELF‐SET GOALS FOR DIFFERENT TIME RANGES
Authors: Zaleski Zbigniew
Published: September 2007

The effects of self‐set goals on self‐reported goal‐directed activity in different time ranges were investigated. The relationship between goal specificity, future time perspective and goal‐directed activity were also examined. Subjects wrote down goals they had set for times ranges from 1 week to life span and then completed the Goal Questionnaire in reference to one goal, randomly selected by the experimenter. By means of factor analyses three goal‐properties scales, importance, expectancy, conflict, and three action scales, effort, persistence, and satisfaction were created. Analyses revealed that with increasing time range there is an increase in level of importance, effort, persistence, and satisfaction, and a decrease in conflict. Goal expectancy appeared relatively stable. More specific analyses revealed that high importance leads to higher effort and satisfaction but to lower persistence. All action indices were positively related to expectancy of success and subjectively expected goal value. Effort and satisfaction were negatively related to goal conflict. The predictability of action dimensions from the goal's properties (percent of accounted variance) generally decreased with time ranges. It was also found that a higher goal specificity and a longer future time perspective lead to greater persistence and satisfaction in the pursuit of more proximal goals.
POLITICAL IDENTITY AMONG SOUTH AFRICAN BLACKS IN AND NEAR A CONTEMPORARY HOMELAND
Authors: Edwards David J.A.
Published: September 2007

In a study of political and cultural identity among Black South Africans, subjects from three localities indicated the degree of importance to them of twelve identities which included African, South African, Black, Ciskeian, Xhosa, urban/rural. Analysis of variance and factor analysis were employed. Patterns of identity in each locality were interpreted in terms of local factors determining cultural and political aspirations. In Grahamstown Ciskeian identity was seen as incompatible with South African, and was firmly rejected. In Zwelitsha attitudes to Ciskeian identity were markedly polarised, but Ciskeian identity was not seen as an alternative to South African identity. In rural Ciskei, Ciskeian identity was highly valued and South African identity was regarded as less important. Certain cultural identities were apolitical in Grahamstown and Rural Ciskei and were highly valued. In Zwelitsha where they had become politicised they were valued markedly less.
‘BORN AGAIN’ JEWS IN ISRAEL: THE DYNAMICS OF AN IDENTITY CHANGE*
Authors: Beit‐Hallahmi Benjamin , Nevo Baruch
Published: September 2007

Fifty‐nine Israeli men who had switched to Orthodox Judaism and fifty‐nine Israeli men who remained secular were the experimental and control groups of this study. The two groups, matched for several personal background variables, were interviewed and then filled out a biographical inventory and two questionnaires. Thirty measures were extracted and the two groups were compared on them. Significant differences were found in 14 of the measures. Those who had turned Orthodox showed higher scores on the F scale, and less identification with their parents. They were also lower in self‐esteem and level of aspirations, and higher in their readiness to seek help. The findings are mostly consistent with results of research in other times and places, as reported by other authors.
TEST ANXIETY AND MOTOR PERFORMANCE: THE ROLE OF MUSCULAR AND ATTENTIONAL DEMANDS*
Authors: Calvo Manuel G. , Alamo Leopoldo
Published: September 2007

In experiment 1, the attentional demands of two fine (finger movements) and two gross (arm movements) motor tasks were empirically determined. In experiment 2, the effects of test condition (stress) and anxiety trait on motor performance were analyzed. A significant interactive effect appeared: the performance of high‐trait‐anxious subjects was impaired under evaluative conditions in fine and/or attentionally demanding tasks, but not in gross and attentionally simple tasks. As test conditions and anxiety trait have proved to arouse physiological alterations and aversive cognitive representations, the selective performance impairment found can be attributed to interferences on finger effectors or proprioceptors and to attentional overload, respectively.
DIRECTIONAL PREFERENCE IN PROBLEM SOLVING
Authors: Harsel Yoshimi , Wales Roger
Published: September 2007

The study investigated the influence of acquired directional scanning habits on two versions (horizontal versus vertical presentation of stimuli) of an inductive reasoning test by contrasting Japanese‐speaking and English‐speaking (Australian) groups. The developmental trend of that influence was also investigated. Subjects were Grades 1, 5 and 7 students in both groups. The results indicated that the Japanese sample scored higher on the vertical version of the experimental test, while the Australian group scored higher on the horizontal version when timed group testing was administered to the subjects. For the individually administered test without time limit, the most marked effect was with the Australian Grade 5 students who performed better on the horizontal version than on the vertical version.
PSYCHOLOGY AND HEALTH: CONTRIBUTIONS OF PSYCHOLOGY TO THE IMPROVEMENT OF HEALTH AND HEALTH CARE
Authors: Holtzman Wayne H. , Evans Richard I. , Kennedy Steve , Iscoe Ira
Published: September 2007

Psychology as both a science and a profession has been closely identified with other disciplines in the broad field of health since the turn of the century. Recent advances in health care have reinforced the growing belief that the promotion of health and the prevention and treatment of illness can be greatly enhanced by incorporating the scientific findings and modern technology of psychology into everyday practices. Outlining the contributions of psychology to health care throughout the world is the primary purpose of this report.

In this brief survey, only some of the most timely and relevant issues can be mentioned, together with examples of current work in the field. The reader interested in pursuing these psychological contributions more thoroughly is encouraged to review pertinent references from the citations at the end of this report. After an introductory overview, special attention is given to each of the major areas within the broad field of health care where psychological applications have been particularly useful.
SOME THOUGHTS ON THE RELEVANCE OF APPLIED PSYCHOLOGY IN AFRICA
Authors: Akin‐Ogundeji Oladele
Published: September 2007

The article focuses on the need to make applied psychology more relevant to the realities of Africa. The writer argues that because applied psychology tends to be centro‐cultural it has not made much impact in Africa. The writer observes, however, that the crucial factor is the tendency of many African psychologists to apply psychology in disregard of such mediating factors as values. The moderating influence of values on behaviour in applied settings is explored by citing some recent cases. The writer also identifies some underlying factors accounting for why theories and models relevant to African realities have not been developed by African psychologists. Four underlying issues crucial to the development of concepts and models relevant to Africa are outlined. Particular mention is also made of the need to properly market psychology in Africa.
THE STRUCTURE AND PROCESS OF INTELLECTUAL DEVELOPMENT*
Authors: Case Robbie
Published: September 2007

In the present article, a theory of intellectual development is summarized which attempts to integrate the general structural approach pioneered by Piaget, with the more recent ‘process’ oriented approaches proposed by information processing theorists on the one hand, and by Pascual‐Leone (in his M‐Operator theory) on the other. The resultant theory is one which proposes that children's control structures progress through four general stages in the course of their development, with three recursive substages being identifiable at each. Transition to a new stage of development occurs as a result of the hierarchical integration of two qualitatively distinct control structures, each one of which was assembled and consolidated towards the end of the previous stage. By contrast, progress within a stage occurs as a result of the step‐wise attention to, and non‐hierarchical integration of, an increasing number of similar elements, each one of which was assembled towards the beginning of the new stage. The variable that determines the maximum rate at which within‐stage progress can take place is the size of the child's working memory, which is seen as growing in response to both maturational and experiential variables. A similar process is seen as determining the timing of across‐stage transitions; however, this process is as yet less well articulated. Several different sorts of empirical evidence have been gathered so far, to support the overall structure of the theory. After this evidence is described and illustrated, the article concludes with a summary of the theory in postulate form.
NEO‐PIAGETIAN THEORIES AND EDUCATIONAL PRACTICE
Authors: Shayer Michael
Published: September 2007

Three studies are reported showing different aspects of relating Piagetian studies to intervention research concerned with accelerating the cognitive development of early adolescents. It is argued that inferring causation from results of intervention studies is problematical. The first study involved Feuerstein's model of Mediated Learning and Instrumental Enrichment; the second utilised training on formal operational schemata in the context of science education, and the third investigated the effect of training for field‐independence on Piagetian tests and on science learning. In each case effect‐sizes of the order of one standard deviation on Piagetian tests between experimental and control were shown to be achievable over a period of a year or more, and in two types of study it was shown that the effects were not transient. Nevertheless, two substantial issues were common to each study. The effects shown on Piagetian and other tests had not been shown to transfer to students' learning during the intervention, and the successful communication of an intervention model to practising teachers was found to be a major research issue.
SOCIAL CLASS PERCEPTION AND SOCIAL STATUS AMONG SWEDISH YOUTH
Authors: Ekehammar Bo , Sidanius Jim , Nilsson Ingrid
Published: September 2007

Social class perception (identification) was studied as a function of ‘objective’ status (socioeconomic level) and class (occupational class) using a sample of Swedish high school students. Confirming the two minor hypotheses, the results disclosed that class perception was affected by both the ‘objective’ class and status of the subject: the manual occupational class, and those with low socioeconomic status, had in general a higher proportion of working‐class identification than the nonmanual class, and those with low socioeconomic status, respectively. However, the major hypothesis, an interaction hypothesis stating that manuals are not affected by status in their class perceptions, was not confirmed. The results are discussed in the context of social psychological theory and earlier empirical research.
FUTURE ORIENTATION: A MEDIATOR IN TEMPORAL CODING
Authors: Agarwal Adesh , Tiwari Sushma
Published: September 2007

Influence of future orientation on temporal coding was investigated in two experimental studies. A three by two paradigm involving three conditions of list discrimination and two groups of subjects of high and low future orientation, was used. Story writing technique and list discrimination tasks were employed to assess future orientation and efficiency in using temporal codes, respectively. Results show that in experiment 1, when subjects had been forewarned about an impending memory test and hence there was a competition between these future demands and present demands of an orienting task, performance of high as compared to low future oriented subjects was better on list discrimination tasks; they utilized temporal codes more efficiently. This difference in performance between high and low future oriented groups of subjects was not evident in experiment 2 when there was no forewarning about an impending memory test. Temporal coding was better for different concept rather than same concept lists. It is argued that type of material, as well as perception of future utility of material, influence the amount of temporal coding for both groups of subjects, but dispositional future orientation also mediates the perception of the utility of a material in the future to affect its temporal coding.
THE BASES OF INVOLVEMENT IN WORK AND FAMILY CONTEXTS*
Authors: Kanungo Rabindra N. , Misra Sasi
Published: September 2007

This binational study explored the need importance patterns and involvement in work and family contexts. Results reveal that in the work context, growth needs are most important, followed by affiliative and subsistence needs. In the family context, affiliative needs are most important, followed by subsistence and growth needs. Involvement in work and family contexts was found to be influenced by the need satisfaction potential of the respective contexts. This explained the nature of relationship between work and family involvement. The cross‐national generalizability and usefulness of a motivational model for research on involvement in multilife‐spheres are discussed.
SITUATIONS SOCIALES À POTENTIEL CONFLICTUEL ET CARACTÉRISTIQUES SOCIO‐COGNITIVES D'ENFANTS AGRESSIFS ET REJETÉS*
Authors: Vitaro Frank , Bouchard Josée , Diotte Michel , McCaughry Doreen
Published: September 2007

Twenty aggressive and rejected children (boys and girls), twenty socially competent and popular children, and twenty children having average social skills ‐ all of which were first and second graders attending regular school ‐ participated in this study. All were presented on videotape with nine typical peer‐conflict situations. Each child was asked about the way that he/she felt, and the way that he/she would resolve each problem situation. In addition, each child had to specify what he/she thought to be the offender's intentions in each problem situation. Several points differentiated first grade from second grade subjects. However, aggressive, socially skilled and average subjects distinguished themselves on only a few items. Differences relating to subject's sex were also scarce. Data support the view that aggressive children know as well as other children how to appropriately resolve interpersonal conflict situations. However, they do not use this knowledge because of impulsivity control problems, an inability to correctly identify others' intentions or a lack of motivation.
DIFFERENCES BETWEEN MOTHERS AND FATHERS IN PREDICTION OF SON'S PERFORMANCE IN EASY THROUGH DIFFICULT EXAMS*
Authors: Singh Ramadhar , Mehta idula
Published: September 2007

Twenty‐four Indian couples predicted in confidentiality to the school principal, the performance, in very easy, ok, and very difficult exams, of several 12‐year‐old boys, presented as their only son. As hypothesized, pattern in the Motivation X Ability effect depended upon the experience of subjects with the task and the difficulty of the exams. Prediction by mothers conformed to the patterns of parallelism and linear fan; those by fathers conformed to the patterns of parallelism and convergence. The findings of the present research and those of past research lead to the conclusion that the egalitarian (i.e., pattern of parallelism), elitist (i.e., pattern of linear fan), and Horatio Alger (i.e., pattern of convergence) beliefs are present in Indian, as well as in North‐American adults, but that Indians manifest the elitist and Horatio Alger beliefs very selectively. The implications of these results for cross‐cultural research on cognitive processes and for the understanding of differences between mothers and fathers in the cognition of their son are discussed.
CONCEPTS OF INTELLIGENCE: A COMPARISON OF CHINESE GRADUATES FROM CHINESE AND ENGLISH SCHOOLS IN HONG KONG*
Authors: Chen May Jane , Chen Hsuan‐Chih
Published: September 2007

The present study investigated the concepts of intelligence of two groups of Hong Kong Chinese university students. They differed in the secondary schools from which they graduated, one followed the Chinese system and the other the English system. These two groups were otherwise similar in age, academic achievement, and racial background. Subjects were asked to rate items selected from four popular intelligence tests in terms of their relevance to measuring intelligence and perceived difficulty. The relevance ratings were taken as reflections of the group's concept of intelligence. Factor analysis revealed two major factors and several minor factors underlying the relevance ratings of the two groups. The major ones were Non‐verbal and Verbal reasoning skills, and the minor ones were Social, Numerical, and Retrieval skills. The Non‐verbal reasoning skill was rated equally relevant by the two groups of subjects and was considered as the most relevant skill to measuring intelligence. The Verbal reasoning and Social skills were next, followed by the Numerical skill with the Retrieval skill being the least relevant. The Chinese‐school group tended to rate the Verbal reasoning skill to be less relevant than did the English‐school group. These findings were attributed to the mental effort involved in solving each type of task and to the differences in school instruction.
THE STATE OF PSYCHOLOGY IN CATALONIA*
Authors: Muse Mark‐Dana , Mussons Glòria Frigola i , Salanova Mercè Perez i
Published: September 2007

The major features of comtemporary psychology in Catalonia, a principality of Spain, are described. Training, licensing, and employment are explored within the context of recent regional advancements in the discipline of psychology. These advances are viewed from an historical perspective in which recent progress in psychology in highlighted against a backdrop of political reforms emerging out of the new Spanish democratic constitution and the consignment of educational/professional development and oversight to the autonomous State Government of Catalonia.
UNDERSTANDING BEHAVIOR IN CONDITIONS OF ECONOMIC AND CULTURAL DEPENDENCY
Authors: Montero Maritza , Sloan Tod S.
Published: September 2007

The complex determinants of individual and group behaviour in ‘developing’ societies present social scientists with a most difficult problem. They must simultaneously employ concepts developed for the analysis of individual behavior and for the comprehension of social structures. With the aim of understanding dependency behavior and personal control in Third World societies, this article outlines a synthesis of principles of social learning theory with critical sociological concepts. The practical implications of this theoretical synthesis are briefly discussed.
COMPETENCES A COMMUNIQUER ET RELATIONS PRIVILEGIEES ENTRE ENFANTS: COMPARAISON ENTRE DEUX GROUPES D'AGE*
Authors: Werebe Maria José Garcia , Baudonniere Pierre Marie
Published: September 2007

The purpose of this study is to analyse the specificity of interactions between preschool friends, whose relationships are built on a voluntary and stable choice of a particular partner. The sample consisted of 18 unisexual triads of children aged 3 to 4 years (9 male and 9 female) from 5 Parisian kindergarten. These triads were compared with 18 others, composed of children aged 4 to 5 years (9 male and 9 female), from a previous study (Werebe et Boudonnière, in press). Each triad was composed of a dyad of friends plus a third familiar partner, all three classmates. The dyads of friends were selected on the basis of the following criteria: (1) a reciprocal and preferential search for one another; (2) a voluntary choice of the friend, without intervention from parents or teachers. The children were videotaped without their knowledge, without adult presence, in a familiar room of their school. The experimental setting was standardized in each of the 5 schools. The experimental paradigm was a variant of the one created by Nadel and Baudonnière (1980, 1982), with an important modification: the ten categories of matching objects were provided in double sets for the three children. Four indices were used for the data analysis: holding and appropriation of objects; offering of objects; competition to hold objects and verbalizations. The findings confirmed the principal hypothesis: that interactions between friends differ from those with the third partner, in both age groups, quantitatively (density of interactions) and qualitatively (reciprocal offerings and verbal communications). Furthermore, the findings revealed that the younger children had more difficulty than the older ones, to manage the triadic situation, especially in this situation with the constraint imposed by the presence of two sets of matching objects for three partners.
UNDERSTANDING COMPLEMENT CLAUSES BY EDUCABLE MENTALLY RETARDED AND NONRETARDED CHILDREN AND YOUNG ADULTS*
Authors: Natsopoulos D. , Xeromeritou A.
Published: September 2007

Two experiments are reported on understanding complement clauses embedded into four Greek matrix verbs, Ask (ask information), Promise, Request and Tell (give information), equivalent to English in syntactic and semantic constraints. Experiment 1 was conducted with educably mentally retarded (EMR) and nonretarded (NR) children matched on verbal mental age (MA), and the second with fifth and sixth graders and young high school adults. The results suggest that: (1) EMR and NR children are similar in performance, despite other differences, according to Guttman coefficients of reproducibility and scalability, (2) verbal MA and Digit Span cannot best predict EMR and young NR children's linguistic behavior, (3) the minimal distance principle (MDP) advocated by Chomsky (1969, 1972, 1982) fails to account for performance by either population sample on constructions conforming to the same syntactic and semantic constraints as in English, (4) the semantic role principle (SRP) approach (Lederberg and Maratsos 1981; Maratsos 1974) falls short of making consistent predictions of performance by EMR and NR children on constructions requiring the same semantic role allocation, (5) evidence from Experiment 2, despite differences, supports the results of Experiment 1, (6) the results on understanding complement clauses of the type tested are discussed within the framework of the SRP approach in general, but the emphasis is placed on interaction of semantic and pragmatic presuppositions.