Age, executive function and social decision making: A dorsolateral prefrontal theory of cognitive aging.

Current neuropsychological models propose that some age-related cognitive changes are due to frontal-lobe deterioration. However, these models have not considered the possible subdivision of the frontal lobes into the dorsolateral and ventromedial regions. This study assessed the age effects on 3 tasks of executive function and working memory, tasks dependent on dorsolateral prefrontal dysfunction; and 3 tasks of emotion and social decision making, tasks dependent on ventromedial prefrontal dysfunction. Age-related differences in performance were found on all tasks dependent on dorsolateral prefrontal dysfunction. In contrast, age-related differences were not found on the majority of the tasks dependent on ventromedial prefrontal dysfunction. The results support a specific dorsolateral prefrontal theory of cognitive changes with age, rather than a global decline in frontal-lobe function. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An application of psychological scaling methods to content analysis: The use of empirically derived criterion weights to improve intercoder reliability.

A method is described in which a psychological scaling technique is applied to the analysis of the contents of written messages in order to provide a more precise metric for such measurement. The attribute to be measured was the extent to which each message communicated an attempt on the part of the writer to control the group's decision or procedures. 2 scales were developed, a logical scale comprised of 9 categories, and an empirical scale based on the application of Thurstone's successive interval technique to a set of written messages. The empirical scale was found to have a higher reliability than the logical scale with untrained coders. Possible reasons for the superiority of the empirical scale were discussed, and suggestions made concerning its use in future research. (16 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interparental conflict, children's social cognitions, and child aggression: A test of a mediational model.

Although correlations between interparental conflict and child maladjustment are well-established, the processes connecting these 2 phenomena are less understood. The present study tested whether an aggressogenic cognitive style mediates the relationship between interparental conflict and child aggression. A multiethnic sample of 115 families with a child between the ages of 7 and 13 years participated. Questionnaires were used to assess parents' and children's perceptions of interparental conflict, children's social problem-solving strategies and beliefs about aggression, and parent and teacher reports of child aggression. Support was found for the mediating effect of aggressogenic cognitions on children's school aggression but not on children's aggression at home. Implications for understanding the associations among interparental conflict, children's social cognitions, and child aggression in different environmental contexts are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Perceived social support among college students: Three studies of the psychometric characteristics and counseling uses of the Social Support Inventory": Correction to Brown, Brady, Lent, Wolfert, and Hall.

Reports an error in "Perceived social support among college students: Three studies of the psychometric characteristics and counseling uses of the Social Support Inventory" by Steven D. Brown, Theresa Brady, Robert W. Lent, Jenny Wolfert and Sheila Hall (Journal of Counseling Psychology, 1987[Jul], Vol 34[3], 337-354). In Table 5, the reliable change (RC) values for Clients 1-7 on the UCLA Loneliness Scale and the College Student Satisfaction Scale were incorrect. The corrected values are presented in the erratum. In addition, a note should be added to Table 5 that reads: "Posttreatment scores used in the calculation of RC are means obtained from the sum of posttreatment and follow-up scores." (The following abstract of the original article appeared in record 1987-32914-001.) Perceived social support has been shown to relate to psychological distress and well-being. However, measurement of the construct has been limited by a failure to embed perceived support in a body of psychological theory that would suggest how perceived support is produced and modified. In three studies we assessed the psychometric characteristics and counseling uses of a theory-derived measure of perceived social support, the Social Support Inventory (SSI). Results of the first study indicated that the SSI possessed excellent internal consistency reliability and concurrent validity, and it performed in theoretically predicted ways in a series of construct validity analyses. Results of the second study suggested that the SSI may not be influenced by mood state or demand characteristics. The third study concerned a counseling intervention developed from the SSI's theoretical base. Reported outcomes are from the first 7 consecutive college student clients exposed to the intervention for difficulties in their social transition to college. We also describe the person-environment fit theory from which the SSI was derived and discuss future conceptual and research needs on the theory, instrument, and intervention. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Influence of social cognitive and ethnic variables on academic goals of underrepresented students in science and engineering: A multiple-groups analysis.

In this study we investigated the academic interests and goals of 223 African American, Latino/a, Southeast Asian, and Native American undergraduate students in 2 groups: biological science (BIO) and engineering (ENG) majors. Using social cognitive career theory (Lent, Brown, & Hackett, 1994), we examined the relationships of social cognitive variables (math/science academic self-efficacy, math/science outcome expectations)—as well as the influence of ethnic variables (ethnic identity, other-group orientation) and perceptions of campus climate—to students’ math/science interests and goal commitment to earn a BIO/ENG degree. Path analysis revealed that the hypothesized model provided good overall fit to the data, revealing significant relationships between outcome expectations and interests and between outcome expectations and goals. Paths from academic self-efficacy to BIO/ENG goals and from interests to BIO/ENG goals varied for students in engineering and the biological sciences. For both groups, other-group orientation was positively related to self-efficacy, and support was found for an efficacy-mediated relationship between perceived campus climate and goals. Theoretical and practical implications of the study’s findings are considered as well as future research directions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A final reply to Grove and Barden: The relevance of the Rorschach Comprehensive System for expert testimony.

In reply to Grove et al. (2002), the authors attempt to limit their focus on the question of admissibility of the Rorschach Comprehensive System for expert testimony under the guidelines of the U.S. Supreme Court Daubert/Kumho/Joiner decisions. The article refutes the argument that a "raging controversy" exists as evidence that the Rorschach is not accepted in the field of psychology. The authors again argue that Grove et al. have misconstrued the intent of Daubert/Kumho and misidentify nonclinician academics as the appropriate evaluators of the admissibility of the Rorschach. The authors add to their previous argument (2002) that the Rorschach has sufficient reliability, validity, and error rates to be admissible under Daubert and conclude by countering the Grove et al. argument that the Journal of Personality Assessment is not an adequate forum for peer review of the Rorschach. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of contextual supports and barriers in the choice of math/science educational options: A test of social cognitive hypotheses.

Social cognitive career theory proposes that contextual supports and barriers play key roles in the career choice process, yet little research has examined hypotheses involving these variables. Participants (111 college students) completed measures of math/science-related course self-efficacy, coping efficacy, outcome expectations, interests, goals, and perceived contextual supports and barriers. Findings indicate that self-efficacy and outcome expectations were jointly predictive of interests and choice intentions. Support and barrier percepts produced only weak direct relations to choice, though barrier percepts were found to moderate interest-choice relations. A model portraying barriers and supports as linked to choice indirectly (via their impact on self-efficacy) produced better fit to the data than did a model specifying barriers and supports as directly linked to choice. Implications for future research and counseling are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)