Effectiveness of social reinforcement following social and sensory deprivation.

Prior to the presentation of a simple operant task, 72 boys and girls of CA 5-7 were placed in 1 of 3 deprivation conditions: (a) social and sensory, (b) social, (c) nondeprivation. The conditions differed according to the presence or absence of E and the presence or absence of interesting visual stimulation (viewing a colored, abstract film). During the 7 minutes of the experimental task Ss were socially reinforced by supportive comments twice each minute after the 1st, base-line minute. In the analysis of changes in performance following the 1st minute, significant effects were found for (a) deprivation condition (C), (b) sex of S (S), (c) age of S (A), (d) minutes (M) X S X C, and (e) M X C X A. It was concluded that isolation has differential effects on performance as a function of age and sex of S, and that the effects of isolation were related more to the sensory components of the situation than to the social components. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social reinforcement with children as a function of CA, sex of E, and sex of S.

The interactive effect of sex on the performance of Ss at varying ages was investigated. The performance (in a game) of Ss at 3 age levels (3-4, 6-7, 9-10) was reviewed after exposure to male or female E. Sex of E had a statistically significant effect at the 3-4 level only, women being more effective in stimulating performance than men. From Psyc Abstracts 36:04:4FC47S. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive sex differences and mathematics and science achievement.

Comments on the original article "Sex Differences in Intrinsic Aptitude for Mathematics and Science?: A Critical Review," by E. S. Spelke (see record 2005-15840-001). Spelke considered "three claims that cognitive sex differences account for the differential representation of men and women in high-level careers in mathematics and science." The focus of this comment is on the claim regarding gender differences in mean levels of cognitive abilities. Spelke claimed (p. 954) that "most investigators of sex differences have concluded that males and females have equal cognitive ability, with somewhat different profiles." There are two major components to this comment. The first is mainly theoretical, and the second is both theoretical and empirical. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the pursuit of sound science for the betterment of the American Indian community: Reply to Beals et al. (2009).

The authors of this reply argue that ongoing criticism of existing theories, the development of alternative theories, and empirical theory tests offer the best chance for advancing American Indian research. The authors therefore note their appreciation for the comments of J. Beals et al. (see record 2009-02580-012). The authors nevertheless disagree with many of the specific claims of Beals et al., noting that in their original article (see record 2007-06095-002), (a) the characterization of the existing literature on reservation-dwelling American Indian drinking was accurate; (b) no argument made by Beals et al. undermines their theoretical contention that there is a relative lack of contingency between access to basic life reinforcers and sobriety on many reservations; (c) the theory was developed in a responsible manner, specifically by a reservation-tied American Indian, and was reviewed by a reservation leadership team, a cultural consultant, and reviewers for this journal, at least one of whom consulted leaders of other reservations; and (d) the theory was based on previous interdisciplinary theory development. The authors encourage the development and testing of new, alternative theories. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Confirming Klineberg's suspicion.

Klineberg's (see record 1964-00971-001) discussion of Negro-white differences in intelligence test performance prompts an overdue comment on the Tanser (see record 1942-03711-000) study which Klineberg questions. Tanser stated that Negroes in Kent County, Ontario, were on a level with whites in regard to every social and political advantage. He found Negroes' IQs, nevertheless, lower than whites'. Klineberg doubted that Kent County could be so exceptional. I am sure it is not. Noting that she is probably the only member of APA who was born and grew up in Kent County, the author describes Tanser's population as it was when she went to school with it in the twenties and thirties. The author notes that she cannot conceive of any social advantages which Negroes enjoyed in Kent County at the time of the Tanser study. They did have the political equality contained in the right to vote. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Race, evolution, and behaviour: A life history perspective.

Reviews the book, Race, evolution, and behaviour: A life history perspective (2nd special abridged edition) by J. Philippe Rushton (2000). In 1995, Philippe Rushton wrote Race, evolution and behavior, which summarized his ideas about race and racial differences. Rushton assumes that the major racial groupings of humankind represent a deep biological and evolutionary reality, and that there are important racial differences caused by evolutionary differences in reproductive strategies. Rushton claims that Blacks are less intelligent, more sexually precocious and promiscuous, less involved in parenting, and more likely to engage in criminal behaviour than "Mongoloids." "Caucasoids" fall between the two other groups in all those characteristics. The book caused considerable controversy. Rushton has defended abridgements of his book as simply providing briefer, more accessible editions of it. Most of the scientific claims made by Rushton, in either the 1995 book or its subsequent revisions, have been roundly criticized, but Rushton continues to present these same claims as if the criticisms did not exist. In many cases, Rushton's review of the evidence is highly selective. Although space precludes examining all of Rushton's claims about racial differences, Rushton hardly provides a balanced scientific account of the evidence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Wanted: More race realism, less moralistic fallacy.

Despite repeated claims to the contrary, there has been no narrowing of the 15- to 18-point average IQ difference between Blacks and Whites (1.1 standard deviations); the differences are as large today as they were when first measured nearly 100 years ago. They, and the concomitant difference in standard of living, level of education, and related phenomena, lie in factors that are largely heritable, not cultural. The IQ differences are attributable to differences in brain size more than to racism, stereotype threat, item selection on tests, and all the other suggestions given by the commentators. It is time to meet reality. It is time to stop committing the "moralistic fallacy" that good science must conform to approved outcomes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Individual differences in judging deception: Reply to O'Sullivan (2008) and Pigott and Wu (2008).

C. F. Bond and B. M. DePaulo (see record 2008-08177-001) reported a quantitative synthesis of individual differences in judging deception. Here, the authors respond to a pair of commentaries on this synthesis: a statistical critique by T. D. Pigott and M. J. Wu (see record 2008-08177-003)and a narrative reaction by M. O'Sullivan (see record 2008-08177-002). In response to suggestions made by Pigott and Wu, the authors conduct several alternative analyses of individual differences in judging deception. Without exception, these yield results similar to those that the authors reported earlier. In response to O'Sullivan's questions, the authors point to their meta-analyses of relevant moderator variables. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Unsubstantiated claims of false memory and essential responsibilities.

Comments on the assertion of K. S. Pope (see record 83-37387) that the confirmation that supposedly validates claims about the false memory syndrome, its antecedents, and its rampant magnitude needs to be made available and carefully examined. The author considers why there has been acceptance of unsubstantiated claims of false memory, and also points to essential responsibilities for psychologists whose clients have abuse memories. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Personality differences between adjusted and maladjusted college students.

A "maladjusted" group (100 college Ss) were compared to a sample of the university student body (206 Ss) and to the adjusted counseling group (100 Ss) using an adjective check list (Gough) on which each S described himself. The ACL results were compared with psychologists' judgments and showed considerable agreement. Sex differences were noted and related to a possible social desirability factor. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Sol Garfield, have you not heard about family psychotherapy?

Responds to S. Garfield's (see record 1981-33210-001) article appraising the progress and claims of psychotherapy over the last 40 yrs. It is argued that Garfield failed to mention the impact and existence of the psychotherapeutic modality of family therapy and that his focus on the progress and claims of psychotherapy is thus incomplete. Garfield's exclusion of family therapy is seen as characteristic of the current interface between individual psychology and family theory. It is argued that it is possible to integrate individual psychology with systems theory and associated therapies and that such an integration and progression to systems thinking is a logical and necessary step in the development of psychotherapy. (3 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The irony of cultural psychology research.

Responds to R. E. Erard's comments (see record 2009-13007-011) on the current authors' original article (see record 2008-12151-002) which reviewed a number of studies that identified cultural differences in the use and effect of different types of social support among Asians and Asian Americans and European Americans. Essentially, in his comment, Erard denied the validity of research examining cultural differences. The authors strongly believe that the issues concerning within-culture variation do not nullify the importance of conducting research on culturally based psychological and behavioral patterns. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of A World of Difference: Gender Roles in Perspective.

Reviews the book, A World of Difference: Gender Roles in Perspective by Esther R. Greenglass (1982). In A World of Difference, Esther Greenglass has given us an excellent social-psychological perspective on sex, gender, and sex-role differences. Greenglass clearly analyses current research on these topics with the perspective of the culture in which gender-based behaviour occurs. Equally important, however, is the discussion of the social and cultural context of the research itself. Aside from this important and useful discussion of the research in its social context, there is a very thorough review of contemporary issues relating to gender roles. This is a very readable book for students. The collection of pictures and cartoons depicting contemporary male and female roles illustrates the issues while showing their humorous side. Throughout the book, there are examples of Canadian data and Canadian research which will make the book particularly appealing to those who find that U.S. texts are too chauvinistic about the American experience. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex Differences in Intrinsic Aptitude for Mathematics and Science?: A Critical Review.

This article considers 3 claims that cognitive sex differences account for the differential representation of men and women in high-level careers in mathematics and science: (a) males are more focused on objects from the beginning of life and therefore are predisposed to better learning about mechanical systems; (b) males have a profile of spatial and numerical abilities producing greater aptitude for mathematics; and (c) males are more variable in their cognitive abilities and therefore predominate at the upper reaches of mathematical talent. Research on cognitive development in human infants, preschool children, and students at all levels fails to support these claims. Instead, it provides evidence that mathematical and scientific reasoning develop from a set of biologically based cognitive capacities that males and females share. These capacities lead men and women to develop equal talent for mathematics and science. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The uncertain mind: Individual differences in facing the unknown.

Reviews the book, The uncertain mind: Individual differences in facing the unknown by Richard M. Sorrentino and Christopher J. R. Roney (see record 2000-07377-000). The book under review is located within an important intellectual tradition in psychology, one that speaks to something about human nature. Sorrentino and Roney approach this topic through the study of individual differences in whether people seek out certainty or uncertainty in their lives. While some of us find meaning in terms of the familiar and predictable, others search for meaning in the novel uncertainties of life. This scholarly monograph describes a 15-year program of research, theoretically grounded in both earlier paradigms (e.g., Atkinson's motivational model) and contemporary social cognition. This monograph merits attention by researchers and students interested in social cognition, individual differences, and societal change. The writing is technical, and one would wish for chapter summaries. However, the book is clearly written, well-organized and at times thought-provoking; it is well worth the effort. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dismissing the past: Not unique to Gen-X. Comment on Strenger (2004).

This commentary critiques C. Strenger's (see record 2004-21113-001) "Nobrow: Identity Formation in a Fatherless Generation", an article suggesting that connection to the past has less psychic reality for Gen-Xers than for earlier sociological cohorts and offering a therapeutic approach for this group that claims greater sensitivity to current cultural upheaval. The clinical example is questioned as to its generalizability, and the technique presented is deemed neither innovative nor exemplary. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Science as careful questioning: Are claims of a false memory syndrome epidemic based on empirical evidence?

Responds to comments by J. L. Alpert, P. Freyd, S. T. Gold, M. Pendergrast, D. P. Poole et al, D. H. Gleaves and Jennifer J. Freyd, J. F. Kihlstrom, D. Spiegel, J. de Rivera, and K. W. Saakvitne et al (all published in 1997) regarding the author's (see record 83-37387) article questioning the empirical basis for claims of a false memory syndrome. The author reasserts that if psychology is a scientific discipline, then claims by false memory syndrome proponents should be subject to the same scrutiny and held to the same scientific standards as those that are routinely applied to other claims. Pope also responds to the individual concerns of each commentary. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Individual differences in social loafing: Need for cognition as a motivator in collective performance.

Numerous situational factors have been found to moderate the extent to which individuals engage in social loafing, but few studies have investigated the influence of individual differences on individual motivation within groups. The present study examined whether need for cognition, an individual's tendency to engage in and enjoy effortful cognitive endeavors, moderates social loafing effects. It was predicted that individuals with a high need for cognition would be less likely to loaf on a cognitively engaging task. Individuals with a low need for cognition performed significantly better in the coactive than in the collective condition, whereas individuals with a high need for cognition worked just as hard collectively as coactively. Results were interpreted within the collective effort model (S. J. Karau & K. D. Williams, 1993). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Theoretical claims necessitate basic research: Reply to Gawronski, Lebel, Peters, and Banse (2009) and Nosek and Greenwald (2009).

The authors of this reply article note that B. Gawronski, E. P. LeBel, K. R. Peters, and R. Banse (see record 2009-05290-002) (a) expressed agreement in their comment with the analysis put forward in the target article (J. De Houwer, S. Teige-Mocigemba, A. Spruyt, & A. Moors) (see record 2009-05290-001) and (b) pointed to a further implication for the way in which the implicitness of a measure should be examined. The current authors note that B. A. Nosek and A. G. Greenwald (see record 2009-05290-003), on the other hand, raised questions in their comment about the definition of the concept “implicit” in the target article, arguing for a fundamentally different approach to measurement that emphasizes not theoretical understanding but usefulness for predicting behavior. In this reply, the current authors respond to these comments and argue that when theoretical claims are made about measures, these claims should be backed up with appropriate evidence. In the absence of basic research, measures and their relation to behavior can only be described. (PsycINFO Database Record (c) 2010 APA, all rights reserved)