Perceptual speed in adulthood: Cross-sectional and longitudinal studies.

Cross-sectional data on age differences in perceptual speed are presented from the Seattle Longitudinal Study for the age range 22–91 years (N?=?1,620, first assessed in 1977; N?=?628, first assessed in 1984). In addition, 838 subjects were followed over the 7-year interval. Markers of perceptual speed were the Identical Pictures and Finding A's tests from the Educational Testing Service's Kit of Factor-Referenced Cognitive Tests. Significant age differences, age changes, and cohort differences were found at both observed variable and latent construct levels. Cross-lagged correlations examine the role of perceptual speed in predicting later performance on other abilities (Verbal Meaning, Inductive Reasoning, Spatial Orientation, Number, and Word Fluency). When perceptual speed is partialled out of scores for these abilities, aging effects are reduced markedly for all abilities, but least for Spatial Orientation and Inductive Reasoning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Psychology" or "the psychological studies"?

On both historical and principled grounds, the author has long argued that psychology cannot be a single or coherent discipline, whether conceived in scientific or sui generis terms. Instead, the desirability of renaming psychology as the psychological studies has been argued. The present article is a synoptic review of the basis for such a position and its entailments for the future. These are seen to be rather inviting ones for all competent persons engaged in psychological inquiry. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Separation-individuation and adjustment to college: A longitudinal study": Correction.

Reports an error in the original article by K. G. Rice (Journal of Counseling Psychology, 1992, Vol 39[2], 203–213). A corrected version of Table 7 is presented. (The following abstract of this article originally appeared in record 1992-25243-001.) Aimed to (1) chart late-adolescent individuation from freshman to junior year in college, (2) further examine previously reported sex differences in separation–individuation and college adjustment, and (3) assess the within-year and across-year association between individuation and adjustment. As part of an ongoing longitudinal project, 130 students completed measures of separation–individuation and college adjustment early in their freshman year (D. K. Lapsely et al, 1989). In the present follow-up study, 81 of those original Ss completed measures in their junior year. The results indicated significant increases in individuation from parents over time along most but not all dimensions of individuation for both men and women. Gender specific patterns of individuation/adjustment emerged in freshman and junior year. In general, independence from parents in freshman year did not predict junior year college adjustment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Psychosocial development and life experiences in adulthood: A 22-year sequential study": Correction.

Reports an error in the original article by K.-J. Van Manen and S. Krauss (Psychology and Aging, 1997 [Jun], Vol 12 [2], 239–246). Figures 4, 5, and 6 on pages 243 and 244 were inadvertently transposed with their captions. Corrected versions are presented. (The following abstract of this article appears in record 1997-06412-004.) In this study, a model was tested postulating reciprocal relationships between psychosocial development and life experiences in adulthood. A sequential design compared college alumni (n?=?99) who were age 20 in 1966, age 31 in 1977, and 42 in 1988 (Cohort 1) with college alumni (n?=?83), who were 20 in 1977 and 31 in 1988 (Cohort 2). Path analyses testing specific hypotheses provided partial support for the reciprocal model. For Cohort 1 men, lower socioeconomic levels at age 31 were associated with higher industry versus inferiority scores age age 42. For Cohort 1 women, higher identity scores at the age of 31 predicted full-time homemaker status by age 42. The findings from 20 to 31 years were more consistent for Cohort 2, with college psychosocial scores predictive of greater success and commitment in the areas of occupation and family life.… (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Managerial modes of influence and counterproductivity in organizations: A longitudinal business-unit-level investigation": Correction.

Reports an error in "Managerial modes of influence and counterproductivity in organizations: A longitudinal business-unit-level investigation" by James R. Detert, Linda K. Trevi?o, Ethan R. Burris and Meena Andiappan (Journal of Applied Psychology, 2007[Jul], Vol 92[4], 993-1005). Table 2 on p. 1000 contains errors that were not the fault of the authors. The correct version of the table is provided in this correction. (The following abstract of the original article appeared in record 2007-09571-008.) The authors studied the effect of 3 modes of managerial influence (managerial oversight, ethical leadership, and abusive supervision) on counterproductivity, which was conceptualized as a unit-level outcome that reflects the existence of a variety of intentional and unintentional harmful employee behaviors in the unit. Counterproductivity was represented by an objective measure of food loss in a longitudinal study of 265 restaurants. After prior food loss and alternative explanations (e.g., turnover, training, neighborhood income) were controlled for, results indicated that managerial oversight and abusive supervision significantly influenced counterproductivity in the following periods, whereas ethical leadership did not. Counterproductivity was also found to be negatively related to both restaurant profitability and customer satisfaction in the same period and to mediate indirect relationships between managerial influences and distal unit outcomes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cross-sectional and longitudinal relationships among age, cognition, and processing speed.

Cross-sectional and longitudinal age effects on cognitive function were examined in 302 older adults followed longitudinally. Processing speed was related to cognitive performance at cross-section, and change in speed predicted within-person longitudinal cognitive decline. Statistical control of processing speed greatly reduced cross-sectional age effects but did not attenuate longitudinal aging effects. This difference in processing speed's ability to account for cross-sectional and longitudinal age effects is discussed in the context of theories of cognitive aging and methodological and statistical issues pertaining to the cross-sectional and longitudinal study of cognitive aging. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Teachers’ stressors and strains: A longitudinal study of their relationships": Correction.

Reports an error in "Teachers’ stressors and strains: A longitudinal study of their relationships" by Arie Shirom, Amalya Oliver and Esther Stein (International Journal of Stress Management, 2009[Nov], Vol 16[4], 312-332). In the article, the two co-authors’ affiliations were incorrectly listed. The co-authors’ correct affiliations are as follows: Amalya Oliver, Hebrew University of Jerusalem and Esther Stein, Beit Berl Educational College. They appear correctly in this record. (The following abstract of the original article appeared in record 2009-21667-004.) The authors tested the hypothesized unidirectional or bidirectional effects of 5 types of teachers’ work-related stressors on each of the 4 types of psychological strain: somatic complaints, burnout, and intrinsic and extrinsic job dissatisfaction. The authors used structural regression analyses to analyze the responses of a representative sample of 404 high school teachers who had completed both our T1 (beginning of school year) and T2 (end of school year) questionnaires. The authors found support for the expected unidirectional effects of the T1 work-related stressors on the respondents’ T2 somatic complaints (with baseline somatic complaints controlled for), and also for the expected unidirectional effects of T1 intrinsic and extrinsic job dissatisfaction on the T2 values of the five types of stressors (with baseline stressors controlled for). Only partial support was found for the expected bidirectional relationships between the stressors and teachers’ burnout. The authors suggest that the directionality across time of the relationships between stressors and strains may depend on the intrinsic properties of the strain under consideration. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Anxiety disorders in adults": Correction.

Reports an error in "Review of Anxiety disorders in adults" by John Hunsley (Canadian Psychology/Psychologie Canadienne, 2002[Aug], Vol 43[3], 212-214). In this review, it was incorrectly reported that the series in which this title appears, Guidebooks in Clinical Psychology, is published by Guilford. In fact, the publisher is Oxford University Press. We apologize to the authors and publishers concerned for this error. (The following abstract of the original article appeared in record 2007-16946-001.) Reviews the book, Anxiety disorders in adults by Peter D. McLean and Sheila R. Woody (see record 2001-00540-000). This recent volume by McLean and Woody, part of Guilford's new series of guidebooks in clinical psychology, is the best example of this new generation of psychotherapy books. The authors have a wealth of experience in conducting clinical research and in supervising clinicians and graduate students in providing treatments in clinical trials. This book is a gem. The scientist-practitioner model is the cornerstone of clinical psychology training in Canada, and it was a real pleasure to read a work that so fully embodies the spirit of the scientist-practitioner model. McLean and Woody's book belongs on the shelf of everyone who trains students to work with anxiety-disordered clients or who provides direct services to this astonishingly underserved segment of the population. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Empathy and ego development": Correction.

Reports an error in the original article by A. F. Carlozzi et al (Journal of Counseling Psychology, 1983[Jan], Vol 30[1], 113-116). A sentence was omitted on page 115. The missing sentence is provided. (The following abstract of this article originally appeared in record 1983-10448-001.) Examined the relationship between empathy and ego development to determine whether, as J. Loevinger (1976) suggested, empathy is characteristic of higher levels of ego development. 51 undergraduates (dormitory advisors) completed the Affective Sensitivity Scale (a measure of empathy) and the Loevinger Sentence Completion Test (a measure of ego development). Analysis of test scores indicated that Ss at higher levels of ego development (I-3/4 and above) had significantly higher empathy scores than did those at lower ego levels. Findings have implications for the selection and training of individuals to serve in counseling or quasi-counseling roles. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comment on Simonton's "Cross-sectional time-series experiments: Some suggested statistical analyses."

Suggests that the equation on which multiple time-series analysis is based is applicable to more than experimental and control groups that are identical prior to intervention as D. K. Simonton indicated (see record 1978-00178-001). The present article suggests that the equation is also applicable to cases in which comparable though not identical groups are investigated and in which nonequivalent groups are analyzed. (1 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Modeling class inclusion strategies": Correction.

Reports an error in the original article by Hoben Thomas (Developmental Psychology, 1995[Mar], Vol 31[2], 170–279). On page 174, there were errors in Table 3; a corrected version of the table is provided. (The following abstract of this article originally appeared in PA, Vol 82:24623.) B. Hodkin (see record 1988-01105-001) proposed a model for estimating the proportions of 3 possible solution strategies used by children in their responses to class inclusion items: guessing, subclass comparison, and inclusion logic. The model considers guessing, which if not modeled would result in estimates of young children's class inclusion understanding that would be seriously inflated as she demonstrated. However, the model assumes children are consistent in their task strategy. Hodkin's data suggest this assumption is incorrect; moreover, changes in task strategies that occur with development are not revealed by her model. A more general model, of which Hodkin's model is a special case, reveals that the youngest children's responses display mixed response strategies. The results illustrate the need to consider richer models that allow for assessing model parameter estimates and their variances are provided for both models. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"The Memory Functioning Questionnaire for assessment of memory complaints in adulthood and old age": Correction to Gilewski et al.

Reports an error in "The Memory Functioning Questionnaire for assessment of memory complaints in adulthood and old age" by Michael J. Gilewski, Elizabeth M. Zelinski and K. Warner Schaie (Psychology and Aging, 1990[Dec], Vol 5[4], 482-490). In the aforementioned article, the author note at the beginning of the article should have contained the following statement: "The Memory Functioning Questionnaire (MFQ) items that appear in the appendix at the end of this article were published previously in 'Memory Functioning Questionnaire (MFQ)' by Michael J. Gilewski and Elizabeth M. Zelinski (Psychopharmacology Bulletin, 1988, Vol. 24, No. 4, pp. 665-670). The current article reflects the construction validation, scoring, and interpretation of the MFQ more accurately than does the article that appeared in Psychopharmacology Bulletin." (The following abstract of the original article appeared in record 1991-08788-001.) The results of psychometric analyses of the Metamemory Questionnaire (MQ) of E. M. Zelinski et al (1980), developed to evaluate perception of everyday memory functioning, are presented for a sample of 343 men and 435 women (aged 16-89 yrs). Exploratory factor analysis yielded 4 correlated factors (General Frequency of Forgetting, Retrospective Functioning, and Mnemonics Usage) that accounted for 36.7% of the variance in responses to the MQ. Factor structure was invariant across age groups (16-54 vs 55-89 yrs), 2 independent samples, and over 3 yrs. Because some of the original MQ scales did not load on the factors, only 64 of the original 92 items were retained for inclusion in the Memory Functioning Questionnaire (MFQ). Internal consistency of MFQ scores is high. The MFQ is therefore reliable for evaluating memory self-appraisals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Perceptions of past research": Correction.

Reports an error in the original article by D. Bruce and H. P. Bahrick (American Psychologist, 1992, Vol 47[2], 319–328). On page 326, Table 4 contained a typographical error. The corrected table is presented. The following abstract of this article originally appeared in record 1992-25028-001). Publication records were determined for 17 research topics in learning, memory, and perception. Topics varied in the initial and median years of publications, longevity, and size and shape of the distribution of publications. A total of 237 research scholars indicated their knowledge, perceptions, and evaluations of the issues. Familiarity with a problem depended on its age and when one was trained: Earlier PhDs were more familiar with older issues, and later PhDs with more recent issues. Topics perceived as the demonstration of a phenomenon were judged as less important, and those perceived as the investigation of a cognitive process as more important. Problems viewed as resolved were accorded more significance, and those abandoned because of paradigm shifts or intractability as less significance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Job experiences over time, multiple roles, and women's mental health: A longitudinal study": Correction.

Reports an error in the original article by R. C. Barnett et al (Journal of Personality and Social Psychology, 1992[Apr], Vol 62[4], 634–644). Figures 1 and 3 were transposed. The legends for the figures were in their correct places. (The following abstract of this article originally appeared in record 1992-29443-001). Are changes over time in the quality of a woman's job associated with changes in her psychological distress? Do family roles moderate these relationships? The authors addressed these questions using longitudinal data from a 2-yr 3-wave study of a stratified random sample of 403 employed women who varied in occupation, race, partnership, and parental status. After estimating individual rates of change for each woman on each of the predictors and the outcome, the authors modeled the relationships between family role occupancy and change in job-role quality on the one hand, and change in psychological distress on the other. Among single women and women without children, as job-role quality declined, levels of psychological distress increased. Among partnered women and women with children, change in job-role quality was unrelated to change in psychological distress. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Gender differences in interaction style and influence": Correction.

Reports an error in the original article by L. L. Carli (Journal of Personality and Social Psychology, 1989, [Apr] Vol 56[4], 565–576). On page 567, the 3rd sentence in the Procedure section should read, "Half of the subjects were paired with same-sex partners and half with opposite-sex partners, resulting in 16 female pairs, 16 male pairs, and 32 mixed-sex pairs.' On page 568, the equation at the bottom of the left-hand column should read as follows: (Mfs?–?Mms?–?Mfm?+?Mmm)/((2MSe?+ &2MS′e)(1/n))?. (The following abstract of this article originally appeared in record 1989-25837-001.) Observed 128 Ss in mixed- and same-sex dyads to examine effects of interaction on sex differences in influence. Ss discussed 2 topics on which they disagreed. During the 2nd discussion, 1 S in each pair was told to influence the other. Ss showed more agreement and positive social behavior when paired with a woman and more disagreement and task behavior when paired with a man. Although… (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Does motor programming necessitate response execution?": Correction.

Reports an error in the original article by A. Osman et al (Journal of Experimental Psychology: Human Perception and Performance, 1990, Vol 16[1], 183–298). In Table 3 on page 192, 2 responses for high-complexity sequences should read "1 Ri?+?3 Li or 1 Li?+?3 Ri.' (The following abstract of this article originally appeared in record 1990-13808-001.) The complexity of a movement is known to affect the time it takes to initiate the movement. This effect is thought to reflect changes in the duration of processes that operate on a motor program. This question addressed here is whether programming a movement compels the start of its overt execution. If it does, then the programming processes may be said to occur after the "point of no return.' We report results from an empirical procedure and a theoretical analysis designed to study processes before and after this point separately. According to our results, changes in the complexity of a movement affect only the prior set of processes. From this we argue that motor programming does not necessitate response execution and that the point of no return occurs very late in the information-processing system. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Choice processing in emotionally difficult decisions": Correction.

Reports an error in the article "Choice Processing in Emotionally Difficult Decisions' by Mary Frances Luce, James R. Bettman, and John W. Payne (Journal of Experimental Psychology: Learning, Memory, and Cognition, 1997, Vol. 23, No. 2, pp. 384–405; see record 1997-03378-007). In Table 7 on page 396, the high conflict/low trade-off difficulty mean for the PATTERN variable was printed as -0.13, but the actual mean is 0.13. A portion of the original abstract follows: Extends the standard effort-accuracy approach to explaining task influences on decision processing by arguing that coping goals will interact with effort-minimization goals for negatively emotion-laden decision tasks. These coping goals may involve both a desire to process in a thorough, accurate manner and a desire to avoid particularly distressing aspects of processing. The authors hypothesized and found in 3 experiments that decision processing under increasing negative emotion both becomes more extensive and proceeds more by focusing on one attribute at a time. In particular, increased negative emotion leads to more attribute-based processing at the beginning of the decision process. The results are inconsistent with views that negative emotion acts only as an incentive or only as a source of decision complexity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)