Cross-cultural universality of social-moral development: A critical review of Kohlbergian research.

[Correction Notice: An erratum for this article was reported in Vol 97(3) of Psychological Bulletin (see record 2008-10967-001). The subheadings in Table 5 are incorrect and should be reversed. The first subheading should read "Countries for Which Studies Did Not Report Significant Differences," and the second subheading should read "Countries for Which Studies Did Report Statistically Significant Differences."] Reviews 45 cross-cultural studies of moral reasoning published from 1969 to 1984 to evaluate the empirical support for the primary empirical assumptions underlying the claim of L. Kohlberg (1971) that there is a cross-cultural universality of moral development. The assumptions underlying the claim are identified as culturally diverse samplings, universal and moral questions, invariant stage sequence, full range of stages, and general applicability of the stages. Findings support the underlying assumptions and identify some major caveats regarding the range and general applicability of the stages across cultures. Biases in favor of complex urban societies and middle-class populations are evident in the studies. It is suggested that sociocultural systems should be expected to vary in modal stage of usage and should also be understood as fully equal. A key to this position is to distinguish between society and culture and to bring a developmental perspective to both. (3 p ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Applied Cross-cultural Psychology: Selected papers from the Second International Conference: International Association for Cross-cultural Psychology.

Reviews the book, Applied Cross-cultural Psychology: Selected papers from the Second International Conference: International Association for Cross-cultural Psychology edited by J. W. Berry adn W. J. Lonner (1975). This volume consists of a series of selected papers from the Second International Conference of the International Association for Cross-Cultural Psychology held at Queens University, Kingston, Ontario, during August 1974. The editors note that many of the conference presentations concerned applied social questions and the papers selected for the present volume were chosen to reflect and comment on applications of "social science in cultural areas where cross-cultural psychologists may be of some assistance." The book is divided into the following seven sections: Psychology and National Development, Psychology and Social Change, Cross-Cultural Orientation, Culture and Mental Health, Social Issues, Education Applications, and Comparative Approaches to the Study of Behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Behavioral Treatments for Nocturnal Enuresis in Children: A Review of the Literature": Erratum to Doleys.

Reports an error in the article, "Behavioral Treatments for Nocturnal Enuresis in Children: A Review of the Literature," by Daniel M. Doleys (Psychological Bulletin, 1977[Jan], Vol. 84[1], pp. 30-54). It was noted on page 38 that Schwartz, Colligan, and O'Connell (1972) reported a 46% failure rate in their use of the urine alarm. This percentage figure represents a misinterpretation of the figures in the original article. In fact, only 1 of the 14 patients who completed the treatment program failed to achieve the dryness criteria. (The following abstract of this article originally appeared in record 1977-13286-001.) Reviews recent literature on the use of behavioral treatments for functional nocturnal enuresis in children. The treatment procedures are divided into 3 categories: (a) those that used the standard urine alarm or bell-and-pad, (b) those that employed retention control training, and (c) those that modified existing stimulus or consequent events but that did not use the urine alarm or retention control training as the primary mode of treatment. The results are presented and evaluated under each of the 3 categories. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Development of the concept of truth-functional negation": Correction to Kim.

Reports an error in "Development of the concept of truth-functional negation" by Kyung Kim (Developmental Psychology, 1985[May], Vol 21[3], 462-472). In the article, several key words were omitted from the last sentence of the Method section on page 464, column 2, third paragraph. The corrected sentence is included in the erratum. (The following abstract of the original article appeared in record 1985-25108-001.) Studied the development of the concept of truth-functional negation in 2 experiments, using 36 English-speaking children (aged 3-6 yrs) and 10 Korean-speaking children (aged 4-5 yrs) as Ss. In Exp I, English-speaking Ss were given a sentence-variation task in which the following 4 sentence types were used to describe 36 pictures of common items: true affirmative, false affirmative, true negative (TN), and false negative. The results show that a majority of Ss under 5 yrs had difficulty with negative sentences, particularly TN sentences, indicating a lack of explicit understanding of truth-functional negation as defined in logic. In Exp II, a cross-linguistic replication of Exp I was attempted with Korean-speaking Ss. Despite some cross-linguistic differences in the negation system, the Korean-speaking Ss showed essentially the same pattern of results, suggesting that the development in question proceeds within the general limit set by the general cognitive development. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Situational and transsituational determinants of adolescent self-feelings": Correction to Savin-Williams and Demo.

Reports an error in "Situational and transituational determinants of adolescent self-feelings" by Ritch C. Savin-Williams and David H. Demo (Journal of Personality and Social Psychology, 1983[Apr], Vol 44[4], 824-833). In regards to the article, in a reanalysis of Savin-Williams and Demo's data, Schilling found that within-subject and between-subject effects in analysis of variance were not differentiated and that consequently several findings were in error. Details of the reanalysis and the corrected findings are included in the erratum. (The following abstract of the original article appeared in record 1983-32498-001.) Employing a new self-report technique (paging devices), this study assessed the self-feelings of 35 adolescents (mean age 13.3 yrs) in various naturalistic contexts. Regression analysis was used to assess the stability of self-feelings. Ss fell into 3 groups: stable, oscillating, and unpredictable (the largest). For the sample as a whole, self-feelings were not influenced by the immediate context, although specific settings, activities, and others present within the contexts elicited various levels of self-feelings. More crucial for predicting the self-feelings were such enduring characteristics as sex, social class, pubertal maturation, stability group, birth order, and number of siblings. The authors argue for a baseline conceptualization of adolescent self-conception from which fluctuations occur. (44 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The current status of measures of spirituality: A critical review of scale development.

Despite spirituality's growing popularity within psychology, measurement of the construct remains challenging. The difficulty largely arises from disagreement regarding the nature of spirituality per se and its relationship to religiousness. The present paper provides a critical review of scale development practices for 24 measures of spirituality including information pertaining to conceptualization, item generation and revision practices, format, sample characteristics, and psychometric properties. Findings raise theological and methodological concerns, which inform several recommendations for future development and validation of spirituality measures. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Collective induction: Social combination and sequential transition": Correction to Laughlin and Futoran.

Reports an error in "Collective induction: Social combination and sequential transition" by Patrick R. Laughlin and Gail C. Futoran (Journal of Personality and Social Psychology, 1985[Mar], Vol 48[3], 608-613). One sentence reads incorrectly on page 610. The correct sentence is provided in the erratum. (The following abstract of the original article appeared in record 1985-20078-001.) 240 undergraduates, as individuals and 4-person cooperative groups, attempted to induce a rule that partitioned a deck of standard playing cards into exemplars and nonexemplars. A trial consisted of (a) individual member hypotheses, (b) group hypothesis (omitted in individual conditions), (c) choice of any of the cards, and (d) feedback on the exemplar or nonexemplar status of the card. Ss were instructed to select cards to confirm or disconfirm the current hypothesis, or received no such instructions. Groups had significantly more correct final hypotheses, plausible final hypotheses, and overall plausible hypotheses than individuals. Performance was better for both individuals and groups under control instructions than either instructions to select cards to confirm or disconfirm hypotheses. Social combination analyses and sequential transition analyses indicated that the groups were remarkably able to recognize and adopt the correct hypothesis if and only if it was proposed by at least 1 group member on some trial. Thus, the superiority of collective induction over individual induction was due to superior hypothesis evaluation by groups rather than to superior hypothesis formation by groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Perceived parental social support and academic achievement: An attachment perspective": Correction to Cutrona et al.

Reports an error in "Perceived parental social support and academic achievement: An attachment theory perspective" by Carolyn E. Cutrona, Valerie Cole, Nicholas Colangelo, Susan G. Assouline and Daniel W. Russell (Journal of Personality and Social Psychology, 1994[Feb], Vol 66[2], 369-378). This article, which appeared in the Personality and Individual Differences section, was accepted for publication by Guest Editor Irwin Sarason. We wish to thank Professor Sarason for his help and to apologize for our oversight in not acknowledging this contribution. (The following abstract of the original article appeared in record 1994-31441-001.) Tested the extent to which parental social support predicted college GPA among undergraduates. A sample of 418 undergraduates completed the Social Provisions Scale--Parent Form (C. E. Cutrona; see record 1990-01422-001) and measures of family conflict and achievement orientation. American College Testing (ACT) Assessment Program college entrance exam scores (American College Testing Program, 1986) and GPA were obtained from the university registrar. Parental social support, especially reassurance of worth, predicted college GPA when controlling for academic aptitude (ACT scores), family achievement orientation, and family conflict. Support from parents, but not from friends or romantic partners, significantly predicted GPA. Results are interpreted in the context of adult attachment theory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Self-administration of alcohol before and after a public speaking challenge by individuals with social phobia": Correction to Abrams et al. (2002).

Reports an error in "Self-administration of alcohol before and after a public speaking challenge by individuals with social phobia." by Kenneth Abrams, Matt G. Kushner, Krista Lisdahl Medina and Amanda Voight (Psychology of Addictive Behaviors, 2002[Jun], Vol 16[2], 121-128). On page 121, in the abstract, the penultimate sentence incorrectly reads, “As predicted, participants consumed more alcohol following the anxiety challenge than following the control task; however, the opposite pattern was evidenced for drinking following the 2 activities.” The sentence should read as follows: “As predicted, participants consumed more alcohol following the anxiety challenge than following the control task; however, the opposite pattern was evidenced for drinking preceding the 2 activities.” (The following abstract of the original article appeared in record 2002-01321-005.) K. Abrams, M. Kushner, K. Medina, and A. Voight (2001) showed that alcohol attenuates social anxiety symptoms in socially phobic individuals. This article examines whether social anxiety symptoms can lead to increased alcohol use in this same population. Forty-four individuals with social phobia attended 2 laboratory sessions, spaced 1 week apart, in groups of approximately 10. Participants underwent a social anxiety challenge during 1 session and a control task during the other. Half of the sample self-administered alcohol immediately before, and half immediately after, these 2 activities. As predicted, participants consumed more alcohol following the anxiety challenge than following the control task; however, the opposite pattern was evidenced for drinking following the 2 activities. These findings add to an understanding of why social phobia and alcohol problems tend to co-occur. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Finding "Meaning" in Psychology: A Lay Theories Approach to Self-Regulation, Social Perception, and Social Development.

Much of psychology focuses on universal principles of thought and action. Although an extremely productive pursuit, this approach, by describing only the "average person," risks describing no one in particular. This article discusses an alternate approach that complements interests in universal principles with analyses of the unique psychological meaning that individuals find in their experiences and interactions. Rooted in research on social cognition, this approach examines how people's lay theories about the stability or malleability of human attributes alter the meaning they give to basic psychological processes such as self-regulation and social perception. Following a review of research on this lay theories perspective in the field of social psychology, the implications of analyzing psychological meaning for other fields such as developmental, cultural, and personality psychology are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"The spacing effect: A case study in the failure to apply the results of psychological research": Comment.

F. N. Dempster's (see record 1989-03118-001) recommendation that distributed practice be implemented in the classroom fails to consider such impediments as costs and effects on educators' quality of work life. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ethnic identity among Chinese Canadian youth: A review of the Canadian literature.

The process of identity development for Chinese youth growing up in a multicultural Canadian context is complex. These youth, who represent one of the largest groups of immigrants and ethnic minorities in the country, must negotiate Chinese and Canadian cultures during a developmental period marked by significant identity exploration. The authors review qualitative and quantitative investigations of the multiple components of ethnic identity, as well as quantitative studies of the relations between Chinese and Canadian identities, the acculturative and familial factors that may promote a strong sense of ethnic identity, and the psychological correlates of ethnic identity. Overall, the ethnic identity of Chinese youth residing in Canada appears strong. In comparison, greater variability is evident in the extent and ease in which Chinese youth integrated a Canadian identity. The reviewed literature supports a bidimensional conceptualization of acculturation, emphasises the important role that parents play in the formation of their children’s ethnic identity, and highlights the potential psychological advantages of strong feelings of ethnic identity. Implications of the findings for future research, policy, and practise are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Temporal measures of vocalization: Some methodological considerations": Correction to Swingle.

Reports an error in "Temporal measures of vocalization: Some methodological considerations" by Paul G. Swingle (Journal of Personality and Social Psychology, 1984[Dec], Vol 47[6], 1263-1280). The copyright notice was inadvertently omitted. The notice that should have appeared on the first page of this article is provided in the erratum. (The following abstract of the original article appeared in record 1985-11098-001.) Five studies--with 164 university students, 56 military personnel, and 4 elderly persons--examined methodological issues associated with temporal measures of vocalization. The simple measures of phonation, silence, and interrupt and measures of silence relative to phonation were found to be sensitive to task and emotional factors and were stable across experience. A procedure for analyzing interviews is presented, and potential applications of the temporal measures are discussed. (46 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Inability to predict cardiovascular disease from hostility scores or MMPI items related to Type A behavior": Correction to Leon et al.

Reports an error in "Inability to predict cardiovascular disease from hostility scores or MMPI items related to Type A behavior" by Gloria R. Leon, Stephen E. Finn, David Murray and John M. Bailey (Journal of Consulting and Clinical Psychology, 1988[Aug], Vol 56[4], 597-600). In the aforementioned article, the mean Ho scores are incorrect. For Group 1, M = 16.0 (SD = 7.3); Group 2, M = 15.3 (SD = 6.7); Group 3, M = 15.2 (SD = 7.2). Page 600, paragraph 2 is no longer relevant. All other analyses and all conclusions are correct as reported. (The following abstract of the original article appeared in record 1989-05707-001.) Medical and psychological data collected for 30 years on a group of 280 men (mean age in 1947=45 years) were evaluated to identify the personality characteristics and attitudes that might be predictive of the later development of coronary heart disease (CHD). Minnesota Multiphasic Personality Inventory (MMPI) Hostility scores did not predict CHD in this population. A 35-item scale derived from MMPI items judged to reflect the Type A construct and from other personality scales did not predict the later incidence of myocardial infarctions or other evidence of CHD. It is therefore possible that personality factors may not be strong predictors of CHD in particular samples. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Cancer-related fatigue: A systematic and meta-analytic review of non-pharmacological therapies for cancer patients": Correction to Kangas, Bovbjerg, and Montgomery (2008).

Reports an error in "Cancer-related fatigue: A systematic and meta-analytic review of non-pharmacological therapies for cancer patients" by Maria Kangas, Dana H. Bovbjerg and Guy H. Montgomery (Psychological Bulletin, 2008[Sep], Vol 134[5], 700-741). The URL to the Supplemental Materials for the article is listed incorrectly in two places in the text. The incorrect listings appear on p. 704 (in the last two lines of the third paragraph) and on p. 705 (in the third and fourth lines of the first paragraph in the second column). The correct URL for the Supplemental Materials is http://dx.doi.org/10.1037/a0012825.supp, which is provided on the first page of the article beneath the abstract. (The following abstract of the original article appeared in record 2008-11487-005.) Cancer-related fatigue (CRF) is a significant clinical problem for more than 10 million adults diagnosed with cancer each year worldwide. No "gold standard" treatment presently exists for CRF. To provide a guide for future research to improve the treatment of CRF, the authors conducted the most comprehensive combined systematic and meta-analytic review of the literature to date on non-pharmacological (psychosocial and exercise) interventions to ameliorate CRF and associated symptoms (vigor/vitality) in adults with cancer, based on 119 randomized controlled trials (RCTs) and non-RCT studies. Meta-analyses conducted on 57 RCTs indicated that exercise and psychological interventions provided reductions in CRF, with no significant differences between these 2 major types of interventions considered as a whole. Specifically, multimodal exercise and walking programs, restorative approaches, supportive-expressive, and cognitive-behavioral psychosocial interventions show promising potential for ameliorating CRF. The results also suggest that vigor and vitality are distinct phenomena from CRF with regard to responsiveness to intervention. With improved methodological approaches, further research in this area may soon provide clinicians with effective strategies for reducing CRF and enhancing the lives of millions of cancer patients and survivors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Understanding concerns about interventions to promote forgiveness: A review of the literature.

A new area in psychotherapy practice and research has arisen addressing therapeutic interventions to explicitly promote forgiveness. There is wide variation in the response to this new area including enthusiastic acceptance, wary openness, and vigorous opposition. Unfortunately, these reactions are not often based on a thorough understanding of the empirical literature and result in concerns about using forgiveness interventions in therapy that may or may not be warranted. The authors identify these potential concerns, framing them as concerns about the impact on clients, concerns related to therapist skill or knowledge, and concerns about the effect on the therapy process. The authors address these concerns with a review of the relevant research on forgiveness in therapy. Based on this review, the authors conclude that some skepticism of the new "forgiveness interventions" is warranted, although serious consideration needs to be given to these interventions at appropriate times. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Use of analogy in learning scientific concepts": Correction to Donnelly and McDaniel.

Reports an error in "Use of analogy in learning scientific concepts" by Carol M. Donnelly and Mark A. McDaniel (Journal of Experimental Psychology: Learning, Memory, and Cognition, 1993[Jul], Vol 19[4], 975-987). The captions for Figures 1 and 2 on pp. 979 and 980, respectively, were transposed. The figures and the correct captions are included in the erratum. (The following abstract of the original article appeared in record 1993-44140-001.) Four experiments compared learning of scientific concepts as expressed in either traditional literal form or through an analogy. Comprehension of basic-level details and inferential implications was measured through multiple-choice testing. In Exp 1, literal or analogical renditions were presented in textual form only. In Exp 2, text was accompanied by a dynamic video. In Exp 3, the video and text literal rendition was compared with a text-only analogical rendition. In Exp 4, Ss read only about a familiar domain. Ss consistently answered basic-level questions most accurately when concepts were expressed literally, but answered inferential questions most accurately when concepts were expressed analogically. Analysis of individual differences (Exp 2) indicated that this interaction strongly characterized the conceptual learning of science novices. The results are discussed within the framework of schema induction. [A correction to this article appears in Journal of Experimental Psychology: Learning, Memory, and Cognition, 1993, Vol 19(5), 1093. The captions for Figures 1 and 2 are corrected.] (PsycINFO Database Record (c) 2010 APA, all rights reserved)