On the relationship between Gf/Gc theory and Jensen's Level I/Level II theory.

Gave 201 14–16 yr old urban Australian students in 6 Catholic high schools a battery of 27 ability tests strategically chosen to provide composite measures of 12 primary mental abilities selected to indicate 2nd-order abilities known as fluid intelligence (Gf), crystallized intelligence (Gc), and short-term acquisition retrieval (SAR). Factor analysis of the 12 primaries provided evidence of the Gf, Gc, and SAR dimensions. The SAR dimension is similar to a Level I form of intelligence (LI) and the Gf and/or Gc factors relate to a Level II intelligence (LII) in a theory sponsored by A. R. Jensen (1973, 1974). Analyses of social class differences in respect to SAR (LI) in contrast to Gf and Gc (LII) did not provide convincing evidence in support of a hypothesis that the social classes differ primarily in respect to LII (Gf and Gc) rather than in respect to LI (SAR). (50 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Level I/Level II: Factors or categories?

An explanation is sought for the striking apparent failure of the interactions of intelligence and memory factors with socioeconomic status, predicted by A. R. Jensen's (see record 1974-24027-001) Level I/Level II theory, in a study by L. Stankov et al (see record 1981-02648-001). It is suggested that Level I ability may not be a higher-order factor, like Spearman's g or Level II, but rather a category of narrower abilities involving rote learning and primary memory, with little transformation between input and output. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

More Comments about Publishing.

Comments on the article by L. J. Bischof (see record 2005-07824-002) concerning the institution of a system of placing abstracts of unpublished papers in this journal. The writer would like to express his wholehearted endorsement of this proposal, and to suggest additional reasons for its serious consideration by the Publications Board. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Some Comments about Publishing.

The author presents some comments regarding American Psychological Association publications (cf. Amer. Psychologist, 1952, 7, 554, and Amer. Psychologist, 1953, 8, 235-242). These comments grew out of much thought about the matter and also the author's experiences at the Cleveland meeting. Many psychological journals emerged from a noble purpose of affording a profession the opportunity to exchange its growing knowledge. Psychologists communicate with psychologists. This is indeed a valuable endeavor. Sober reflection about the content and volume of psychological journals, however, indicates that the above objective has become abused. The author lists reasons from which this abuse grows from. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comments on Paivio's imagery theory.

Discusses the differences between A. Paivio's (see record 1976-01839-001) imagery theory and a model of simultaneous and successive processing proposed by J. P. Das et al (see record 1975-08765-001). The latter model, which emphasizes the primacy of cognitive processes as opposed to task materials or instructions, is viewed as more sound. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On productive and unproductive: Comments about productivity.

Replies to comments on the measurement of research productivity in psychology by G. S. Howard et al (see record 1988-09385-001) by A. J. Nederhof, W. M. Cox and J. P. Blount, R. F. Strahan, and J. L. Matson et al (see PA, Vol 76:27440, 27400, 27463, and 27435) concerning generalizability of productivity estimates, treatment of data from medical schools, correlation metrics, and sampling techniques, respectively. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hull's theory of learning as a philosophical system: I. An outline of the theory.

Presents a general account of the development of C. L. Hull's theory of learning. It is argued that the mature and apparently scientific theory to be found in Principles of Behavior (1943) represents the culmination of more than a decade of philosophical speculation. Nevertheless, it is also argued that the underlying structure of the mature theory remains a philosophical one derived from 2 principles—associationism and negative hedonism (the definition of pleasure as the absence of pain). (French abstract) (34 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The impact of true partnership between a university Level I trauma center and a community Level II trauma center on patient transfer practices

OBJECTIVE: To examine the effect of a clinical and administrative partnership with an academic urban Level I trauma center on the patient transfer practices at a suburban/rural Level II center. METHODS: Data for 2 years before affiliation (PRE) abstracted from inpatient charts and the trauma registry were compared with that for 2 years after (POST). The following data were collected: number of, reason for, and destination and demographics of transfers. Chi(2) test and t test analyses were used; p < 0.05 defined significance; data are mean +/- SEM. RESULTS: Transfer rate increased from 4% PRE to 6.9% (p = 0.001) POST with no significant difference in age, Glasgow Coma Scale score, Injury Severity Score, or Revised Trauma Score. Repatriation occurred in 12.8% POST (none PRE). The current Level I facility accepted 1.8% of all transfers PRE and 36.4% POST (p = 0.0001). PRE/POST rates by reason are as follows: pediatric, 14.6%/9.0% (p = 0.04); intensive care unit, 0.4%/1.7% (p = 0.13); complex orthopedic, 100%/0% (p = 0.005); vascular, 50%/0% (p = 0.008); spinal cord injury, 100%/100%; and ophthalmologic, 0%/100% (p = 0.005). CONCLUSIONS: In this experience of Level I/II partnership (1) transfer patterns were altered, (2) select patient cohort transfers decreased (pediatric, complex orthopedic, vascular), whereas others increased (aortic work-up), and (3) repatriation rates were low.     

An opponent-process theory of motivation: II. Cigarette addiction.

Presents 6 examples of affective, hedonic, or motivational phenomena based on behavioral, experimental, and observational studies. The behavioral, EKG, and emotional responses of dogs in Pavlov harnesses receiving shocks, parachutists, opiate addicts, and lovers show changes over time. During the 1st few stimulations, when the input is present (State A), the organism expresses one reaction (e.g., terror or pleasure); when the input is gone, the organism expresses a different reaction (State B-e.g., caution or loneliness) which more or less slowly dissipates to the base-line state. After repeated stimulations, the reaction during input (State A') is substantially reduced (e.g., tenseness and contentment) while that after input (State B') increases (e.g, joy and grief). An opponent-process control for affect model is proposed to explain these findings. A CNS feedback loop is postulated which serves to oppose stimulus-aroused, affective states. The application of this model to addiction, particularly nicotine, research is discussed. The failure of smoking control programs is explained in terms of the model. It is suggested that no quick cure for addiction will be found until both opponent processes can be simultaneously suppressed (e.g., through drugs). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A test of a theory of anxiety about body integrity: Part 2.

Kolhberg (1966) suggested that uncertainty about body integrity was more plausibly explained by cognitive factors than by the psychoanalytic theory of castration anxiety. This hypothesis leads to the prediction that children who understand the concept of anatomical constancy would show less anxiety in relation to threats to the body's integrity than children who have not yet attained the concept. The results of this study are not consistent with Kolhberg's cognitive developmental prediction. Additionally, the results of this study also reveal significant relationships between children's level of anxiety in response to threats to the body's integrity and age (or stage of development). Those subjects showing the highest level of anxiety were in the 3 to 5-year-old age group, the period referred to by psychoanalysts as the phallic period. This finding is consistent with the prediction derived from Freudian psychosexual theory which posits that 3- to 5-year-old children would be particularly sensitive to threats to the integrity and unity of their bodies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social phobia: Axis I and II correlates.

The presence of Axis I and Axis II disorders in 71 social phobic patients was examined. Generalized anxiety disorder was the common secondary Axis I disorder, followed by simple phobia. Avoidant personality disorder and obsessive-compulsive personality disorder were the most common Axis II diagnoses, and 88% of the sample exhibited features of these 2 personality styles. Ss with additional Axis I diagnoses were more anxious and depressed than those with no additional Axis I disorder. Social phobics with additional Axis II disorders were more depressed but not more anxious than those with no Axis II diagnosis. Furthermore, those with an additional Axis I disorder had higher scores on measures of neuroticism, interpersonal sensitivity, and agoraphobia. The prevalence and impact of additional Axis I and II disorders on the etiology, maintenance, and treatment outcome for persons with social phobia are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The schema-driven chameleon: How mimicry affects executive and self-regulatory resources.

The authors propose that behavioral mimicry is guided by schemas that enable efficient social coordination. If mimicry is schema driven, then the operation of these schemas should be disrupted if partners behave in counternormative ways, such as mimicking people they generally would not or vice versa, rendering social interaction inefficient and demanding more executive and self-regulatory resources. To test this hypothesis, Experiments 1–3 used a resource-depletion paradigm in which participants performed a resource-demanding task after interacting with a confederate who mimicked them or did not mimic them. Experiment 1 demonstrated impaired task performance among participants who were not mimicked by a peer. Experiments 2 and 3 replicated this effect and also demonstrated a significant reversal in social contexts where mimicry is counternormative, suggesting that inefficiency emerges from schema inconsistency, not from the absence of mimicry per se. Experiment 4 used a divided attention paradigm and found that resources are taxed throughout schema-inconsistent interactions. These findings suggest that much-needed resources are preserved when the amount of mimicry displayed by interacting individuals adheres to norms, whereas resources are depleted when mimicry norms are violated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

I/O Psychology and the bridging of A. N. Leont'ev's activity theory.

Soviet activity theory, largely developed by A. N. Leont'ev, can be seen as a European complement of American I/O psychology and an important current of action theories in general. This paper identifies the major strength of Leont'ev's theory as the bridging potential it achieves by situating activity between each of several major pairs of opposite poles: mind and matter or body (exemplified by thinking workers and their work tasks), subject and object, understanding and explanation, theory and practice, humanist psychology and behaviourism. Some implications of activity theory and its bridging potential are pursued in the contexts of I/O theory-construction and research methods, and in the substantive problem areas of job design,job analysis, organization development, and personnel training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)