"How automatic are social judgments?" Correction to Winter, Uleman, and Cunniff.

Reports an error in "How automatic are social judgments" by Laraine Winter, James S. Uleman and Cathryn Cunniff (Journal of Personality and Social Psychology, 1985[Oct], Vol 49[4], 904-917). There are errors in the labeling of the ordinates of the figures. The correct labeling is provided in the erratum. (The following abstract of the original article appeared in record 1986-03720-001.) Adapted the encoding-specificity paradigm developed by D. Thomson and E. Tulving (see record 1971-03487-001) to test 3 operational indicants of automatism (absence of intention, of interference from other mental activity, and of awareness). Recruited for a digit-recall study, 95 undergraduate students read sentences describing actions during the retention interval of either an easy or a difficult digit-recall task. Later, sentence recall was cued by (a) disposition cues, (b) strong semantic associates to the sentence actor, or (c) words representing the gist of the sentence, or (d) sentence recall was not cued. Awareness was measured immediately after the last sentence was read. Disposition-cued recall was higher than (b) or (d) and was unaffected by digit recall difficulty. Awareness of making dispositional inferences was only weakly correlated with disposition-cued recall. Results suggest that disposition inferences occurred at encoding, without intention, without interference by differential drain on processing capacity, and with little awareness. Thus, making dispositional inferences seems to be largely, but not entirely, automatic. (50 ref) (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)     

"The experience of "forgetting" childhood abuse: A national survey of psychologists": Correction.

Reports 2 errors in the Results section of the original article by S. Feldman-Summers and K. S. Pope (Journal of Consulting and Clinical Psychology, 1994[June], Vol 62[3], 636–639). The 1st sentence of paragraph 2 in the subsection Reported Abuse should read, "Sexual abuse was reported by 22.7% of the women and by 16.5% of the men, for a total of 20% of the sample.' A correction is also provided for the final sentence of paragraph 3 in the subsection Forgotten Abuse. (The following abstract of this article originally appeared in record 1994-39093-001.) A national sample of psychologists were asked whether they had been abused as children and, if so, whether they had ever forgotten some or all of the abuse. Almost a quarter of the sample (23.9%) reported childhood abuse, and of those, approximately 40% reported a period of forgetting some or all of the abuse. The major findings were that (1) both sexual and nonsexual abuse were subject to periods of forgetting; (2) the most frequently reported factor related to recall was being in therapy; (3) approximately one half of those who reported forgetting also reported corroboration of the abuse; and (4) reported forgetting was not related to gender or age of the respondent but was related to severity of abuse. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"The effects of rocking on the state and respiration of normal and excessive cryers": Erratum.

Reports an error in "The effects of rocking on the state and respiration of normal and excessive cryers" by M. Ruth Elliott, Kimberly Fisher and Elinor W. Ames (Canadian Journal of Psychology Revue Canadienne de Psychologie, 1988[Jun], Vol 42[2], 163-172). On page 163, the second last sentence of the Résumé should read "Lorsque le bercement était plus rapide, il y avait plus d'entra?nement et moins de variabilité dans la respiration." (The following abstract of the original article appeared in record 1989-12571-001.) Investigated the response of 12 excessive (over 3 hrs a day) and 12 normal crying infants (aged 42-56 days) to rocking. Ss who exhibited continuous crying for 60 sec were rocked for 4 min in a motorized baby carriage and then left in a nonrocking carriage for 4 min. Half the Ss were rocked at 40 rocks/minute, half at 57 rocks/minute. Respiration rate was found to entrain to the rocking, supporting B. M. Lester's (1985) entrainment hypothesis. Normal and excessive cryers did not differ in their response to rocking. (French abstract) (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)     

"Recovered memories in context: Thoughts and elaborations on Bowers and Farvolden (1996)": Correction.

Reports a error in the original article by J.W. Pennebaker and Amina Memon (Psychological Bulletin, 1996 [May], Vol 119 [3], 381–385). On page 384, column 2, lines 27–29, the sentence should read "The first survey (300 U.S. registered psychotherapists, 43% response rate) was conducted in 1992.' (The following abstract of this article originally appeared in record 1996-01402-002.) The recovered memory debate exposes several traditional and recent contradictions within psychology. Building on K. Bowers and P. Farvolden (see record 83-27619), the nature of recovered memories has profoundly different meanings for therapeutic vs legal settings. Whereas memory can be distorted during the process of retrieval, certain techniques—such as nondirective writing—may be helpful in reducing suggestive influences in recall. Ironically, methods have been found to produce the most accurate recollections of the past appear only subtly different from those that yield the greatest distortions. The recovered memory debate must ultimately be viewed within a cultural context, both in terms of the phenomenon and its treatment. The authors discuss parallels to other explanatory and therapeutic fads related to states of nonspecific distress. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"The effect of infant irritability on mother-infant interaction: A growth-curve analysis": Correction.

Reports an error in the original article by D. C. van den Boom and J. B. Hoeksma (Developmental Psychology, 1994[Jul], Vol 30[4], 581-590). A paragraph was taken from an article by M. L. Riese (see record 1987-18448-001) without proper citation or quotation. (The following abstract of this article originally appeared in PA, Vol 81:37174.) To further understanding of temperament–interaction relationships, patterns of interactive behavior were observed longitudinally (at 1, 2, 3, 4, 5, and 6 mo) in 30 lower-class dyads (15 irritable, 15 nonirritable). Frequency data were analyzed by using multilevel analysis to assess the changing nature of the behaviors. Findings revealed that irritable infants differ from nonirritable infants both in amount and growth trajectory of positive and negative emotionality and in amount of environmental interest. Mothers of irritable infants differ from those of nonirritable infants in both amount and growth trajectory of visual contact, effective stimulation, physical contact, soothing, noninvolvement, and responsiveness to positive signals. Maternal behavior was systematically more positive in nonirritable compared with irritable infants.… (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Social–Cognitive influences on change in aggression over time": Erratum.

Reports an error in the original article by S. K. Egan et al (Developmental Psychology, 1998 [Sep], Vol 34[5], 996–1006). On pages 1004–1005, the last sentence of the article should read as follows: "Given that we speculated that the effects of aversive treatment hinge crucially on factors such as timing and whether successful counterattacks occur, such observations, especially if supplemented with measures of social cognitions, might greatly enrich our understanding of how cognition and behavior jointly contribute to social development." The first line of text in the right-hand column on page 1005 should be deleted. (The following abstract of this article originally appeared in record 1998-10846-016.) This study examined whether social cognitions that have been assumed to influence aggression actually forecast change in aggressive habits over time. Participants were 189 3rd- through 7th-grade boys and girls; data on social cognitions and social behaviors were collected in the fall and spring of the school year. Aggression-encouraging cognitions assessed in the fall indeed promoted aggression over the school year, but such developments hinged critically on child sex and on initial (fall) levels of aggression and victimization. Results illustrate the principle that cognitions affect behavioral development mainly when the child's transactions with the social environment support the use of the cognitions as guides for behavior. (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)     

"The association between emotional upset and cardiac arrhythmia during daily life": Correction to Carels et al. (2003).

Reports an error in the original article by R. A. Carels et al (Journal of Consulting & Clinical Psychology, 2003[Jun], Vol 71[3], 613-618). On page 615, Lines 18, 20, 22, of Table 1, the data in the rows that read "Tachycardia in min per hr," "Repetitive PVCs per hr," and "PVCs per hr" are incorrectly reported in the n and % columns. They should have been reported in the M and SD columns. The corrected table is provided. (The following abstract of this article originally appeared in record 2003-00756-023.) Ventricular arrhythmia exhibits considerable within-subject variability that cannot be attributed to clinical status alone. This investigation examined the extent to which cardiac arrhythmia was associated with psychological and physical factors assessed during the hour preceding arrhythmic or nonarrhythmic activity. Approximately twice hourly, 46 patients randomly completed a diary assessing mood and physical symptoms during 24-hr electrocardiographic monitoring. Greater negative emotion was associated with increased arrhythmia. Additionally, greater negative emotion was significantly associated with increased arrhythmia among participants in a low left ventricular ejection fraction group (LVEF). However, this relationship between negative emotion and arrhythmia was not... (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Reasoning about the disclosure of success and failure to friends among children in the United States and China": Correction to Heyman et al. (2008).

Reports an error in "Reasoning about the disclosure of success and failure to friends among children in the United States and China" by Gail D. Heyman, Genyue Fu and Kang Lee (Developmental Psychology, 2008[Jul], Vol 44[4], 908-918). An error was introduced in the production process. The heading for the bottom half of Table 1 should be "China," not "Canada." (The following abstract of the original article appeared in record 2008-08592-002.) Children's reasoning about individuals' willingness to disclose their successes and failures was investigated among 194 6- to 11-year-olds in the United States and China. In Study 1, participants showed a valence-matching effect, in which they predicted that individuals would be more likely to disclose their performance to an audience of friends if the friends' level of achievement was similar rather than dissimilar. This effect was weaker among children from China, who were more likely to justify their responses with reference to the implications for learning together or improving future performance. Results of Study 2 suggest that for children from the United States, the disclosure of successful performance to a friend who has performed poorly is seen as implicitly conveying the message "I'm better than you," whereas for children from China the message is "I can help you to do better." Results are interpreted with reference to cultural values and expectations about helping others to learn. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Asymptotically distribution-free (ADF) interval estimation of coefficient alpha": Correction.

Reports an error in "Asymptotically distribution-free (ADF) interval estimation of coefficient alpha" by Alberto Maydeu-Olivares, Donna L. Coffman and Wolfgang M. Hartmann (Psychological Methods, 2007[Jun], Vol 12[2], 157-176). The sentence describing Equation 1 is incorrect. The corrected sentence is presented in the erratum. (The following abstract of the original article appeared in record 2007-07830-003.) The point estimate of sample coefficient alpha may provide a misleading impression of the reliability of the test score. Because sample coefficient alpha is consistently biased downward, it is more likely to yield a misleading impression of poor reliability. The magnitude of the bias is greatest precisely when the variability of sample alpha is greatest (small population reliability and small sample size). Taking into account the variability of sample alpha with an interval estimator may lead to retaining reliable tests that would be otherwise rejected. Here, the authors performed simulation studies to investigate the behavior of asymptotically distribution-free (ADF) versus normal-theory interval estimators of coefficient alpha under varied conditions. Normal-theory intervals were found to be less accurate when item skewness >1 or excess kurtosis >1. For sample sizes over 100 observations, ADF intervals are preferable, regardless of item skewness and kurtosis. A formula for computing ADF confidence intervals for coefficient alpha for tests of any size is provided, along with its implementation as an SAS macro. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Developmental and temperamental differences in emotion regulation in infancy

One of the major adaptations during the infancy period is the development of the ability to cope with arousing or uncertain events. The following study was designed to examine emotion regulation strategy use between 6 and 18 months. 75 infants (25 each of 6-, 12-, and 18-month-olds) were videotaped interacting with 3 female strangers. Coping strategies were coded using a portable computer with a continuous sampling program, enabling coders to record both frequencies and durations of behaviors. Results indicated that 6-month-olds were more likely than 12- or 18-month-olds to use gaze aversion and fussing as their primary emotion regulation strategies, and were less likely than the older infants to use self-soothing and self-distraction. 18-month-olds were more likely than the younger infants to attempt to direct their interactions with the strangers. Infants' strategy use also differed as a function of their wariness of strangers, particularly at 12 months of age.     

"Recall of childhood trauma: A prospective study of women's memories of child sexual abuse": Correction.

Reports an error the original article by L. Meyer Williams (Journal of Consulting and Counseling Psychology, 1994[Dec], 62[6], 1167–2176). On page 1172, the sentence in line 9 should read "There is a tendency for the women who were subjected to more force to recall the abuse.' (The following abstract of this article originally appeared in record 1995-21692-001). One hundred twenty-nine women with previously documented histories of sexual victimization in childhood were interviewed and asked detailed questions about their abuse histories to answer the question "Do people actually forget traumatic events such as child sexual abuse, and if so, how common is such forgetting?' A large proportion of the women (38%) did not recall the abuse that had been reported 17 years earlier. Women who were younger at the time of the abuse and those who were molested by someone they knew were more likely to have no recall of the abuse. The implications for research and practice are discussed. Long periods with no memory of abuse should not be regarded as evidence that the abuse did not occur. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Scotopic Sensitivity in Coyotes (Canis latrans)": Erratum.

Reports an error in the original article by Steven W. Horn and Philip N. Lehner (Journal of Comparative and Physiological Psychology, 1975[Nov], Vol 89[6], pp. 1070-1076). The corrected sentence beginning in the first line on page 1074 is published here. (The following abstract of this article originally appeared in record 2005-09231-001). Measured the absolute scotopic limen for light intensity for 3 10-mo-old female coyotes. The methodology was similar to that used by D. S. Blough (see record 1959-07701-001) in determining psychological thresholds in pigeons. Ss were operantly conditioned to depress 1 of 2 foot treadles, left or right, depending on the condition of the stimulus light. Scotopic adaptation curves for each S were generated. Nonlinear aggression curves were then fitted to the raw data. The mean scotopic thresholds did not differ significantly. However, time to the curves' asymptotes did differ significantly for 1 S. The adaptation curves showed a distinct rod-cone "break," and retinal histology confirmed that the coyote has a duplex retina with a preponderance of rods. In addition, electroretinographic analysis showed the relative contributions of rods and cones at various light intensities and indicated a rod-cone break at approximately 15 min. Scotopic spectral sensitivity curves were also generated. Ss' scotopic visual threshold was exceeded by the natural illumination available under many nocturnal conditions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Measuring deaf cultural identities: A preliminary investigation": Erratum.

Reports an error in "Measuring deaf cultural identities: A preliminary investigation" by Neil S. Glickman and John C. Carey (Rehabilitation Psychology, 1993[Win], Vol 38[4], 275-283). The article "Measuring Deaf Cultural Identities: A Preliminary Investigation" by Neil S. Glickman and John C. Carey were published in the Volume 38, Number 4, Winter 1993 issue with an excessive number of typographical errors. The publisher apologizes to the Journal's readers, the article authors, and Robert Q. Pollard, Jr., the Guest Editor of the Special Issue on Deafness, for the confusion these misprints caused. A revised reprint of the article may be obtained from the Publisher. (The following abstract of the original article appeared in record 1994-26294-001.) Developed an instrument, the Deaf Identity Development Scale (DIDS), to measure how deaf people identify with the deaf community and deaf culture. An identity development model with 4 different cultural orientations with regard to the deaf community was the basis of the instrument. A 60-item instrument, the DIDS was developed and translated from English to American Sign Language (ASL) on videotape. The ASL version was back-translated into English and the 2 English language versions were checked for equivalency. The DIDS was administered to 105 deaf university students and 56 other deaf Ss (aged 27–75 yrs). Results show stong internal consistency with the scales. Initial use of the DIDS for comparing these 2 samples of deaf Ss suggests the DIDS can be used to distinguish different deaf cultural orientations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Dynamic testing": Erratum.

Reports an error in the original article by E. L. Grigorenko and R. J. Sternberg (Psychological Bulletin, 1998[Jul], Vol 124[1], 75–111). The original article contained a word-processing error that resulted in an incorrect word substitution in the reference list. Corrections to the references are listed. (The following abstract of this article originally appeared in record 1998-04232-004.) This article evaluatively reviews the literature on dynamic testing, a collection of testing procedures designed to quantify not only the products or even the processes of learning but also the potential to learn. The article considers a variety of approaches to dynamic testing and the strengths and weaknesses of each. Moreover, the literature on each approach is reviewed and analyzed in terms of the extent to which it fulfills the claims made for it. In all of these approaches, testing involves learning at the time of test, rather than just static testing of what has been learned before. It is concluded that dynamic testing has great potential for helping to understand people's potentials but that its potential has yet to be realized fully. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Inferences from personnel tests and their validity": Correction to Lawshe.

Reports an error in "Inferences from personnel tests and their validity" by C. H. Lawshe (Journal of Applied Psychology, 1985[Feb], Vol 70[1], 237-238). On page 238, line 4, the word "each" appears and should be "such." The sentence will, therefore, refer "to the use of such cognitive processes as inductive and deductive reasoning and such characteristics of temperament as emotional stability and self-esteem." (The following abstract of the original article appeared in record 1985-16032-001.) Contends that despite clear definitions in standard sources, psychologists persistently refer to the validity of tests instead of the validity of inferences from test scores. This persistence leads to references to "kinds of validity" when, in fact, there are "kinds of validity analysis strategies" whereby data are collected or generated to determine or defend the extent, degree, or strength of the inference or inferences that can be made from a set of test scores. It is concluded that content validity analysis strategies are appropriate only when the job behavior under scrutiny falls at the observation end of the continuum; when such behavior approaches the abstract end of the continuum, a construct validity analysis strategy is indicated. (5 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Erratum: "Moral Internalization, Parental Power, and the Nature of Parent-Child Interaction."

Reports an error in the original article by M. L. Hoffman (Developmental Psychology, 1975[Mar], 11[2], 228-239). The sentence beginning on the fifth line in the third paragraph, second column, page 233, should read: "An affectionate, trusting child, for example, may be expected to elicit more inductive and less power-assertive discipline than a less affectionate, less trusting child." (The following abstract of this article originally appeared in record 1975-20841-001.) The following arguments are offered for the view that the frequent correlation between discipline and internalization reflects parental influence: (a) Since parental discipline exerts more constraint on the child than the child exerts on the parent, child attributes like internalization that probably derived from behaviors and inner states associated with compliance are more apt to be consequents than antecedents of discipline. (b) Congenital and other factors that may affect discipline do not negate its effects on internalization. It is also hypothesized that discipline is important because it gives children the experience, necessary for internalization, of achieving balance between expressing and controlling desires. The parent-child relation is conceptualized so as to fit the facts of both everyday interaction and long-term effects, especially on the child. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Nudging aside Meehl's paradox": Erratum.

Reports a typesetting error in the original article by L. Leventhal (Canadian Psychology, 1994[Jul], Vol 35[3], 283–298). On page 295, the sentence should read "Compared to the old views, the new views might give less weight to the confidence interval and more weight to the probability value of .007 which indicates that the theory performed far better than chance." (The following abstract of this article originally appeared in PA, Vol 82:8115.) P. E. Meehl (1967) attacked significance tests used to appraise directional theoretical predictions. With perfect statistical power, the probability approaches .5 of significance in the predicted direction, even for meritless theories. Feeble theory corroboration results. This article argues that directional predictions, not significance tests, produce the feeble corroboration. The author reviews previous solutions to Meehl, rejecting all except the multiple corroboration solution by D. T. Lykken (1968) and A. Kukla (see record 1991-31958-001). This solution is defended against Meehl's (see record 1991-31961-001) criticisms and extended.… (PsycINFO Database Record (c) 2010 APA, all rights reserved)