Attachment style and its function on Self-Disclosure and Reciprocity of Disclosure Among College Students
Melissa A. White
Elizabethtown College
This study examines effects of attachment style on social interactions and friendship formation in college. Specifically, degree of self-disclosure and reciprocity of a friend's disclosure is assessed. Theoretically, secure individuals have a high rate of self-disclosure as well as reciprocity of disclosure. Anxious-ambivalent persons desire self-disclosure, but are not as receptive to the disclosure of others. Avoidant individuals elude any type of disclosure, their own or from others. Twenty-one pairs of same-sex friends (ages 18-22) from Elizabethtown College completed three types of self-report measures. Each person completed an attachment measure. Using the opposite friend as an archetype for their responses, one member of the pair filled out a self-disclosure measure while the other filled out a reciprocity of disclosure measure. Due to the small sample size, attachment was divided into secure and insecure (anxious-ambivalent and avoidant). Self-disclosure and reciprocity were categorized as high or low. No significant results were found for attachment and self-disclosure (p=0.35) or reciprocity (p=0.24) or gender and reciprocity (p=0.33). There was significance for gender and self-disclosure (p=0.01). Results showed that, in the case of secure individuals, reciprocity and self-disclosure were high. Insecure levels of high and low disclosure and secure levels of low disclosure varied. These patterns for the secure individuals were interesting. Females had a higher degree of self-disclosure as well as degree of reciprocity. Overall, this study did not show a significant pattern of attachment and its prediction of degree of self-disclosure and reciprocity of disclosure.
A Comparison of the Development of Infants in Day Care
Serena Weinberg, Raun Lazier, and Amy Shivery
Ursinus College
The present study examined the development of infants in day care and explored how their development varied as a function of
hours spent in day care. Thirty-one day care providers were asked to complete a competence rating scale for 3 of the infants in
their class. The rating scale consisted of 4-point Likert items rating motor skills, communication, social skills, positive mood,
irritability, and fearfulness. Directionally adjusted scores on those items were totaled, yielding a summary competence score for
all 93 infants.
No significant correlation was found between the number of hours an infant spends in day care and the infants' competence
score. However, when a 2/3 ANOVA (sex x day care duration) was performed, significant group differences in infants'
competence emerged. Females attending day care for 1-45 hours a week had a higher mean competence scores than males
attending for the same number of hours. However, males in day care for more than 45 hours a week had higher competence
scores than females in day care more than 45 hours.
Previous research provides some possible explanations for these results. Studies with infants show that boys have a lower
tolerance for stimuli , stress, and unpredictable events, especially if they are unable to control the aversive stimuli (Morisset et
al, 1995). Full time day care may offer advantages to boys because it offers a more stable environment and consistent routines
than part time day care.
Lateralization of Phonological Processing of Language by Gender
Pavitra Sundar, Nancy Rader, and Cognition Lab
Ithaca College
The debate of sexual variation I the degree of lateralization of language processes is an ongoing one. Past research in the area
of phonological processing of language has shown a significant sex-by-hemisphere interaction - men being left-lateralized,
women being more bilateral. The current study using a simple rhyme task looked at gender differences in right handers.
Seventy-four male and female college students were tested in the first part of the study. High and low frequency words, and
nonsense letter strings were presented in subjects' right or left visual fields. Participants were asked to decide whether or not
the stimulus word rhymed with a given word; they responded by pressing yes/no keys. Reaction times and accuracy of
responses showed no significant interactions based on gender. To further test these results, the second part of the study
included, in addition to the original rhyme task with nonsense letter strings, a line-orientation task similar to that used by
Shaywitz et al. in their 1996 study of cerebral organization of language processes. Eighty-three right handers of varying eye
dominance were tested. Results showed that the kind of task (rhyme or line) was a definite factor in lateralization. Differences
between right and left visual field was greater in the rhyme task than the line task. Gender, however, did not have a significant
effect. The result of these studies do not support the findings of greater left hemispheric lateralization in males reported by
Shaywitz et al.
Analysis of Perceptual Differences of Cases of Rape
Ryan Shoemaker
Kutztown University
The effects of violent erotic material on participants attitudes toward rape was assessed in this study. College students, after
reading an informed consent form, read either a story depicting consenting heterosexual intercourse, consenting violent erotic
depiction, or a nonconsenting violent erotic depiction. After the participants read one of the depictions all of the participants
read the same depiction of a rape of a women by a man. After they red the rape depiction the participants answered the
Attitudes Toward Rape questionnaire.
The two independent variables for the study were gender and the type of depiction, other than the rape depiction, participants
had to read. The two dependent variables were belief in rape myths and perceptions of factually inaccurate information. The
stimulus materials were presented to the participants by the author for half the sessions and a female confederate for the other
sessions.
The hypotheses of this study are males exposed to the nonconsenting violent erotic condition would be affected negatively in
their belief in rape myths and perceptions of factually inaccurate information. Furthermore, males who were in the session
conducted by the female confederate would be more negatively affected in their beliefs in rape myths and perceptions of
factually inaccurate information.
The results of this study will be completed at the beginning of the spring semester pending approval by Kutztown University's
human subjects review committee, the IRB.
Self versus other in shame and guilt
Leila Safavian, Debra Ford, and Lynn Tierno
Rutgers University-Camden
In Shame and Guilt in Neurosis, H.B. Lewis (1971) hypothesized that self-action which hurts another elicits guilt, but self-failure
and an other's evaluation elicits shame. In order to test this hypothesis, 108 undergraduate students were presented with one of
four scenarios adapted from Niedenthal, Tangney, and Gavanski (1994) and Harder's Personal Feelings Questionnaire-2 which
measures shame and guilt. The four scenarios were: 1) self hurts other (guilt experimental), 2) other is hurt but self is not the
causal agent(guilt control), 3) self-failure and other evaluates (shame experimental), and 4) no self-failure but other evaluates
(shame control). Two hypotheses were formulated: 1) guilt would be evoked only in scenario one, and 2) shame would only be
evoked in scenario three.
A 2 (condition experimental versus control) x 2 (emotion: shame and guilt) ANOVA of the guilt means provided strong support
for hypotheses one. The main effect of the experimental condition on guilt ratings was highly significant with F(1,49)-25.509,
p<.01, and the effect of emotion on guilt ratings was significant with F(1,47)-44.235,p<.01. In addition, the two-way
interaction between guilt emotion and condition was significant with F(3.98), p<.005.
Partial support was found for the second hypothesis with a 2 (condition: experimental versus control) x 2 (emotion: shame and
guilt) ANOVA. The main effect for experimental condition on shame ratings was significant F(1,49)= 12.474, p<.001.
However, the main effect of emotion on shame ratings was not significant with F(1.47)= 1.423, meaning that shame was high in
both the shame and guilt experimental scenarios. Finally, a two-way interaction between shame emotion and condition was not
significant, with F(3,98) = .675.
While strong support was found for Lewis' hypothesis on guilt, the experimenter's noted that this is not the only stimulus which
may evoke guilt. Possible reasons for the elicitation of shame in scenario one is that guilt may lead to shame if an individual
believes his/her action reflects self-failure and examines the self through the eyes of the other.
The Effects of a Gestural Component on Lexical Acquisition: An Empirical Study Of Infant Language Development
Laura J. Polvino, Nancy Rader, Ph.D. and Research Team 04
Ithaca College
Lexical acquisition is influenced by a variety of factors including cultural and societal practices. It has been shown that
infant-directed speech patterns are widely used, these patterns have been shown to yield a greater output by the infant when
employed by the caregiver. Such communicative practices observed among caregivers do not, however, end with speech
patterns, gestures and body language are additional practices that may influence the process of lexical acquisition. Nevertheless,
relatively little research, thus far, has been conducted concerning the effect of gestural components on infants' development of a
lexicon. This investigation looks at this issue. Approximately 20 healthy male and female infants, ages 9 to 12 months, will
participate in the current study. Two video scenarios will be presented to each infant. All video scenarios are designed to teach
infants to pair a monosyllabic nonsense word with a novel object.
Half of these scenarios will teach the word/object pair while using a gestural component, the other half will teach the
word/object pair with the absence of a gestural component. It is hypothesized that infants will pay more attention to the video
scenarios when a gestural component is included. After viewing these communicative scenarios, each infant will listen to an
audiotape which asks for one of the objects previously learned from the videos. Actual objects will be presented, one on each
table approximately 4 feet apart from one another. During each of these trials looking time to each object will be recorded. It is
also hypothesized that infants will look longer at the correct object when its name was learned from the video scenario using
gestures, than when it was learned from the scenario without gestures.
A Case Study in Language Acquisition
Debora Pikus and Nacy Rader
Ithaca College
A journey into the language acquisition of a child will be undertaken through the analyses of studio tapes, video tapes, and a
journal kept by the mother when the child was nine months to three years old. This case history will look at the milestones of
the child, what types of words were acquired first, what generalizations were made, and what syntactical rules were used by the
child. An example of a presyntatic work combination was when the child was observed to say things such as "Tickle daddy"
instead of "Daddy tickle". The father proceeded to lift up his arms to be tickled, but it was the child who wanted to be tickled.
Later word combinations show the use of a simple subject-verb rule such as when the child said. "Mama work me school".
This study will consider whether the child reached the milestones at the appropriate time or earlier. If the child did reach the
milestones earlier, one question is whether this is due to some aid given by the mother. The mother's use of infant directed
speech will be assessed, if possible.
The Effect of Advertising on the Awareness of a Peer Helpers Program
Sarah Fielding, Christine Pili and Catherine Chambliss
Ursinus College
A previous study by Fristel, Fielding, and Chambliss (1997) found that peer helpers program has been effective in assisting the
students with their problems, as shown by the students' responses to an assessment survey. However, a majority of students
had not used the program, although the students who had expressed a favorable opinion of the program. In its first year of use,
the program was only advertised by word of mouth among the school community. In its second year, the program administrator
used posters and flyers to inform students about the program. It was hypothesized that the use of advertising should increase
student awareness of the peer helpers program and heighten the students' opinion of it. The results of a survey indicated the
advertising was generally effective in increasing the awareness of the Peer Helpers program. The survey also showed that those
students who know a Peer Helper and those who use the program have a more favorable opinion of the Peer Helper program.
The Effect of Reflections on Infant Behavior on a Visual Cliff
Jennifer R. Piazza and Nancy D. Rader
Ithaca College
To date, researchers studying the avoidance response of young infants on a visual cliff apparatus have reported inconsistent
results. Campos and his associates (e.g., Campos, Hiatt, Ramsey, Henderson & Svejda, 1978; Bertenthal & Campos, 1984)
have argued that avoidance of the deep side develops as a result of locomotor experience. However, Rader and her colleagues
(e.g., Rader, Bausano & Richards, 1980; Richards & Rader, 1981,1983; Rader, 1996) have failed to find support for an
experienced-based model and have argued that maturation, linked to crawling onset age is the key to explaining the differences
between crossing and avoiding infants. In her studies, Rader controlled for reflections by placing lights above and below the
glass surface of the shallow and deep sides of the visual cliff. Campos does not report controlling for reflections. However,
reflections play a role in specifying a sold surface. The present study looks at whether differences in controlling for reflections
account for the variability in results. Each infant is assigned to one of two conditions; visual cliff lights on or visual cliff lights off.
Order of conditions is counter-balanced between subjects. In addition to latencies, heart rates are also being measured. Data is
currently being collected and results will be reported at the meeting.
Age-Related Differences in Conceptual and Perceptual Implicit Memory
Jennifer Phillips and Shannon Achey
Past research has found explicit memory to increase in early childhood and decline in late adulthood, whereas implicit memory
has been shown to remain intact throughout the lifespan development. Recently, distinct dissociations between perceptual and
conceptual implicit memory have been found indicating that while perceptually driven implicit memory is not affected by age
conceptually driven implicit memory consistently favors younger adults. In congruence with prior research the present study
hypothesized that age would not affect priming on perceptual tasks, but would affect priming effects on conceptual tasks.
Subjects were randomly assigned to either a perceptual or a conceptual task condition. They viewed eight neutral words during
an encoding phase and were then asked to recall sixteen words, eight primed and eight unprimed, based upon their assigned
perceptual or conceptual task. The results contradicted the present hypothesis, as well as past research, such that older and
younger subjects demonstrated similar priming effects on the conceptual task, while younger subjects out performed older
subjects on the perceptual task. The implications of these results will be discussed.
The Effects of Nucleus Accumbens Dopamine Infusions and Lateral Hypothalamic Stimulation on Rat Antibody Production
Daryl A. Peters, John A. Brendel, Andrew Smith, and Chad Cummings
Lock Haven University
The CNS structures that oversee the regulatory links to the immune system have not yet been identified. This study investigates
the role of the nucleus accumbens and the lateral hypothalamus as possible contributors to immune system regulation. The
effects of continuous infusion of dopamine into the nucleus accumbens and the effects of lateral hypothalamic injection of
dopamine or lateral hypothalamic electrical stimulation on specific KLH antibody production in rats was assessed. Experimental
rats had cannulae, connected to osmotic pumps filled with CSF + dopamine, surgically implanted into their nucleus accumbens.
The osmotic pumps of control rats were filled with CSF which was pumped into the nucleus accumbens. Lateral Hypothalamic
rats had either bipolar electrodes or guide-insert cannulae surgically implanted into their lateral hypothalamic region. Control
procedures for these rats consisted of bipolar implants but no electrical stimulation or injections of CSF without dopamine
every other day. Experimental rats received either daily electrical stimulation or CSF + dopamine infusions every other day.
KLH was used as an antigen and specific antibody production was measured from plasma samples using an enzyme liked
immunosorbent assay at two weeks and four weeks. ELISA tests revealed that dopamine infuses rats and electrically stimulated
rats showed lower antibody production than controls. These findings may be due to the down regulation of dopamine receptors
or they may be a consequence of endocrine system mediated immunosuppression.
Exposure To Cat Odor Decreased Response Rates in Rats Under a VI Schedule of Reinforcement
Walter Nichols
Bloomsburg University
Previous experiments have indicated that rats develop a tolerance to a fear stimulus during continued exposure by observing
avoidance responses, social interactions, and physiological responses. This experiment investigated the effects of a natural fear
stimulus (cat odor) on the response rates of rats trained on a variable-interval (VI) 20 s schedule of reinforcement for food.
Fifteen rats were trained on this schedule of reinforcement for 7 sessions. Sessions 8 and 10 served as baseline conditions,
while sessions 9 and 11 were odor-test conditions. During the odor-test condition a tennis ball impregnated with cat odor was
placed in the operant chamber. Response rates were recorded in 5-min periods throughout the 30-min session. Rats exposed
to the cat odor had lower response rates than the baseline conditions during the first 5-min period. Response rates returned to
near baseline levels by the end of the second 5-min period and stabilized for the remainder of the session. These findings
suggest that cat odor can serve as a stimulus to produce a fear-mediated response that results in response suppression early in
the testing of VI responding.
Carl Rogers, the founder of cognitive therapy?
Todd P. Menhinick
Alfred University
Client-centered therapy and cognitive therapy, founded by Carl R. Rogers and Aaron T. Beck, respectively, are traditionally
seen as distinct schools of thought. They did, in fact, arise from different psychological traditions, Rogers from the humanistic
and Beck from the empirical/scientific tradition. They are also seen as having different theoretical foundations and therapeutic
goals. However, by closely examining both authors' works carefully, it becomes clear that these two "distinct" schools have an
extremely similar basis in theory and that the principal difference in the two is a methodological one. By examining both authors'
constructs of self and the role of empathy in both schools, the apparent ocean between the two founders dries up, leaving us
with two practically identical theories of personality. After a close reading o both Rogers' theory of the development of self and
beck's theory of cognitive development, the chief difference between the two that emerges is semantic, not substantive. In
addition, the importance Beck places upon understanding the perspective of the patient echoes Rogers' concept of empathy.
The only difference between client-centered therapy and cognitive therapy and cognitive therapy that withstands this scrutiny is
the distinction between the active and passive counselor. The conclusion of this investigation is that it was in fact Rogers, not
Beck, who first developed the principles upon which the cognitive paradigm rests.
Gender Steotypes in Statements of College Outcomes: Extension to the CSS
Jessica M. Lindstat and Thomas P. Hogan
University of Scranton
A previous study showed clear gender stereotyping in the statements used to define college outcomes implemented in one
survey as perceived by current college students. The present study attempted to extend the same methodology to the widely
used College Student Survey (CSS). The 22 items defining college outcomes in the CSS did display gender stereotyping in a
sample of 155 college students. Differences in the degree of stereotyping by sex were explored.
Induced Depth of Afterimages: Simulating Emmert's Law
Christopher Johns
Elizabethtown College
Emmert's Law states that an afterimage actually appears larger if it is projected on a more distant surface (Boring, 1942). This
experiment investigated whether inducing visual depth would have any effect on the perception of afterimages. That is, would an
implied change in distance of a background (via induced depth) also produce a change in the apparent size of an afterimage
Fifty-six Elizabethtown College student volunteers projected their afterimages of a two-inch black circle onto two different
backgrounds. Both backgrounds were equidistant from the participant. One background was blank, while the other contained
linear depth cure sin order to induce a three-dimensional background. The different backgrounds were presented to the
participant to determine whether Emmert's Law could be duplicated without physical distance as a variable. Rather, depth was
induced to create the visual illusion that distance was present within the second background. The results were that a significant
number (X -5.26; df-1, p<.05) of participants reported that their afterimages appeared larger when cast onto the background
with the linear depth cures as compared with the blank background. These results implied that the phenomenon of Emmert's
Law can be replicated without physically changing he distance of the surface on which the participants afterimage is viewed.
Prediction of Scores on the Major Field Test in Psychology
Thomas P. Hogan, John C. Norcross, Amy L. Benjamin, Sheri A. Hanson and Marci Mrykalo
University of Scranton
Scores on the Major Field Test in Psychology (MFT-P were predicted from SAT, NEO-PI, and self-ratings of knowledge in
psychology for two graduating classes of psychology majors. NEO-PI scores did not add predictive power to the SAT for
MFT-P (although they did for GPA). Self-ratings of knowledge showed appreciable correlation with scores on MFT-P and
accounted for unique variance beyond the SAT. Relationships of MFT-P to psychology credits and GPA in psychology were
also explored.
Computational Estimation Skills of College Students
Sheri A. Hanson and Thomas P. Hogan
University of Scranton
Computational estimation skill was examined in a sample of 76 college students who estimated answers to problems presented
in 15 second intervals. In individual follow-up sessions, 44 participants' "think-aloud" strategies in estimating were categorized.
Accuracy of estimates were determined for different types of problems, with particular reference to fractions and percentages.
Correlations of estimation ability with SAT Verbal and Math scores and with a direct measure of computational skill were
determined.
An assessment of adjustment on weight change in freshman
C. Forvour, D. Deschak, D. Lancellotti, and A. Hammell
Villanova University
It has been well established that the transition to college is significant challenge for first-semester freshmen. According to
Greene and Wing (1994), emotional distress eating occurs frequently, particularly among women. Weight change in college
freshmen during the first semester was investigated to determine how adjustment to college affected weight change. Forty-two
Villanova University freshmen introductory psychology students (14 males and 28 females) were weighed and administered
Morey's (1991) Personality Assessment Inventory (PAI). Weight prior to college enrollment was determined by self report.
Subscale scores for anxiety, depression, and stress were expected to be positively associated with the magnitude of weight
change.
Analysis of weight change data indicated that thirty-eight residential students had a mean weight change of 7.15 pounds for
males (n=13) and 7.24 pounds for females (n=25). It was expected that commuter students' weights would remain the same.
However, the data revealed that the commuting male respondent (n=1) and female respondents (n=3) had a weight change of
4.0 pounds for males and a mean weight change of 7.3 pounds for females. Although few (n=4) commuting students
volunteered as participants in the study, the results showed a difference in weight change between genders. The data revealed
that weight change in the male respondent was below that found in residential males, whereas weight change in commuting
female respondents was slightly higher than weight change in residential females. This suggests that residential males are more
affected by adjustment to college. Moreover, male commuting students have less serious problems of adjustment, which is
consistent with the findings by Graff and Cooley (1970). Contrary to expectations, this was not the case in females. Additional
research on commuting students is currently being collected.
The Asymmetrical Quality of Psychological Internet Resources for Addressing Common Versus Rare Problems
Mat Doran, Danielle Simonin, Laura Morse, Allyson Smith, Colleen Maloney, Cara Wright, Michelle Underwood, Andrea Hoppel, Shannon O'Donnell, and Catherine Chambliss
Ursinus College
The development of the internet offers an entirely new means of providing psychological healthcare and access to psychological
information. Unfortunately, the quality of these sites is not regulated and varies widely. A rating scale was used to assess six
dimensions of site quality including accuracy, practicality, normalization, sense of belonging, referral and feedback mechanisms.
Reviewers evaluated a total of 365 sites concerning anxiety disorders, chemical dependency, parenting problems, or eating
disorders.
Item scores were totaled for each site, yielding a summary quality measure. One-way ANOVA was used to compare the
summary quality scores across topic groups. Significant differences (9<.0001) emerged across topics. Ratings for sites related
to parenting problems received significantly more positive evaluations than those for the other topics.
Overall, the ratings suggested that the average quality of sites was not very impressive. The mean rating for all site features was
2.27 (s.d.=.97) on a 0-4 point scale where 0=absent and 4=outstanding.
The results of this study suggest that the availability of quality resources on the Internet is associated with the prevalence of the
problems being addressed. Common phenomena, such as experiencing parenting problems and substance abuse, attract more
site development that do rarer conditions, such as anxiety disorder.
The availability of high quality sites for those interested in eating disorder may be attributable in part to the demographics of this
group of consumers. These people tend to be perceived as relatively affluent and well educated, making them attractive targets
for both commercial and altruistic providers of on-line assistance. The fact that these consumers typically have more ready
access to electronic technologies with which to avail themselves of these new forms of assistance also probably shapes site
development.
Aging Effect on Stereoscopic Vision
Kimberly F. Derr-Daugherty
Elizabethtown College
Stereoscopic vision, like other aspects of vision, is thought to decline with age. Research by Brown, Yap and (1993) gave
conclusive evidence of this calm through their use of a free-space, double-rod test of depth perception. However, they stated
that this type of test may still be confounded by the interference of monocular cues. They suggested that their research could be
expanded to further eliminate this interference through the use of random-dot stereograms which allow for only binocular vision
to see the images. The study presented here used this method in effort to attain the same results through eliminating monocular
cues completely. Additionally, it was of interest to determine to what degree stereoscopic ability is lost as a person ages. This
research used Julesz' (1971) method of differing disparity correlations in random-dot stereograms to further determine the
degree of stereoscopic ability that is lost with age. Participants were of two age groups, elderly (ages 69-96) and college (ages
18-22). They were shown a series of random dot stereograms, each with a different percentage of disparity correlation (100%,
90%, 80%, 70%, 60%, 50%, 40%). Scores were tabulated as to whether the participants could or could not see the image at
each level of correlation. Results of ANOVA showed the ability of the older population, to be at a significantly lesser degree
than the college group (F-7.34, df- 6 , p<.009). Overall stereoscopic ability was less for the elderly group (40% of the elderly
could not see the images at all, compared to only 16% of the college group). The college group showed greater ability in the
higher correlations, but the groups evened out at 60% correlation. These results fully support Brown, el. Al. and also contribute
insight into the degree of decline that is experienced in the older population. Discussion explores the neural mechanisms that are
involved in stereoscopic processing and the potential degeneration of disparity detector cells with age
Global and Specific Effects of a Computer-Based Intervention on Children with Central Auditory Processing Disorder
Kathy Caruso, David Gaft, Monique Whiting, Suzanne Alexander, Lynn Knothe, and Erin Kupstas
Ursinus College
Central Auditory Processing Disorder (CAPD) is characterized by the inability to meaningfully comprehend spoken language,
without any evidence of peripheral hearing loss. Fast ForWord is a computer-based program recently developed as an
intervention for the treatment of CAPD and other receptive and expressive language disorders. Our study compares the global
versus the specific effects of Fast ForWord (FFWD) on receptive and expressive language by administering surveys to parents
of bilingual school-aged children diagnosed with CAPD, who participated in the Fast ForWord program. Although the program
was originally designed to address specific receptive language skills, such as the ability to follow instructions, the ability to
remember letter sounds, the ability to understand what is said, and the ability to pay attention when spoken to, previous
researchers found that expressive language ability, such as clarity of speech and the ability to speak grammatically, seemed to
improve after completing the FFWD program (Young, 1977). We hypothesized that FFWD would have a greater impact on
these specific language skills than on more global skills, such as the ability to complete homework and schoolwork,
improvements in self-esteem and social skills, the ability to engage in conversation, and frustration level when performing
language-based tasks. Additionally, we hypothesized that due to early neuronal mapping for primary language, bilingual children
would benefit significantly from this program. Early results indicate that, according to the Parents' Perception Survey, there is no
significant difference between the global and specific effects on language skills for bilingual children after completing Fast
ForWord.
Autobiographies of Mental Patients: Psychologists' Uses and Recommendations
Jennifer S. Clifford, John C. Norcross, and Robert Sommer
University of Scranton, Villanova University, University of California
Autobiographical accounts of psychopathology have multiple and rich uses; however, there is virtually no information on
psychologists' attitudes and practices regarding autobiographies during psychotherapy. Data from 308 doctoral-level
psychologists (32% response) indicated that 86% recommend self-help books but only 33% recommend autobiographies to
clients. The effect of reading autobiographies during treatment was typically "somewhat helpful." Psychologists' ratings of 50
leading autobiographies are also provided; the most valued were An unquiet mind, Darkness visible, Girl interrupted, and
Nobody nowhere.
Does Your House Have Cable? Descriptive analyses of children's favorite television shows.
Erika L. Rexhouse, Brooke E. Hoenninger, Heidi M. Rebuck, and Carole S. Slotterback
University of Scranton
462 fourth through sixth grade children reported three favorite television shows. Coders determined that for girls, but not boys,
shows increased in terms of adult themes (i.e., relationship issues) with increasing age. Elderly characters were peripheral and
unrealistic; male characters were also judged to be more unrealistic female characters.