Motivation, race, social class, and IQ.

Administered the Performance subscales of the WISC to 208 male and 208 female junior and senior high school students (aged 12-16 yrs) to test the prediction that if performance responded to the manipulation of the testee's motivation state, the size of interracial differences in mean IQ would be more flexible than was suggested by A. R. Jensen's (1969) review of the literature. The variables of test atmosphere (evaluative or gamelike), tester expectation (high or low), race of tester (Black or White), and race of S (Black or White) were manipulated. The pattern of mean IQ scores as well as self-ratings of mood indicated that test performance was optimal at moderate levels of motivational arousal. A replication of the experiment employing 208 male Ss increased cell sizes to the point that socioeconomic status could be treated as an independent variable. Results suggested that interracial differences in mean IQ might be erased depending upon the social psychological characteristics of the test setting and the socioeconomic background of the testee. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Erratum to Samuel et al.

In "Motivation, Race, Social Class, and IQ" by W. Samuel, D. Soto, M. Parks, P. Ngissah, and B. Jones (Journal of Educational Psychology, 1976, 68, 273-285), there are two inaccuracies pertaining to Table 4. First, the standard deviation reported for low-socioeconomic status Whites with a Black tester in the low expectation-evaluative condition was misprinted as 2.89 instead of its true value of 19.24. Second, the F ratio for the Atmosphere × Socioeconomic Status × Race of Subject × Race of Experimenter interaction should be 2.84 (p 1976-23080-001.) Administered the Performance subscales of the WISC to 208 male and 208 female junior and senior high school students (aged 12-16 yrs) to test the prediction that if performance responded to the manipulation of the testee's motivation state, the size of interracial differences in mean IQ would be more flexible than was suggested by A. R. Jensen's (1969) review of the literature. The variables of test atmosphere (evaluative or gamelike), tester expectation (high or low), race of tester (Black or White), and race of S (Black or White) were manipulated. The pattern of mean IQ scores as well as self-ratings of mood indicated that test performance was optimal at moderate levels of motivational arousal. A replication of the experiment employing 208 male Ss increased cell sizes to the point that socioeconomic status could be treated as an independent variable. Results suggested that interracial differences in mean IQ might be erased depending upon the social psychological characteristics of the test setting and the socioeconomic background of the testee. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Age, socioeconomic status, severity of mental disorder, and chronicity as predictors of physical attractiveness.

The relations of age, SES, race, 3 indexes of chronicity, and 3 indexes of severity of disorder with physical attractiveness were examined in 43 13–66 yr old female psychiatric patients to test whether demographic variables mediate relations found between physical attractiveness and clinical variables. A correlation analysis found only time since 1st breakdown, age, and SES to be significantly related to attractiveness at a multivariate .05 level. A partial correlation analysis showed that age mediated the relation found between time since 1st breakdown and attractiveness, but not the relation between SES and attractiveness. Findings suggest that demographic variables are strongly related to attractiveness and may account for apparent relations found between attractiveness and clinical variables. (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Two-parent, stepparent, and single-parent families: Changes in achievement, attitudes, and behaviors during the last two years of high school.

In the High School and Beyond study (National Center for Educational Statistics, 1986), students were asked in their sophomore year and again in their senior year whether they lived with their mother, a stepmother, their father, or a stepfather. Comparisons were made among 3 family configurations (2-parent, stepparent, and single-parent families) when they were stable during the last 2 years of high school and when the family configuration changed. 22 senior-year and postsecondary outcomes were related to different family configurations. After controlling for background variables (sex, race, SES, etc.) and comparable sophomore-year outcomes, differences in family configurations had little effect on the senior-year and postsecondary outcomes. This lack of effect was consistent across subgroups based on sex, race, religion, SES, and other background variables. Results suggest that for a wide variety of outcome variables, growth and change during the last 2 years of high school are relatively unrelated to different family configurations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Socioeconomic status, race and life expectancy in Arkansas, 1970-1990

Earlier research found that high socioeconomic populations in Arkansas experienced an increase in mean life expectancy over low socioeconomic populations between 1970 and 1990. The possibility that these findings are spurious because of race is tested in this paper. Using multivariate analysis in conjunction with estimates of life expectancy by race and socioeconomic status (SES) we find that between 1970 and 1990: (1) Black populations with high SES gained more than three additional years of life expectancy over Black populations with high SES; and (2) White populations with high SES gained more than .5 years of life expectancy over White populations with low SES. These findings support earlier findings that SES plays an instrumental role in differential life expectancy. They also suggest that the effects of SES on life expectancy are moderated differentially for Blacks and Whites.     

Effects of race and socioeconomic status on the perception of process variables in counseling.

Analyzed the effects of race and socioeconomic status (SES) on the perception of process variables in counseling, including judged counselor empathy, judged counselor–client cognitive similarity, and attraction. The study used a 2?×?12?×?2?×?6 design (race of S, tape order, SES of client, race of counselor and client) with repeated measures on the SES of client variable and the race of counselor and client variable. Following empathy training, 12 Black and 12 White undergraduate middle-class males listened to 12 specially prepared counselor–client taped dialogs and rated the counselor and client on each tape on the process variables being researched. All hypotheses were confirmed. Both Black and White Ss gave highest counselor empathy ratings, client–counselor attraction and cognitive similarity ratings, and client improvement ratings to matchings in which the counselor and client were similar over race and social class, and they gave lowest ratings when the counselor and client were dissimilar over race and social class. Effects of client accent were generally not significant. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Career self-efficacy expectations and perceived range of career options in community college students.

The first purpose of the present study was to explore the relation of socioeconomic status (SES), race, gender, career self-efficacy, career interests, and sex role orientation to career-choice range in female–male, and non-gender-dominated careers. The second purpose was to determine the relation of SES, race, sex role orientation, gender, and career interests to career self-efficacy. Results indicated that career interest and career self-efficacy expectations significantly predicted range of perceived career options above and beyond the contributions of the other dependent variables. Similarly, career interest and sex role orientation predicted self-efficacy expectations. Recommendations for future investigations of the career self-efficacy model of occupational choice as well as some possible applications of the findings to career counseling are made. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social dominance and cerebral hemisphericity: discriminating race, socioeconomic status, and sex groups by performance on two lateralized tests

A neurosociological argument is presented which hypothesizes that persons in positions of social subdominance--black racial status, low and middle socioeconomic status (SES), and female sexual status will, in comparison to persons in positions of dominance--white, high SES, and male, be right-hemispheric, i.e., will perform best on a test lateralized to the right cerebral hemisphere and its appositional mode of thought as opposed to a test lateralized to the left hemisphere and its propositional mode of thought. Data from 1058 adults from two probability samples (excluding left-handers, housewives and unemployed persons) are analyzed. Appositional performance is measured by the Street Gestalt-Completion Test (A), propositional performance by the WAIS Similarities Subtest (P), and right-hemisphericity by (A-P)/(A+P). Multigroup discriminant function analysis and three-way analyses of variance produced the following results: (1) blacks are more right-hemispheric than are whites, with lower similarities performance and higher Street performance; (2) SES varies directly with Similarities performance, but not with Street performance; (3) there is a two way interaction between race and SES such that middle SES groups are most right-hemispheric for whites, and low SES groups, most right-hemispheric for blacks; (4) females are more right hemispheric than are males among blacks and lower SES whites, reflecting in part the superior performance of black females on the Street test.     

Roles of gender, race, and SES in the college choice process among first-generation and nonfirst-generation students.

The authors examined students' reports of their college choice process to understand the influence of a set of psychological, personal, and institutional factors. The authors also examined potential moderating influences of generational status, gender, race, and SES on our variables of interest. A diverse sample of college freshmen (N = 1,339), including 42% who were the first in their families to attend college, responded to a self-reporting, Web-based survey. Findings indicate that psychosocial factors and academic quality of the college were most influential for first-generation students as compared to their nonfirst-generation peers in the college choice process. However, gender, race, and SES moderated these influences in complex ways. For example, females rated the psychological variables higher than males; Asian American and African American first-generation students rated higher than their parents' preferences for which college to attend as compared to nonfirst-generation peers. First-generation females, African American in particular, considered academic quality more important than other groups. Our findings should be of value to counselors and other personnel who facilitate students' college choice process as well as college recruitment, retention, and diversity enhancement programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Socioeconomic status, neighborhood social conditions, and neural tube defects

OBJECTIVES: This study evaluated the contributions of lower socioeconomic status (SES) and neighborhood socioeconomic characteristics to neural tube defect etiology. The influence of additional factors, including periconceptional multivitamin use and race/ethnicity, was also explored. METHODS: Data derived from a case-control study of California pregnancies from 1989 to 1991. Mothers of 538 (87.8% of eligible) case infants/fetuses with neural tube defects and mothers of 539 (88.2%) nonmalformed infants were interviewed about their SES. Reported addresses were linked to 1990 US census information to characterize neighborhoods. RESULTS: Twofold elevated risks were observed for several SES indicators. Risks were somewhat confounded by vitamin use, race/ethnicity, age, body mass index, and fever but remained elevated after adjustment. A risk gradient was seen with increasing number of lower SES indicators. Women with 1 to 3 and 4 to 6 lower SES indicators had adjusted odds ratios of 1.6 (1.1-2.2) and 3.2 (1.9-5.4), respectively, compared with women with no lower SES indicators. CONCLUSIONS: Both lower SES and residence in a SES-lower neighborhood increased the risk of an neural tube defect-affected pregnancy, with risks increasing across a gradient of SES indicators.     

Eating Attitudes Test and Eating Disorders Inventory: Norms for adolescent girls and boys.

Increasing attention has been given to measuring symptoms of eating disorders in adolescents, but representative norms for the two widely used measures, the Eating Attitudes Test (EAT) and the Eating Disorders Inventory (EDI), have not been available. The present study collected normative data on 1,373 high school boys and girls in Grades 9–12. Significant sex, but not age, differences were obtained. Scores by boys did not differ by race or socioeconomic status (SES), whereas a few slight race and SES differences occurred among girls. Percentile ranks for raw scores are presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of socioeconomic status, race, and parenting on language development in early childhood.

The authors examined the associations between socioeconomic status (SES), race, maternal sensitivity, and maternal negative-intrusive behaviors and language development in a sample selected to reduce the typical confound between race and SES (n = 146). Mother–child interactions were observed at 12 and 24 months (coded by randomly assigned African American and European American coders); language abilities were assessed at 18, 24, 30, and 36 months. For receptive language, race was associated with ability level, and maternal sensitivity and negative-intrusive parenting were related to rate of growth. For expressive communication, race, SES, and maternal sensitivity were associated with rate of growth; race moderated the association between negative-intrusive parenting and rate of growth such that the relation was weaker for African American than for European American children. The results highlight the importance of sensitive parenting and suggest that the association between negative-intrusive parenting and language development may depend upon family context. Future work is needed concerning the race differences found, including examining associations with other demographic factors and variations in language input experienced by children, using culturally and racially validated indices of language development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

基于STC单片机的便携式里氏硬度计的研究与设计

介绍基于STC12C5A60S2单片机的便携式里氏硬度计的研究与设计,详细介绍了里氏硬度计的设计原理、硬件结构图、实现里氏硬度测量的主程序流程,同时,给出了部分程序代码和实际的测试数据.     

Perceived opportunity, delinquency, race, and body build among delinquent youth.

The Ss were delinquent, institutionalized black and white 15- to 17-year-old boys from impoverished backgrounds. Variables investigated were perception of legitimate and illegitimate opportunity, admitted and committed delinquency, race and age of investigator and S, urbanization of residence, type of body build, physical attractiveness, and IQ. Modest support was obtained for the hypothesis that perception of little legitimate opportunity is accompanied by high admitted delinquency, particularly for white males. Perception of opportunity was not correlated with committed delinquency, and the relation between admitted and committed delinquency was low. Age and race of investigator entered into no significant relationships with any of the variables studied for either black or white boys. Body build and attractiveness were not found to be related to any of the other variables studied. Significantly more black than white boys were mesomorphic. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Race, class, and the attributional process.

Two experiments examined the process and content of attributional thinking in Black and White children who differed in socioeconomic status (SES). In Exp I, 171 7th graders subdivided into middle-SES Black, middle-SES White, low-SES Black, and low-SES White groups imagined that they succeeded or failed at an examination, with the cause of the outcome specified. Their perceptions of the dimensional properties of causes (locus, stability, and controllability), expectancy for success, teacher evaluation, and affective reactions were reported. Similar judgments were made in Exp II, with 148 of the Ss from Exp I, in response to actual rather than hypothetical success and failure, and Ss' causal attributions for their performance were reported. Analyses revealed that Blacks did not display a less adaptive attributional pattern than did Whites following actual performance, and no differences existed in Ss' understanding of the meaning (dimensional placement) of causes. A linkage between the locus of causes and affect also was documented in all race?×?SES groups. In contrast, race and class differences occurred in Ss' perceptions of predicted stability–expectancy and controllability–evaluation causal linkages. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Family environments, language, and intelligence.

Examined the relationship between family environment and children's language and intellectual abilities. 40 1st graders, 20 middle-class and 20 of low socioeconomic status (SES), were administered the Illinois Test of Psycholinguistic Abilities and the WISC-R. To measure press for language in the home, an interview was conducted with mothers. Results show the middle SES group scoring significantly higher than the lower SES group on the language and intelligence measures, as well as having stronger presses for language and intellectual development in the home. However, it was found that press variables contributed little to the predictive efficiency of the model. An alternative approach by T. Williams (1974) is suggested for future research. (French summary) (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of counselor sex, race, and language style on black students in initial interviews.

Hypothesized that greater counselor-subject compatibility in race, sex, and language would result in greater client satisfaction and depth of exploration. Ss were 37 black students in a special program for the disadvantaged at a leading eastern state university and 3 black male, 2 black female, 6 white male, and 3 white female counselors. Data were analyzed using the multivariate analysis of covariance with counselor sex and race the independent variables and client depth of self-exploration and satisfaction the dependent variables. Covariates were counselor's level of facilitative conditions and comprehension of nonstandard English. Results indicate that Ss preferred black counselors to a significantly greater degree than white counselors and that they explored themselves in greater depth with female counselors (p     

American Indian and Caucasian students' preferences for counselors: Effects of counselor dress and sex.

Examined the effects of 2 nonverbal cues, the counselor's dress and sex, on students' preferences for counselors. 140 Native Americans from a reservation high school and 226 students from a primarily Caucasian, urban high school rated their preferences for discussing personal, academic, and vocational concerns with a counselor. The independent variables were race and sex of student, and form of dress and sex of counselor. The results of the 2?×?2?×?6?×?2 MANOVA showed that the Ss' preferences for counselors varied with the counselors' sex and dress, the type of concern, and the race of the S. Same-sex preferences for counselors were not influenced by counselor dress. Preference for a counselor of the same sex was strongest for female Native Americans. Cultural and methodological aspects of these results are discussed. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The influence of race and consultant verbal behavior on perceptions of consultant competence and multicultural sensitivity.

Sought to determine the influence of race and consultant verbal behavior on perceptions of consultants' competence and multicultural sensitivity. In this analog study, 154 female preservice teachers viewed a videotape of a problem definition interview in which the race of the consultee (African American or Caucasian), race of the consultant (African American or Caucasian), and verbal behavior of the consultant (race-sensitive or race-blind) were completely crossed. The participating preservice teachers (African American and Caucasian) rated the consultants on measures of competence and multicultural sensitivity. A 2?×?2?×?2?×?2 multivariate analysis of variance (MANOVA) and subsequent univariate follow-up tests revealed a main effect for consultant behavior, favoring race-sensitive vs race-blind verbalizations for both dependent variables. Significant interactions were also found for each dependent variable for participant race?×?consultant behavior and consultant race?×?consultant behavior. Possible explanations for these findings are discussed, and implications for practice and future research directions are identified. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Bright, bad, babyfaced boys: appearance stereotypes do not always yield self-fulfilling prophecy effects

Three studies tested the hypothesis that babyfaced adolescent boys would compensate for the undesirable expectation that they will exhibit childlike traits by behaving contrary to it. Studies 1 and 2 revealed that babyfaced boys from middle- and lower class samples, including a sample of delinquents, showed higher academic achievement than their mature-faced peers, refuting the stereotype of babyfaced people as intellectually weak. In the lower class samples, this compensation effect was moderated by IQ and socioeconomic status (SES), variables that influence the ability to overcome low expectations. Study 3 showed that babyfaceness also can produce negative compensatory behaviors. Low-SES babyfaced boys were more likely than their mature-faced peers to be delinquent, and babyfaced delinquents committed more crimes, refuting the stereotype of babyfaced people as warm, submissive, and physically weak.