Genetic and environmental components of adolescent adjustment and parental behavior: a multivariate analysis

Adolescent adjustment measures may be related to each other and to the social environment in various ways. Are these relationships similar in genetic and environmental sources of covariation, or different? A multivariate behavior-genetic analysis was made of 6 adjustment and 3 treatment composites from the study Nonshared Environment in Adolescent Development, using 674 same-sex adolescent sibling pairs aged 9-11. Cholesky decompositions of the total covariance matrix yielded additive and nonadditive genetic, and shared and nonshared environmental matrices. Factor analyses led to 3 factors for all but shared environment. The first 2 factors resembled Neuroticism and Extraversion factors typically found for personality; the third factor, parental monitoring and control, appeared to have different associations in different matrices.     

The role of IQ, expertise, and motivation in the recall of familiar information

High- and low-IQ children in the first, third, and fifth grades performed two free-recall tasks: a sort-recall task with sets of categorically related pictures, and a class-recall task, with children recalling the current members of their school class. All children were deemed to be experts concerning the composition of their school class, but, unlike experts in other domains, had no special motivation associated with their expertise. Recall and clustering on both tasks were high. The high-IQ children performed better than low-IQ children only on the sort-recall task. IQ was significantly correlated with measures of performance on the sort-recall task but not on the class-recall task. The results reflect the fact that the memory benefits associated with being an expert (here, elimination of IQ effects) are related to the greater knowledge the expert possesses and not to factors of motivation.     

Classically conditioned heart rate and respiratory-motor activity in newborn and neonatal pygmy goats

Classical discrimination conditioning of heart rate (HR) and respiratory-motor (RM) activity was examined in 16 newborn (average age = 1 day) and 8 neonatal (average age = 2 weeks) pygmy goats over 4 days of conditioning involving an electric shock US and auditory CSs. On the 4th day, one-half of the animals in each group received a low to moderate dose of ethanol to test the resistance of the CRs to drug effects. Discriminated conditioning of RM activity but not HR occurred in the newborn group, indicating an absence of close coupling between skeletal-motor activity and HR at this early age. While the newborn group failed to show recognizable HR reactions to the CSs during the 4 days of testing, it did show a long-latency brady-cardia UR beginning at 2 days of age that may have been secondary to baroreceptor reflex actions. The neonatal group displayed conditioning of both HR and RM activity. The similar latencies of the two types of CRs during the CS suggested that they may have been related to each other. However, the fact that the RM CR developed a day before the HR CR, combined with the observation that ethanol modified the HR CR but not the RM CR, supports the view that there was considerable independence between the two types of CRs.     

A professor realizes the potential poison of Ivy

This clinical treatise discusses this author's concept of “professorial melancholia,” a progressive emotional process characterized by the negating of a university professor's professional motivation, positive attitudinal focus, and adequate personal self-esteem.     

Göttingen in retrospect

Participant assessment is one of the processes which can be used to evaluate the success of educational exchange programs. This study was conducted in 1972 with University of California students who attended the University of Göttingen, Federal Republic of Germany, during the 1965–66 academic year. Participants were asked about their subsequent use of language, as well as their assessment of the academic, intellectual, personal, social and cultural dimensions of the program. This paper reports the results of the Göttingen questionnaire and, hopefully, contributes to a better understanding of the kinds of enduring student benefits that can result from an educational experience abroad.