Attitudes toward U.S. and Russian Actions: A Double Standard

1965 ◽  
Vol 16 (1) ◽  
pp. 43-46 ◽  
Author(s):  
Stuart Oskamp

In recent years the U. S. A. and Russia have taken many similar or identical actions, e.g., increased their military budgets, made disarmament proposals, signed joint treaties. It was hypothesized that attitudes of American students toward these similar actions would exhibit a double standard, favoring the U. S. A. Parallel 50-item questionnaires were given to 27 college students in a counterbalanced design. As predicted, most U. S. actions were rated much more favorably than the identical Russian action (45 of 50 higher, 30 significant). However, Ss who had just rated one nation's actions were more neutral in rating those of the other nation, suggesting that a balanced presentation of information leads to greater objectivity. The double standard in evaluating international actions is necessary for operation of the “mirror-image effect” described by Bronfenbrenner.

1995 ◽  
Vol 80 (2) ◽  
pp. 478-478 ◽  
Author(s):  
A. Lee Hoxter ◽  
David Lester

Among 241 college students, both white and African-American adults were less willing to be personal friends with people of the other ethnic group than with people of their own ethnic group. African-American students were also less willing to be friends with Asian Americans than were white students.


1995 ◽  
Vol 74 (6) ◽  
pp. 2665-2684 ◽  
Author(s):  
Y. Kondoh ◽  
Y. Hasegawa ◽  
J. Okuma ◽  
F. Takahashi

1. A computational model accounting for motion detection in the fly was examined by comparing responses in motion-sensitive horizontal system (HS) and centrifugal horizontal (CH) cells in the fly's lobula plate with a computer simulation implemented on a motion detector of the correlation type, the Reichardt detector. First-order (linear) and second-order (quadratic nonlinear) Wiener kernels from intracellularly recorded responses to moving patterns were computed by cross correlating with the time-dependent position of the stimulus, and were used to characterize response to motion in those cells. 2. When the fly was stimulated with moving vertical stripes with a spatial wavelength of 5-40 degrees, the HS and CH cells showed basically a biphasic first-order kernel, having an initial depolarization that was followed by hyperpolarization. The linear model matched well with the actual response, with a mean square error of 27% at best, indicating that the linear component comprises a major part of responses in these cells. The second-order nonlinearity was insignificant. When stimulated at a spatial wavelength of 2.5 degrees, the first-order kernel showed a significant decrease in amplitude, and was initially hyperpolarized; the second-order kernel was, on the other hand, well defined, having two hyperpolarizing valleys on the diagonal with two off-diagonal peaks. 3. The blockage of inhibitory interactions in the visual system by application of 10-4 M picrotoxin, however, evoked a nonlinear response that could be decomposed into the sum of the first-order (linear) and second-order (quadratic nonlinear) terms with a mean square error of 30-50%. The first-order term, comprising 10-20% of the picrotoxin-evoked response, is characterized by a differentiating first-order kernel. It thus codes the velocity of motion. The second-order term, comprising 30-40% of the response, is defined by a second-order kernel with two depolarizing peaks on the diagonal and two off-diagonal hyperpolarizing valleys, suggesting that the nonlinear component represents the power of motion. 4. Responses in the Reichardt detector, consisting of two mirror-image subunits with spatiotemporal low-pass filters followed by a multiplication stage, were computer simulated and then analyzed by the Wiener kernel method. The simulated responses were linearly related to the pattern velocity (with a mean square error of 13% for the linear model) and matched well with the observed responses in the HS and CH cells. After the multiplication stage, the linear component comprised 15-25% and the quadratic nonlinear component comprised 60-70% of the simulated response, which was similar to the picrotoxin-induced response in the HS cells. The quadratic nonlinear components were balanced between the right and left sides, and could be eliminated completely by their contralateral counterpart via a subtraction process. On the other hand, the linear component on one side was the mirror image of that on the other side, as expected from the kernel configurations. 5. These results suggest that responses to motion in the HS and CH cells depend on the multiplication process in which both the velocity and power components of motion are computed, and that a putative subtraction process selectively eliminates the nonlinear components but amplifies the linear component. The nonlinear component is directionally insensitive because of its quadratic non-linearity. Therefore the subtraction process allows the subsequent cells integrating motion (such as the HS cells) to tune the direction of motion more sharply.


2002 ◽  
Vol 22 (2) ◽  
pp. 117-162 ◽  
Author(s):  
Robert J. Tracy ◽  
Nicholas Greco ◽  
Erika Felix ◽  
Donald F. Kilburg

Many proverbs seem to convey wisdom because they help people to reframe life's predicaments. Positive reframes, such as Every cloud has a silver lining, often draw positive implications from adverse circumstances (cf. “positive reappraisals,” “gain frames”). In contrast, negative reframes, such as All that glitters is not gold, provide helpful warnings about difficult situations, and therefore encourage proactive coping (cf. “problem-focused coping”). This study examined the validity of the distinction between positive and negative reframes and whether the distinction applies to proverbs. Six judges categorized 199 proverbs as positive or negative reframes. Results showed that the positive reframes were rated by college students as more pleasant, conceptually simpler, and more familiar than the negative reframes. Further, proverbs that were composed by students were of higher quality when they were positive rather than negative reframes. On the other hand, positive and negative reframes occurred similarly often among the 199 proverbs, and did not differ consistently in rated truth, rated imagery arousal, or reading grade level. We concluded that many proverbs can be regarded as positive or negative reframes, which constitute basic thinking strategies that help people cope with life's challenges.


2012 ◽  
Vol 13 (1) ◽  
pp. 80-84 ◽  
Author(s):  
G Anil Kumar ◽  
Saibel Farishta ◽  
G Baiju ◽  
VK Taneja ◽  
RC Minocha ◽  
...  

ABSTRACT The present study was undertaken to assess the skeletal craniofacial asymmetry in South Indian population by a posteroanterior cephalometric radiographic method. The skeletal craniofacial structures on one side of the face were compared with that of the other, by drawing various triangles representing different craniofacial regions. The sample consisted of 60 subjects (30 males and 30 females) aged between 18 to 25 years, who were mainly dental college students from South India. Overall 52 X-rays were obtained, with four errors each in the male and the female groups. The results revealed that the total facial structures in the South Indian population were larger on the left side (statistically insignificant). The cranial base area exhibited a greater degree of asymmetry than any other component area of the face, which might be due to the inaccuracy at the condylar point. How to cite this article Taneja VK, Kumar GA, Farishta S, Minocha RC, Baiju G, Gopal D. An Assessment of Skeletal Craniofacial Asymmetry in South Indian Population. J Contemp Dent Pract 2012;13(1):80-84.


Author(s):  
Cheryl I. Johnson ◽  
Daphne E. Whitmer ◽  
Matthew D. Marraffino ◽  
Lindsay B. Conner ◽  
Allison E. Garibaldi ◽  
...  

Adaptive training is tailored instruction designed to target an individual’s strengths and weaknesses, and it has been shown to improve learning outcomes and efficiency in a variety of domains, including flashcard training. The goal of this experiment was to determine whether the addition of other instructional strategies, such as enhanced feedback and pre-training, would further boost the learning benefits of an adaptive flashcard trainer. Thirty-nine college students learned to identify U.S. Navy ships using either a base version of the flashcard trainer, a version that included enhanced feedback, or a version that included pre-training and enhanced feedback. Results showed that the pre-training and enhanced feedback group significantly outperformed the other groups on delayed retention and transfer tests and showed higher learning efficiency. Implications for adaptive training and the Cognitive Theory of Multimedia Learning are discussed.


Development ◽  
1991 ◽  
Vol 111 (2) ◽  
pp. 337-356
Author(s):  
X.B. Shi ◽  
Z.I. Qiu ◽  
W. He ◽  
J. Frankel

Stylonychia mytilus is a dorsoventrally flattened ciliate with compound ciliary structures arranged in a specific manner on the cell surface. In mirror-image (MI) doublets of this ciliate, two nearly complete sets of ciliary structures are arrayed side-by-side, one in a normal or ‘right-handed’ (RH) arrangement, the other in a reversed or ‘left-handed’ (LH) arrangement. MI-doublets exist in two forms, one with the RH component on the right, the LH component on the left, and feeding structures near the center (‘buccal-adjoining MI-doublet’); the other with the RH component on the left, the LH component on the right, and feeding structures on the lateral edges (‘buccal-opposing MI-doublet’). We describe an operation that can generate either type of MI-doublet. This operation interchanges large anterior and posterior regions of the cell, transposing the original posterior region anteriorly (P—A) and the original anterior region posteriorly (A—P), while retaining the original anteroposterior polarity of each region. Two sets of new ciliary structures then are formed in mirror-image arrangement, with the set in the P—A region oriented normally and the set in the A—P region undergoing a reversal of polarity along its anteroposterior axis. This sometimes creates end-to-end MI forms, but more commonly produces side-by-side MI-doublets through a folding together of the P—A and A—P regions. This folding occurs because one lateral edge of the cell had been removed during the operation; if the left edge was removed, the complex folds to the left and forms a buccal-adjoining MI-doublet, whereas if the right edge was removed, the complex folds to the right and forms a buccal-opposing MI-doublet. Both types can reorganize and later divide true-to-type, although the ‘buccal-opposing’ type is by far the more stable of the two. The generation of mirror-image forms is dependent on the prior abnormal juxtaposition of regions from opposite ends of the cell, and involves a coordinated respecification of large-scale organization. We interpret this response to be a consequence of intercalation of missing intervening positional values in the zone of posterior-anterior abutment.


2017 ◽  
Vol 32 (4) ◽  
Author(s):  
Kentya H. Ford ◽  
Angela Meshack ◽  
Ronald J. Peters ◽  
Mi-Ting Lin ◽  
Sheila Yu

The relationship between psychological and behavioral health and bother from non-college at-tending peers was assessed among 180 African American students attending a historically black universityin the southwestern region of the United States in the spring of 2013. Results: Students reporting stressrelated to influence from non-college attending friends reported significantly higher conflicts with theirpartners (5.31 vs. 1.26, p < .05), lower personal conflict resolution (2.00 vs. .70, p < .05), and lowerfamily connectedness (30.81 vs. 34.02, p < .05). Study results emphasize college students’ need for copingskills to address external culturally-linked stressors. The information gained from this research may providestrategic guidance in understanding the behavioral and psychosocial effects of extended peer networks onthe mental health of college students.


2021 ◽  
Vol 123 (1) ◽  
pp. 1-38
Author(s):  
Samuel D. Museus

Context Systemic oppression is one of the most pressing problems in U.S. society. However, relatively little is known about the process by which college students become committed to social justice agendas. In addition, systematic empirical inquiries that examine how Asian American students, in particular, develop such commitments are difficult to find. Purpose/Research Question This inquiry was focused on understanding the process by which Asian American college students develop commitments to social justice. The following overarching research question guided the inquiry: How do Asian American college students cultivate a commitment to social justice? Research Design Using a qualitative approach grounded in a critical paradigm, individual interviews were conducted with Asian American college students involved in social justice activism and advocacy. Data Collection and Analysis A single, semistructured 60-minute face-to-face individual interview was conducted with each participant. The data were analyzed in three phases, using line-by-line, focused, and axial coding. Memos were also used throughout the data analysis process to capture thoughts, make comparisons, and clarify connections across data points. Findings The analysis shows how environmental threats that create a sense of urgency, sources of knowledge that foster collective critical consciousness, and models of critical agency contribute to students developing their own critical agency, which ultimately leads to social justice commitments. Conclusions/Recommendations The current study extends prior knowledge by demonstrating that critical agency is salient in Asian American students developing commitments to engage in social justice agendas. The findings also contribute to existing research by offering some evidence that ongoing opportunities to cultivate critical consciousness and connections to agents who model social justice interact and converge with key environmental threats to shape critical agency. The study also provides some initial evidence that Asian American parents can catalyze students’ critical agency and social justice commitments through serving as sources of knowledge that increase students’ awareness about social injustices and modeling how to contribute to a more just world, while college curricula across diverse disciplines and peer networks that center social injustices also help foster critical consciousness that leads to social justice commitments among some Asian American students.


2000 ◽  
Vol 86 (3_part_2) ◽  
pp. 1104-1106
Author(s):  
Jezz Fox ◽  
Carl Williams

121 college students completed the Anomalous Experience Inventory and the Keirsey Temperament Sorter. Multiple regression analyses provided significant models predicting both Paranormal Experience and Belief; the main predictors were the other subscales of the Anomalous Experience Inventory with the Keirsey variables playing only a minor role.


Sign in / Sign up

Export Citation Format

Share Document