James C. Mancuso

The self as memory processing

Different areas of theoretical investigation are briefly discussed in relation to competing paradigms and a theory of self. Clarification of these areas is taken to be contingent on resolution of two theoretical issues. Is the self to be treated as a “caused” or as a “causing” event? What is the nature of the storage and retrieval processes related to the enactment of different self-relevant behaviors? In regard to the issue of cause, interpretations in terms of two major theoretical paradigms, mechanism and contextualism, are briefly outlined and the validity of contextual theory is discussed. In regard to the issue of storage, examination of current theories of memory lead to a consideration of self-representation as involving both generic and episodic memory structures that possess a number of organizational properties relevant to an understanding of consistency and variability in a persons enactment of self-relevant behavior. In light of these considerations, the advantages of contextual formulations of self-theory are reconsidered and current, related research is noted.

Children’s Perceptions of a Transgressor’s Socialization as a Function of Type of Reprimand

Kindergarten, 3rd, and 6th graders were asked to evaluate actors in filmed sequences depicting accidental or intentional damage followed by expiation, explanation, or no reprimand. Kindergarteners rat

Developmental Changes in Social-Moral Perception: Some Factors Affecting Children's Evaluations and Predictions of the Behavior of a “Transgressor”

Summary Assuming that young children, unlike older persons, negatively evaluate both accidental and intentional transgressors, this investigation assesses developmentally related effects of the judge knowing conditions motivating the “transgressor” to enter situations and of the judge having more or less information about the “transgressor.” Twelve boys at each of three school grade levels (first, sixth, eighth) watched a TV playback of one of nine variations of situations wherein a boy broke some dishes. The videotaped sequences showed variations in intention (accidental-intentional), circumstances leading the boy to engage in the task of clearing away the dishes (offering favor—father angry—father makes unreasonable request), and number of action situations (three situations-one situation). The children judged the transgressor by locating him on a scale from extremely good to extremely bad and by predicting other morally related behaviors. Data were analyzed by analyses of variance. All independent vari...

Prompting Parents toward Constructivist Caregiving Practices

Christopher now resides in a residential child care facility. He is quartered with and shares the daily activity of a group of four other 3- and 4-year old children. He proceeds through his days under the direction of various young, female child care workers, most of whom have had several years of college work. A not-uncommon interaction between Christopher and one of these child care workers will proceed as follows: Setting: The worker is helping the young children in their attempt to scale a jungle gym network. The children are clamoring for a turn and for the worker’s help. She has managed to develop the rudiments of a working line up, so that the children will each have her help in the project. Christopher intrudes into the first position in the line. The original holder of that position objects. Christopher resolves his problem by pushing the objector out of his position. Worker: Christopher, we’re taking turns. Please go to the back of the line. Christopher: NO! Worker: All right, no more climbs till Christopher goes to the back of the line. Setting: There are many signs that the waiting children are aroused. Christopher does not move. Worker: We’re waiting, Christopher. Setting: Christopher, staring at worker, does not move. The worker takes a physical stance to indicate that she will not be moved. Christopher continues to stare. After a short pause, the worker moves toward Christopher. She reaches to take his arm. He flops to the ground. The worker bends to pick him up. He vigorously kicks her shoulder. Worker (using a vocal delivery in the 80–90 decibel range): Christopher, you’re going to spend the next 15 minutes in the “time-out room.” Setting: Christopher remains lying on the ground. The worker tries to move him toward the building containing the room. He refuses to locomote. He does kick and struggle to escape. Christopher (shouting repeatedly): Get off me, fuckhead. Setting: Another worker comes to share in helping Christopher to a dose of “time-out.”

Can an avowed adherent of personal-construct psychology be counted as a social constructions?

Abstract This articles text contains an attempt to identify some of those themes found in social constructionist texts and the positions regarding those themes that might encourage a committed personal-construct psychologist to avoid being identified as a contemporary social constructionist. The text contains supports to the claims that the common social-constructionist objections to constructions that define individuals unnecessarily constricts a constructionist view of psychological functioning, the common social-constructionist abhorrence of cognitive formulations is misdirected, and the social-constructionist avoidance of focus on the means by which scholars offer warrant to colleagues discourages work other than repetitive deconstruction. Counter positions that adhere to a constructionist epistemology are discussed.

JUDGMENTS OF A CHILD INVOLVED IN ACCIDENTAL DAMAGE AND RESPONDING DIFFERENTIALLY TO ADULT REPRIMAND

72 first-grade and 72 sixth-grade boys viewed scenes showing a boy involved in accidental damage, then receiving and responding differentially to adult reprimand. Children, having viewed one of the films, recorded their attribution of goodness-badness and also predicted the potential good-bad conduct of the transgressor. Analyses support conclusions, consistent with Piagets moral judgment theory, that (a) young children perceive an accidental transgressor more negatively than do older children; and (b) young children evaluate responses to reprimand in terms of whether they conform to adult command, whereas older children evaluate those responses in accordance with whether they are congruent with the principle of mutual respect. Piagets theory requires reconsideration in light of the finding that older children predicted a preponderance of good behaviors for the boy who was shown responding in a manner that can be taken as a violation of the principle of mutual trust.

Comparing high- and low-rated child care workers' attributions of reprimand effectiveness

Child care workers watched three filmed scenarios showing a transgression followed by one of three types of reprimand (retributive, restitutive, explanatory). The 51 workers then completed a questionnaire whereby the three reprimand conditions were compared in terms of leniency, effectiveness, self approval of the technique, and so forth. Workers also asked peers to complete anonymously returned evaluations of their effectiveness. Restitutive reprimand was the most favored technique; apparently because of its midway point on the leniency-harshness dimension. Retributive reprimand was rejected as a reprimand of choice. High peer rated workers were more frequently willing to endorse explanatory reprimand.

Children's Perceptions of Variously Reprimanded Transgressors

Abstract This study assesses age-related changes in childrens perceptions of transgressors subjected to varied reprimands. Twelve children at each of three school grade levels (first, third, sixth) watched one of four sequences in which a boy violated a given rule and was then exposed to one of three types of reprimand (retributive, restitutive, explanatory) or no reprimand. The children judged the transgressor by locating him on a scale from extremely good to extremely bad, and by predicting other morally related behaviors. Analyses of variance showed that statistically significant variations in childrens judgments of the transgressors are attributable to reprimand type and to grade level of Ss. Results are interpreted as indicative of children developing the view that reprimand brings about behavior change, and does not simply convey the negative evaluation of the reprimander.