Morton J. Mendelson

Body-esteem scale for adolescents and adults.

Body esteem (BE) refers to self-evaluations of ones body or appearance. This article outlines a BE questionnaire for adolescents and adults that has 3 subscales: BE-Appearance (general feelings about appearance), BE-Weight (weight satisfaction), and BE-Attribution (evaluations attributed to others about ones body and appearance). The subscales have high internal consistency and 3-month test-retest reliability. Females scored lower than males on BE-Weight and BE-Appearance. BE-Weight was the only subscale uniquely related to weight, especially in females, with heavy individuals tending to be dissatisfied with their weight. BE-Appearance was the only subscale that consistently predicted self-esteem. BE-Appearance and BE-Weight covaried more with Neeman and Harters (1986) Appearance subscale than with other self-esteem subscales; BE-Attribution covaried more with social self-esteem subscales than did BE-Appearance and BE-Weight.

Cross-race peer relations and friendship quality

Intergroup contact and friendship are keystones to the reduction of prejudice, yet most available data on this topic are based on indices that do not actually reflect contact or relationships. This study examined various indices of peer relations (viz., interactive companions, mutual friendships, and the stability and perceived qualities of mutual friends) for elementary school students who differed in grade, gender, and racial background; and it explored whether racial attitudes were associated with befriending or avoiding classmates. Cross-race mutual friendships declined with grade, and among fifth-graders were less likely to show 6-month stability than same-race friendships. Despite overall same-race selectivity, mutual cross-race friends, once selected, did not differ significantly from same-race ones in friendship functions such as loyalty and emotional security; only with respect to intimacy were they rated lower. Finally, racial prejudice was most strongly related to the number of excluded classmates, while children with less biased attitudes had more cross-race interactive companions and more positive perceptions of their friends.

The Relation Between Audition and Vision in the Human Newborn.

Four studies were conducted to investigate the relation between audition and vision in the human newborn. In all four studies visual activity was recorded with infrared corneal-reflection technqiues in 1- to 4-day-old infants. Study 1 concerned the effects of sound at midline on scanning in darkness and in a lit but formless field. In the dark compared to light, newborns maintained better eye control, centralized fixations, scanned with smaller eye movements, scanned less dispersely, and were wider-eyed. In a blank field, sound caused newborns to maintain better eye control, centralize fixations, scan with small eye movements, constrain fixations, and be wider-eyed than in silence. Sound had little effect on scanning in the dark beyond constraining fixations. Study 2 concerned the effects of sound at midline on scanning vertical and horizontal edges. Visual activity was different for the two visual stimuli. While viewing a vertical rather than a horizontal edge, newborns maintained better eye control and fixated closer to the position of the vertical edge. Newborns crossed the position of the horizontal edge when that edge was present. Sound affected scanning in general, centralizing fixations for newborns not already looking centrally, but sound did not affect the frequency of edge crossing. Study 3 concerned the effects of laterally presented sound on scanning spatially consonant or dissonant vertical bars. The major finding was that infants were sensitive to the spatial property of sound. Infants shifted fixations first toward and then gradually away from sound. Study 4 was an attempt to determine whether there is an effort constraint on the simultaneous functioning of auditory and visual systems. The effects of two differentially salient sounds on scanning two differentially salient visual stimuli were examined. Although the results appeared to support the idea of an effort constraint, the data were accounted for parsimoniously in terms of the spatial influence of sound of scanning. The data on visual activity were discussed in terms of the presence of inherent information-acquisition routines in the newborn. It was concluded that sound influences visual epistemic behavior even at birth.: Four studies were conducted to investigate the relation between audition and vision in the human newborn. In all four studies visual activity was recorded with infrared corneal-reflection technqiues in 1- to 4-day-old infants. Study 1 concerned the effects of sound at midline on scanning in darkness and in a lit but formless field. In the dark compared to light, newborns maintained better eye control, centralized fixations, scanned with smaller eye movements, scanned less dispersely, and were wider-eyed. In a blank field, sound caused newborns to maintain better eye control, centralize fixations, scan with small eye movements, constrain fixations, and be wider-eyed than in silence. Sound had little effect on scanning in the dark beyond constraining fixations. Study 2 concerned the effects of sound at midline on scanning vertical and horizontal edges. Visual activity was different for the two visual stimuli. While viewing a vertical rather than a horizontal edge, newborns maintained better eye control and fixated closer to the position of the vertical edge. Newborns crossed the position of the horizontal edge when that edge was present. Sound affected scanning in general, centralizing fixations for newborns not already looking centrally, but sound did not affect the frequency of edge crossing. Study 3 concerned the effects of laterally presented sound on scanning spatially consonant or dissonant vertical bars. The major finding was that infants were sensitive to the spatial property of sound. Infants shifted fixations first toward and then gradually away from sound. Study 4 was an attempt to determine whether there is an effort constraint on the simultaneous functioning of auditory and visual systems. The effects of two differentially salient sounds on scanning two differentially salient visual stimuli were examined. Although the results appeared to support the idea of an effort constraint, the data were accounted for parsimoniously in terms of the spatial influence of sound of scanning. The data on visual activity were discussed in terms of the presence of inherent information-acquisition routines in the newborn. It was concluded that sound influences visual epistemic behavior even at birth.

Sexual Coercion Among Adolescents: Victims and Perpetrators

Adolescence is a transitional period when the pressure to engage in romantic and sexual relationships can leave teenagers feeling confused and at risk for sexual coercion. Our studies investigated characteristics of male and female perpetrators and victims of peer sexual coercion, focusing on self-esteem, sexist attitudes, and involvement in nonsexual deviant behaviors, such as drugs and alcohol. The participants, all of whom were in Grades 8 to 11, were from Quebec, Canada. They completed self-report measures. Female victims had lower self-esteem and more sexist attitudes than other female participants, whereas male perpetrators had more sexist attitudes than other male participants. Furthermore, all victims and perpetrators were more likely to be involved in other types of nonsexual deviance.

Bilingual children's repairs of breakdowns in communication.

This study examined two- (n = 10) and three-year-old (n = 16) French-English bilingual childrens repairs of breakdowns in communication that occurred when they did not use the same language as their interlocutor (Language breakdowns) and for other reasons (e.g. inaudible utterance). The children played with an experimenter who used only one language (English or French) during the play session. Each time a child used the other language, the experimenter made up to five requests for clarification, from non-specific (What?) to specific (Can you say that in French/English?). The experimenter also made requests for clarification when breakdowns occurred for other reasons, e.g. the child spoke too softly, produced an ambiguous utterance, etc. Both the two- and three-year-olds were capable of repairing Language breakdowns by switching languages to match that of their experimenter and they avoided this repair strategy when attempting to repair Other breakdowns. Moreover, they switched languages in response to non-specific requests. The results indicate that even two-and-a-half-year-old bilingual children are capable of identifying their language choice as a cause of communication breakdowns and that they can differentiate Language from Other kinds of communication breakdowns.

The mixed company they keep: Potentially offensive sexual behaviours among adolescents

This study investigated the incidence and tolerance of potentially offensive sexual behaviours in relation to the gender composition of adolescents’ friendship networks. High-school students (Grades 8 and 11) self-reported on the Sexual Experiences Questionnaire—High School and on the Social Network Form. Adolescents whose friendship network included a relatively greater proportion of other-sex friends tended to be those who experienced some form of potentially offensive sexual behaviours. However, tolerance (i.e., lack of upset) of these behaviours was not related to the gender composition of the friendship network. Moderate behaviours were perpetrated mostly by boys to both sexes, whereas severe behaviours were perpetrated by other-sex peers. The discussion addresses how sexual harassment in adolescence might be conceptualised.

Infants' categorization of melodic contour

Abstract Categorization of auditory patterns on the basis of melodic contour was demonstrated in 10-month-old infants with an operant-fixation preference technique. Study 1 established the usefulness of the preference paradigm for assessing discrimination of auditory patterns whose tones differed in frequency, wave form, or both. Study 2 used the same procedure to show that infants can treat as equivalent different auditory sequences that have the same melodic contour. Infants were familiarized with six rising-contour, or six falling-contour, patterns that differed in both the frequency and the wave form of the tones. During a preference test, two new sequences were presented, one with a rising contour and the other with a falling contour. Infants preferred the novel-contour test pattern. The discussion both addresses the implications of 10-month-olds spontaneously equating sequences on the basis of melodic contour and raises methodological issues relevant to auditory categorization.

Personality predictors of friendship and popularity in kindergarten

Abstract This study of 70 kindergartners asked if friendship and popularity were differentially related to individual characteristics (intelligence and attractiveness), to social cognition (measured by the Social Problem-Solving Test-Revised; Rubin, 1983), and to personality (measured by the Preschool Behavior Q Sort; PBQS; Baumrind, 1968). Friendship ratings by a same-gender reciprocal friend and observed friendliness toward the friend did not overlap with popularity, which was measured through liking ratings by same-gender classmates. Same-gender liking was predicted best by social competence; it was associated with the alienation versus trust scale of the PBQS and with several social cognition measures. Friendship quality had a different set of correlates. A friends ratings of friendship quality and the observed friendliness of the target child were predicted by the targets social cognition and by the childs personality—especially by destructiveness items that concerned physicalness, attention seeking, and dominance. In contrast to previous findings that adolescent friendships benefit from feminine-type traits of emotional supportiveness, kindergarten friendships here benefited from masculine-type traits, from a combination of impulsiveness and high-energy social impact.

The effects of symmetry and contour on recognition memory in children

Abstract Children in prekindergarten, kindergarten, and second grade were tested on a delayed match-to-sample task using abstract visual patterns. The patterns varied both in type of visual organization (unstructured, diagonally symmetrical, vertically symmetrical, and horizontally symmetrical) and in amount of contour. Following the initial memory task, we attempted to train half of the children at each grade by directing their attention to axes of symmetry; the other half of the children received a control task. Subsequently, the subjects were given a second delayed match-to-sample test. On both pre- and post-training trials, structure influenced performance, especially in the two younger groups. Vertical and horizontal symmetry generally facilitated performance in the prekindergarteners, while all three types of symmetry facilitated performance in the kindergarteners. In addition, children generally responded more accurately to patterns with lower levels of contour. They also made more like-contour than unlike-contour confusions, indicating that quantitative aspects of patterns were encoded. Group differences suggested that both processing capacity and memory increase during the age range studied. Finally, there was no indication that training improved performance at any age.

A comparison of bilingual and monolingual children’s conversational repairs

This study examined the conversational repair skills of 2- and 3-year-old French— English bilingual children and monolingual French-speaking children. While the ability to respond to requests for clarification has been well researched in monolingual children, it has not been investigated among bilingual children except to examine their ability to repair breakdowns due to the use of a language not spoken by their interlocutor. The present study provides a direct comparison of bilingual and monolingual children’s repairs of the types of breakdowns in conversations that are experienced by both populations, e.g., breakdowns due to ambiguity, choice of words, mispronunciations, inaudible utterances, and so on. A methodology of stacked requests for clarification was used to examine the range of response strategies and the overall response patterns of the children.The results reveal no differences between the bilingual and the monolingual children’s conversational repair skills. The present findings contribute to the growing body of evidence that bilingualism does not interfere with the language development of simultaneous bilinguals. As well, they extend our understanding of their ability to repair conversational breakdowns of the type that are experienced by all children.