Patricia F. Horan

Comparison of AIDS knowledge, attitudes, and behaviors among incarcerated adolescents and a public school sample in San Francisco.

Data collected from incarcerated youth (n = 113) and a public school sample (n = 802) demonstrate that both adolescent groups have a high level of AIDS knowledge. Incarcerated youth are less aware of HIV risk-reduction behaviors and report markedly higher rates of HIV risk behaviors. Incarcerated youth are at substantially increased risk of HIV infection relative to their school-based counterparts and should be a primary target of HIV prevention programs.

Correlates of Condom Use among Incarcerated Adolescents in a Rural State

An anonymous self-report survey was completed by 335 sexually active, incarcerated adolescents in a southern rural state. Multivariate logistic regression analysis was used to identify correlates of condom use during sexual intercourse. Four variables were identified as associated with frequent condom use: nonuse of marijuana, nonuse of beer, asking sexual partners about their sexual history, and feeling worried about friends contracting AIDS. This four-variable model was highly significant, correctly classifying 70% of the adolescents in their condom-use categories. The intersecting nature of substance use and the HIV epidemic is discussed, as well as the importance of teaching substance refusal skills and sexual communication and negotiation skills to incarcerated adolescents.

A multivariable analysis of spatial abilities by sex

Abstract This article presents a series of studies investigating the influence of experimental factors and the personological variables of age and sex upon spatial abilities. It was hypothesized that the overall equivocal findings typical of spatial research may be partially due to the use of different factors across studies. The experimental variables of spatial factor, task demands, spatial information type, information-processing mode, and response mode were systematically manipulated across the eight studies. In each individual analysis of data collected in a specific study, no significant main effect sex differences were detected. However, when a meta-analytic review of the studies was conducted, both spatial information dimensionality and information dimensionality × spatial factor assessed proved to be influential on male and female spatial performances. Female performance was superior when the dimensionality of stimulus and response variables was invariant. Males had the advantage when dimensionality crossing was necessitated. The discrepancy between the sexes was particularly dramatic when the spatial orientation factor was tapped.

Visual Perspective Taking in Children: Further Ramifications of an Information-Processing Model

Forty children between ages 6 and 8 were administered a set of spatial perspective tasks. On half of the items, children responded by rotating a duplicate of the target display; on the remainder, children reconstructed the displays to correspond to a perspective view. The displays differed as to whether they contained marked or unmarked objects. On the basis of an information-processing analysis of these tasks, we predicted that the response-type variables and stimulus variables would interact in known ways. Analysis of variance results revealed a good fit with the hypothesized outcomes. Main effects were detected for age, which favored older children, and for display, which favored unmarked objects; the rotation task proved easier. Significant interactions revealed that task demands increasing task difficulty were more problematic in the construction task than in the rotation task, as predicted.

Reconceptualizing perceptual development: The identification of some dimensions of spatial competence in young children☆

Abstract In this examination of young childrens acquisition of geometric skills, spatial performances were conceptualized as specific combinations of actions applied within stimulus contexts. Since both actions and context can vary, a number of different combinations can be specified. In this study, the relationships among eight such combinations were examined and predicted patterns compared with observed ones. Fifty-four 3-, 4-, and 5-year-old children were presented with 24 geometric displays depicting a variety of geometric relations. Subjects were required to either match or recall the displays in both a reconstruction and a recognition task format thereby responding across different types of action demands. The geometric displays depicted information organized either around a single axis (horizontal or vertical) or around both axes, the variation in context. The results of a mixed design ANOVA revealed a good fit with the hypothesized predictions. The findings are discussed in terms of the development of spatial skills, information theory, and of skill generalization.

The Differential Salience of Spatial Information Features in the Geometric Reproductions of Young Children

To assess the differential salience of geometric features embedded in spatial displays, 60 preschool children, 3 to 5 years old, were required to reconstruct a series of geometric displays. Each arrangement included the depiction of a topological feature, unconnectedness; a Euclidean feature, linearity; and a projective feature, orientation. Children built their reconstructions under two demand conditions. The reconstructions were scored for the number that preserved each of the different geometric features. Results from a mixed-design analysis of variance revealed main effects for age, demand condition, and geometric feature, as well as for several first-order interactions. Data indicated that the Euclidean feature was the most salient and most frequently preserved characteristic and that the topological and projective ones were more problematic. The findings were discussed as a contrast to Piagetian predictions.