The aim of this study was to assess the measurement model of a Spanish version of the Mach IV Scale (Christie, 1970b), used to measure Machiavellianism, and its relation with the Self-Monitoring Scale (Snyder & Gangestad, 1986). 346 undergraduate students (70 males and 276 females) filled in both scales. The results of confirmatory factor analyses showed a four-factor structure to be the most adequate model for the Mach IV, with the following factors: Positive Interpersonal Tactics, Negative Tactics, Positive View of Human Nature, and Cynical View of Human Nature. These results are not in accordance with the original factor structure but are consistent with other authors' findings. A structural model between Machiavellianism and self-monitoring was tested, showing statistically significant paths between interpersonal tactics and one self-monitoring subscale.

Extensive prior research has indicated that sexual assault is highly prevalent among American college students. The purpose of this study was to assess Spanish students' attitudes about forced sex and actual experiences with male-against-female sexual aggression (SA) at a major university campus. A date-rape story was presented whereupon students (N = 412) indicated the extent to which they thought forced sex was acceptable or unacceptable in ten hypothetical situations (Giarusso, Johnson, Goodchilds, & Zellman, 1979). A second section examined whether a female or male Spanish student had experienced or engaged in a broad range of coercive sexual activities (Koss & Oros, 1982). A third section elicited help-seeking behavior in those cases where a female student had experienced unwanted sexual activity (Ogletree, 1993). It was hypothesized that students would differ in their acceptance of forced sex as a function of sex, branch and year of study, and actual experience with SA. Results showed that acceptance of forced sex was significantly related to sex, year of study and experience with SA. Results also revealed that 17.5% of all male students (n = 189) accepted forced sex and 33.2% of all female students (n = 223) had experienced some form of unwanted sexual activity; 7.7% of the women had experienced attempted or completed rape. Only 39% of those women victimized sought any form of help. The implications of these findings for rape-prevention programs are discussed.

This research tested a multicomponent self-help manual that contained nicotine fading and some behavioral techniques. It also evaluated the incremental effects of using higher amounts of therapist contact on quitting rates. 114 smokers were randomly assigned to one of four treatment groups: (1) A 10-session multicomponent program (n = 25); (2) a 5-session multicomponent program (n = 31); (3) a 5-session multicomponent plus a self-help manual program (n = 25); and (4) a self-help-manual-only program (n = 33). A control group (n = 48) did not receive any treatment. The distinctive characteristic of the treatments was the different amount of therapist contact. Common components of the programs were a refundable deposit, self-monitoring, information on smoking, stimulus control, CO feedback, nicotine fading, and strategies to avoid withdrawal symptoms. End-of- treatment quit rates ranged from 36% (self-help manual) to 68% (10-session multicomponent program). At 12-month follow-up there were significant differences between groups, and the most effective group was the 5-session plus manual group, with an abstinence rate of 48%.

This research was designed to establish the importance of phonological awareness and print awareness in learning to read Spanish. A sample of 136 preliterate Spanish children (70 boys and 66 girls) whose ages ranged from 5.1 to 6.6 years (average age 5.6 years) participated in the study. The results, using path analysis, from this longitudinal study support the existence of a relationship between phonological awareness and reading. Moreover, the findings of this study reveal the importance of syllabic awareness, at least in Spanish, in the development of other levels of phonological awareness and in its early relation with reading. The results also confirm the existence of a relationship between print awareness and reading comprehension.

The aim of this work was to assess whether cancer patients presenting high anxiety levels or poor adaptation to cancer experience higher levels of postchemotherapy nausea, regardless of the emetogenicity of the chemotherapy schedule. Sixty-three patients were interviewed before receiving their chemotherapy schedule and some psychological variables were assessed. Nausea intensity was also assessed after treatment. The results showed that patients with relatively higher levels of nausea reported higher levels of anxiety prior to chemotherapy and lower levels of adaptation to cancer. Thus, evidence for a modulating effect of psychological factors in postchemotherapy emesis is suggested.

For a sample of 305 6th, 7th, and 8th grade students, of whom 95% was from economically disadvantaged Hispanic families and for whom English was their second language, evidence was sought regarding the reliability and construct validity of scores on a Spanish version of an academic self-concept measure entitled Dimensions of Self-Concept (DOSC), comprising five subscales bearing the same names as those of the five hypothesized constructs that they were intended to operationalize: Level of Aspiration, Anxiety, Academic Interest and Satisfaction, Leadership and Initiative, and Identification versus Alienation. Reliability estimates varying between .72 and .80 were judged to be reasonably satisfactory. Results from oblique factor analysis lent empirical support for the hypothesized constructs of Anxiety, Leadership and Initiative, and Identification versus Alienation. Scores associated with the subscales of Level of Aspiration and Academic Interest and Satisfaction generated a factor interpreted as a fusion of the two constructs of Level of Aspiration and Academic Interest and Satisfaction.

This experiment analyzed the influence of subvocal activity in retention of rhythmical auditory patterns. Retention of sixteen percussion sequences was studied. Each sequence (a 4-s “door-knocking” pattern) was followed by one of the following six retention conditions: silence, unattended music (blocking the inner ear, i.e., Gregorian chanting), unattended music (blocking the inner ear, i.e., rock-and-roll), articulatory suppression (blocking the inner voice), tracing circles on the table with index finger (spatial task), and tapping (motor control). After silence, unattended music (chanting), or the spatial task, participants successfully reproduced most patterns. Errors increased with unattended music (rock-and-roll), but significant disruptions only occurred with tapping and articulatory suppression. Whereas the latter case supports the role of an articulatory loop in retention, the production of successive taps or syllables in both interference conditions probably relies on a general rhythm module, which disrupted retention of the patterns.

The main purpose of this article is: given a score matrix called S, find out the joint proportional contribution of factors due to persons (conditions, situations, and so forth) and factors due to variables, for any sij observed score, where i identifies persons, and j, variables. This approach makes it possible a) to show that the same score in a given variable may have a different quantitative interpretation in terms of persons or conditions, and b) to find out how subjects differ in the way in which they relate variables.

The article describes the general methods and some of the results obtained in the Psychophysiology Laboratory of the University of La Coruña. The paper covers our research on the Simon effect and accessory effect, although it is not a review of the literature. The research strategy we followed is built around the use of lateralized motor potentials recorded from scalp. These measures allow observing the way responses are selected and when they are selected, providing an invaluable tool to study response interference and to split reaction time into two halves. The research on the Simon effect concludes that interference during response selection is critical in the Simon effect but it is dubious whether this process should be considered as automatic and stimulus-driven, as is widely accepted. The experiments with the accessory effect indicate that facilitation is produced before response selection is over, which ends a long controversy about the locus of the accessory effect.