THE ISSUE AS TO WHETHER ONE DIFFERENTIATES MORE AMONG PERSONS WHO EVOKE NEGATIVE AFFECT THAN AMONG PERSONS WHO EVOKE POSITIVE AFFECT WAS INVESTIGATED IN 2 STUDIES. USING COGNITIVE COMPLEXITY AS A MEASURE OF DIFFERENTIATION, RESULTS FROM BOTH STUDIES INDICATE SIGNIFICANTLY MORE DIFFERENTIATION AMONG NEGATIVE THAN AMONG POSITIVE STIMULUS PERSONS, PARTICULARLY FOR FEMALE SS. FURTHER, IN THE 1ST STUDY, NEUTRAL PERSONS WERE DIFFERENTIATED SIGNIFICANTLY LESS THAN NEGATIVE PERSONS BUT SIGNIFICANTLY MORE THAN POSITIVE PERSONS. THE FINDINGS ARE DISCUSSED IN RELATION TO A VIGILANCE HYPOTHESIS OF THE EFFECT OF NEGATIVE AFFECT UPON JUDGMENTAL PROCESSES.
Data from a longitudinal study in progress were used to investigate the relationships between intellectual ability prior to schooling opportunities and characteristics of family and home environment, and elementary school attendance and performance in 3 rural Guatemalan communities. Pre-school-ing mental test performances, family SES level, and indices of parental values concerning edu-cation were all associated with attending or not attending school. Length of school attendance was predicted by pre schooling mental test scores for girls and by family SES level and parental values for boys. Age at first enrollment was predicted by both pre-schooling mental test scores and family SES level for both sexes. School grades were predicted by pre-schooling mental test scores and intellectual stimulation provided in the home but not by family SES level. It is argued that schooled and nonschooled peers in most semiliterate communities are unlikely to be originally comparable, and that conclusions based on previous studies of the effects of formal schooling on intellectual development must be reconsidered.
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