This study addresses the general question of whether ethnic identity and general acculturation would prove unique discriminators of quality of life for Chinese immigrants. Eighty-three Chinese immigrants served as participants. Survey data were collected regarding acculturation, Asian identity, and quality of life; observers provided ratings of certain home environment characteristics; and participants responded to open-ended interview questions about their immigration experiences that allowed for qualitative data analysis on perspectives of culture. Significant analysis of covariance and post hoc comparison results revealed meaningful main effects and interactions between acculturation and Asian identity in explaining the immigrants' quality of life and ecocultural aspects of their home environments. Interview responses illuminated important distinctions between groups distinguished by level of acculturation and ethnic identity. Findings are discussed in terms of methodological and conceptual issues in studying acculturation and ethnic identity in immigration experiences and practical implications for immigrants and those working with them.

Diagnosis of mental retardation must emphasize the individual's ability to cope with environmental demands encompassing social values and expectations. Coping behaviors must be conceptualized as multidimensional as well as developmental phenomena. The basic parameters of coping behaviors vary considerably in nature and content at different levels of retardation.

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The reciprocal relation between the home environment and the development of 148 slow-learning adolescents was examined longitudinally over a 3-year period. Annual assessments of the home environment included child-rearing attitudes, educationally relevant stimuli and opportunities, and psychosocial climate and environmental press of the home. Measures of the adolescents' development included social com-* petency, psychosocial adjustment, and self-concept. Partial correlation and hierarchical multiple regression analysis revealed significant influence of environmental stimulation, both cognitive and social, on the adolescents' subsequent cognitive development and social adjustment. Harmony and quality of parenting, and educational expectation and aspiration were the two most salient environmental variables associated with the adolescents' development. The study also demonstrated significant influence of the adolescents' psychosocial adjustment on subsequent changes in the home environment including psychosocial climate of the home, family adjustment, and the parents 1 educational expectations and aspirations.1 This conception of the child as an active partner fits with the growing trend away from the excessive positivistbehaviorist doctrine that once held sway. Harris (1982), in comparing the 1955 and 1980 Minnesota symposia entitled The concept of development, features this change away from the child who was to be "programmed" by his or her environment toward the new emphasis. 784This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.