Using UV photography to reduce use of tanning booths: a test of cognitive mediation.

Two laboratory studies were conducted in which a new type of intervention was used to reduce ultraviolet radiation (UV) exposure from tanning booth use among college students (Time 1 Ns=70 and 134). The intervention uses UV photography to highlight the damage to facial skin caused by previous UV exposure. When the authors controlled for baseline measures of booth use, students in both studies who viewed their UV photographs reported less booth use at a follow-up session 3-4 weeks later than did students not shown a copy of their photograph. Also, in both studies, the decline in use was significantly mediated by a Tanning Cognition Index composed of variables suggested by the prototype-willingness (prototype) model of health risk: tanning attitudes, tanner prototypes, and willingness to engage in risky UV exposure.     

The interplay of modern myths about sexual aggression and moral foundations in the blaming of rape victims

Moral Foundations Theory proposes five intuition-based moral concerns: Care and Fairness (“individualizing foundations”) as well as Loyalty, Authority, and Sanctity (“binding foundations”). In studies carried out in Italy, Spain, and Germany, the authors examined how these concerns are associated with the acceptance of modern myths about sexual aggression (AMMSA), and how both jointly predict rape victim blaming. Overall, victim blaming was positively predicted by Authority and Sanctity, and negatively predicted by Care and Fairness. Although victim blaming was best predicted by AMMSA, moral concerns also contributed to its prediction, partly independently, partly mediated through AMMSA, and in the case of Sanctity in interaction with AMMSA. Discussion highlights how integrating moral foundations in the investigation of victim blaming and AMMSA across different cultural contexts may deepen our understanding of why, in each cultural context, victim blaming and related beliefs are resistant to change.     

CHILDHOOD ANTECEDENTS OF ADULT WOMEN'S MASCULINITY, FEMININITY, AND CAREER ROLE CHOICES

This study explores the relationships among childhood activities, masculine and feminine characteristics, and career choices. Sixty–three career women and 62 homemakers ranging in age from 34 to 48 completed a retrospective survey of their childhood activities, interests, aspirations, and academic pursuits. The toys, games, activities, and aspirations listed by the subjects were then assigned masculinity and femininity scores and were used to predict (1) career choice (homemaker or career woman) and (2) current masculinity and femininity as measured by the Personal Attributes Questionnaire (PAQ). Adult masculinity was strongly predicted by childhood masculine interests and activities while adult femininity was only weakly predicted by childhood feminine interests and activities. Masculine interests/activities were more powerful in discriminating career women from homemakers than were feminine interests/activities. The results of this study indicate that childhood participation in sex–typed activities is associated with the adult personality characteristics of masculinity and femininity, and adult role choices. These results are discussed in light of longitudinal evidence that suggests that they reflect consistent life–long patterns.     

Accommodating Surprise in Taxonomic Tasks: The Role of Expertise

This paper reports a psychological study of human categorization that looked at the procedures used by expert scientists when dealing with puzzling items. Five professional botanists were asked to specify a category from a set of positive and negative instances. The target category in the study was defined by a feature that was unusual, hence situations of uncertainty and puzzlement were generated. Subjects were asked to think aloud while solving the tasks, and their verbal reports were analyzed. A number of problem solving strategies were identified, and subsequently integrated in a model of knowledge‐guided inductive categorization. Our model proposes that expert knowledge influences the subjects' reasoning in more complex ways than suggested by earlier investigations of scientific reasoning. As in previous studies, domain knowledge influenced our subjects' hypothesis generation and testing; but, additionally, it played a central role when subjects revised their hypotheses.