Cultural Variability in the Manifestation of Expressed Emotion

We examined the distribution of expressed emotion (EE) and its indices in a sample of 224 family caregivers of individuals with schizophrenia pooled from 5 studies, 3 reflecting a contemporary sample of Mexican Americans (MA 2000, N =126), 1 of an earlier study of Mexican Americans (MA 1980, N =44), and the other of an earlier study of Anglo Americans (AA, N =54). Chi-square and path analyses revealed no significant differences between the 2 MA samples in rates of high EE, critical comments, hostility, and emotional over-involvement (EOI). Only caregiver warmth differed for the 2 MA samples; MA 1980 had higher warmth than MA 2000. Significant differences were consistently found between the combined MA samples and the AA sample; AAs had higher rates of high EE, more critical comments, less warmth, less EOI, and a high EE profile comprised more of criticism/hostility. We also examined the relationship of proxy measures of acculturation among the MA 2000 sample. The findings support and extend Jenkins' earlier observations regarding the cultural variability of EE for Mexican Americans. Implications are discussed regarding the cross-cultural measurement of EE and the focus of family interventions.     

Evidence for a contact-based explanation of the own-age bias in face recognition

Previous research has shown that we recognize faces similar in age to ourselves better than older or younger faces (e.g., Wright & Stroud, 2002). This study investigated whether this own-age bias could be explained by the contact hypothesis used to account for the own-race bias (see Meissner & Brigham, 2001). If the own-age bias stems from increased exposure to people of our own age, it should be reduced or absent in those with higher exposure to other age groups. Participants were asked to remember facial photographs of 8- to 11- and 20- to 25-year-olds. Undergraduates were faster and more accurate at recognizing faces of their own age. However, trainee teachers showed no such own-age bias; they recognized the children’s faces more quickly than own-age faces and with comparable accuracy. These results support a contact-based explanation of the own-age bias.     

Research digest

Cheng H‐P. & Page, R.C. (1995) A comparison of Chinese (in Taiwan) and American perspectives of love, guilt and anger, Journal of Mental Health Counseling, 17, (2), pp. 210–230.

Cheng, P. & Tang, C.S. (1995) Coping and psychological distress of Chinese parents of children with Down syndrome, Mental Retardation, 33, (1) pp. 10–20.

Chan, D.W. & Hui, E.K.P. (1995) Burnout and coping among Chinese secondary school teachers in Hong Kong, British Journal of Educational Psychology, 65, pp. 15–25.     

Child Care in The Netherlands: Trends in Quality Over the Years 1995-2005

The authors assessed the quality of child care in a representative national sample of 42 child-care centers in the Netherlands and compared it with the quality of care that researchers have found using similar samples in 1995 (M. H. van IJzendoorn, L. W. C. Tavecchio, G. J. J. M. Stams, M. J. E. Verhoeven, & E. J. Reiling, 1998) and 2001 (M. J. J. M. Gevers Deynoot-Schaub & J. M. A. Riksen-Walraven, 2005). In the present study, results showed a low level of overall process quality for the 2005 sample, measured by the Infant/Toddler Environment Rating Scale-Revised (T. Harms, D. Cryer, & R. M. Clifford, 2003) and the Early Childhood Environment Rating Scale-Revised (T. Harms, R. M. Clifford, & D. Cryer, 1998). The present authors found a significant decline in process quality in comparison with the 1995 and 2001 findings. They concluded that, from an international perspective, the Netherlands has lost its leading position in child-care quality compared with that from 10 years ago.     

Conflicts of interest in science and medicine: the physician's perspective

The various statements and declarations of the World Medical Association that address conflicts of interest on the part of physicians as (1) researchers, and (2) practitioners, are examined, with particular reference to the October 2000 revision of the Declaration of Helsinki. Recent contributions to the literature, notably on conflicts of interest in medical research, are noted. Finally, key provisions of the American Medical Association’s Code of Medical Ethics (2000–2001 Edition) that address the various forms of conflict of interest that can arise in the practice of medicine are outlined. An earlier version of this paper was presented at an International Conference on “Conflict of Interest and its Significance in Science and Medicine” held in Warsaw, Poland on 5–6 April, 2002. The World Medical Association (WMA) is a global federation of National Medical Associations representing the millions of physicians worldwide. Acting on behalf of patients and physicians, the WMA endeavours to achieve the highest possible standards of medical care, ethics, education and health-related human rights for all people.     

When appearance concerns make women look bad: Solo status and body image concerns diminish women’s academic performance

Women entering male-dominated fields often find themselves the only women present, i.e., they experience solo status. Solo status diminishes women’s performance when women are negatively stereotyped in the testing domain (Inzlicht & Ben-Zeev, 2000) or when the performance is public (Sekaquaptewa & Thompson, 2002). Because women experience greater body image concerns than men and underperform when these concerns are high (Fredrickson, Roberts, Noll, Quinn, & Twenge, 1998), body image concerns may also cause diminished performance in solo women. Women were given a stigmatized (i.e., heavy) or neutral appearance (via a manipulated photograph), then tested as either solos or non-solos. Results showed that women performed more poorly when given a stigmatized appearance and placed under solo status compared to when only one of these factors were present. Social identity threat concerns (Steele, Spencer, & Aronson, 2002) mediated the solo status effect on performance for women given a stigmatized appearance.     

Understanding and Improving the Validity of Self-Report of Parenting

Although researchers using parental self-report data have questioned its validity (Holden, 2001) and called for more work in this area (Krevans & Gibbs, 1996; Locke & Prinz, 2002), methodological concerns regarding self-report about parenting practices have not been addressed adequately. The susceptibility of parental report to systematic distortions suggests a need for research on ways to improve self-report. This paper attempts to synthesize research findings from other fields (e.g., survey methodology) about ways to improve the validity of self-report, and to discuss the implications for self-report of parenting behaviors. Methods for improving self-report are presented for each of the 5 major tasks in responding to a question: (1) understanding the question, (2) recalling relevant behavior, (3) inference and estimation, (4) mapping the answer onto the response format, and (5) “editing” the answer for reasons of social desirability. Self-administered interviewing, audio-computer-assisted interviewing, pretesting, conversational interviewing, and the decompositional item may be among the best candidates for use in parental self-report. Recommendations are offered with respect to strategies that might prove useful in improving parental assessment of parenting, and to research efforts to evaluate the utility and potential costs of these strategies.     

Flow at Work: Evidence for an Upward Spiral of Personal and Organizational Resources*

The present 2-wave study among 258 secondary school teachers investigates the relationship between personal and organizational resources on the one hand, and work-related flow on the other hand. On the basis of Hobfoll’s (1988) conservation of resources theory, Bandura’ social cognitive theory (1997; 2001), and Fredrickson’s (1998) “broaden-and-build” theory of positive emotions, we formulated two hypotheses: (1) personal resources (i.e., self-efficacy beliefs) and organizational resources (including social support climate and clear goals) facilitate work-related flow (work absorption, work enjoyment, and intrinsic work motivation); and (2) work-related flow has a positive influence on personal and organizational resources. The results of a series of structural equation modeling analyses offer clear support for both hypotheses. The theoretical and practical implications of these findings are discussed. *This research was supported by a grant from the Bancaixa Foundation (#11232.01/1) and the Spanish Ministry of Science & Technology (CICYT #SEC2000-1031).     

Time scale similarity and long-term memory for autobiographical events

We examine the extent to which retrieval from very long-term autobiographical memory is similar when participants are asked to retrieve from widely differing periods of time. Three groups of 20 participants were given 4 min to recall autobiographical events from the last 5 weeks, 5 months, or 5 years. Following recall, the participants dated their events. Similar retrieval rates, relative recency effects, and relative lag-recency effects were found, despite the fact that the considered time scales varied by a factor of 52. These data are broadly consistent with the principle of recency, the principle of contiguity (Howard & Kahana, 2002), and scale similarity in the rates of recall (Brown, Neath, & Chater, 2007; Maylor, Chater, & Brown, 2001). These findings are taken as support for models of memory that predict time scale similarity in retrieval, such as SIMPLE (Brown et al., 2007) and TCM (Howard & Kahana, 2002).     

The Rational Teacher: Rational Emotive Behavior Therapy in Teacher Education

Rational Emotive Behavior Theory and Therapy (REBT; Ellis, 1973) is a form of humanistic psychology that helps individuals live happier, more productive, more self-actualizing and more creative existences. Under what has been called Rational Emotive Education (REE), some (see, e.g., Bernard, 2001, 2000, 1990, 1984; Bernard & Ellis, 1983; DeVoge, 1983; DiGiuseppe, 1983; DiGiuseppe & Bernard, 1990; Ellis, 1975, 1974, 1973, 1972, & 1971; Knaus, 1977; Knaus & Bokor, 1975; Knaus & Eyman 1974; Knaus & McKeever, 1977; Vernon, 1998, 1997, 1996, 1994, 1993, 1990, & 1989) have applied REBT in various educational settings. Having been successful in clinical settings and in reducing both undesirable student behavior and teachers' stress, additional innovative applications of REBT are now being explored and used. This paper describes the incorporation of REBT into yet another unexplored setting within REE: teacher education. Undergraduate Education majors, taking a psychological foundations course and prior to their Student Teaching Practicum, learned REBT principles and methodology and applied them in both learning and teaching contexts. The learning context included situations the Undergraduate Education majors encountered in their college lives. The teaching context included situations they encountered while participating in their preschool field placement. The application of REBT to both contexts allowed the Education majors to address their personal and professional development, including their effectiveness as teachers in training.     

Cross‐cultural Measurement Invariance of the Employment Opportunity Index (EOI) in Mexican and Brazilian Professionals

Perceived employment alternatives have been shown to add incremental variance in understanding voluntary turnover as well as factors related to recruiting and staffing. The Employment Opportunity Index (EOI) is a multidimensional assessment of perceived employment alternatives that has exhibited predictive validity across multiple job types and populations. This study assessed the measurement invariance of the EOI in American, Mexican, and Brazilian professionals. We found support for configural and metric invariance in all five dimensions of the EOI with these populations, and support for scalar invariance three of the five EOI dimensions. The construct validity of the EOI appears to be relatively robust in Latin American populations, although cultural and macroeconomic factors may impose some response bias in these groups.     

Body Dissatisfaction in College Women and Their Mothers: Cohort Effects, Developmental Effects, and the Influences of Body Size, Sexism, and the Thin Body Ideal

A study of body dissatisfaction, as measured by the Figure Rating Scale (Stunkard, Sorenson, & Schlusinger, 1983) and the Body Esteem Scale (Franzoi & Shields, 1984), in 75 college women and their mothers indicated that both daughters and mothers experienced body dissatisfaction. When body size was statistically controlled, either no difference was found between the groups or daughters were found to have greater body dissatisfaction than mothers. The results supported the hypotheses that (1) there are generational differences in body dissatisfaction, (2) both cohort and developmental effects contribute to these differences, and (3) that a developmental effect (mothers' greater body size) may obscure a cohort effect (daughters' greater exposure to the thin body ideal). Body dissatisfaction measures based on the mothers' retrospective ratings of how they felt at their daughters' age were consistent with these hypotheses. Relationships between body dissatisfaction and the Sociocultural Attitudes Toward Appearance Questionnaire (Heinberg, Thompson, & Stormer, 1995) were stronger and more frequent for daughters than for mothers and for the Internalization Scale than for the Awareness Scale. Relationships between the Ambivalent Sexism Inventory (Glick & Fiske, 2001) and body dissatisfaction were stronger for mothers than for daughters and for Benevolent Sexism than for Hostile Sexism.     

Negative priming and multiple repetition: A reply to Grison and Strayer (2001)

Strayer and colleagues (Grison & Strayer, 2001; Malley & Strayer, 1995; Strayer & Grison, 1999) have reported experiments in which negative priming by ignored stimuli occurred only for stimuli that were repeatedly sampled from small sets. These results were argued to be inconsistent with episodic/mismatch accounts of negative priming. We show here that a dependence of negative priming on multiple repetition is wholly consistent with such theories. Furthermore, we argue that the inhibitory theory proposed by Strayer and colleagues cannot account for major findings regarding negative priming and that anomalies in the data reported by Grison and Strayer are more parsimoniously explained by episodic/mismatch accounts.     

The effect of semantic ambiguity on reading aloud: A twist in the tale

Despite numerous studies investigating whether semantic representations are involved in the process of reading aloud, the issue remains controversial. While some studies report significant effects of semantic variables on this task (e.g., Fera, Joordens, Balota, Ferraro, & Besner, 1992; Strain, Patterson, & Seidenberg, 1995), other studies have highlighted possible problems with these studies (e.g., Borowsky & Masson, 1996; Monaghan & Ellis, 2002). The experiments reported here use semantic ambiguity as a marker for semantic involvement and confirm that semantic representations can indeed affect reading aloud, but that the size of semantic effects is influenced by the consistency of the words and the speed with which participants respond.     

The use of visual information in natural scenes

Despite the complexity and diversity of natural scenes, humans are very fast and accurate at identifying basic-level scene categories. In this paper we develop a new technique (based on Bubbles, Gosselin & Schyns, 2001a; Schyns, Bonnar, & Gosselin, 2002) to determine some of the information requirements of basic-level scene categorizations. Using 2400 scenes from an established scene database (Oliva & Torralba, 2001), the algorithm randomly samples the Fourier coefficients of the phase spectrum. Sampled Fourier coefficients retain their original phase while the phase of nonsampled coefficients is replaced with that of white noise. Observers categorized the stimuli into 8 basic-level categories. The location of the sampled Fourier coefficients leading to correct categorizations was recorded per trial. Statistical analyses revealed the major scales and orientations of the phase spectrum that observers used to distinguish scene categories.     

Unitization,similarity, and overt attention in categorization and exposure

Unitization, the creation of new stimulus features by the fusion of preexisting features, is one of the hypothesized processes of perceptual learning (Goldstone Annual Review of Psychology, 49:585–612, 1998). Some argue that unitization occurs to the extent that it is required for successful task performance (e.g., Shiffrin & Lightfoot, 1997), while others argue that unitization is largely independent of functionality (e.g., McLaren & Mackintosh Animal Learning & Behavior, 30:177–200, 2000). Across three experiments, employing supervised category learning and unsupervised exposure, we investigated three predictions of the McLaren and Mackintosh (Animal Learning & Behavior, 30:177–200, 2000) model: (1) Unitization is accompanied by an initial increase in the subjective similarity of stimuli sharing a unitized component; (2) unitization of a configuration occurs through exposure to its components, even when the task does not require it; (3) as unitization approaches completion, salience of the unitized component may be reduced. Our data supported these predictions. We also found that unitization is associated with increases in overt attention to the unitized component, as measured through eye tracking.     

Artifice and virtue in the<Emphasis Type="Italic">Xunzi</Emphasis>

Xunzi was chronologically the third of the three great Confucian thinkers of China’s classical period, after Confucius and Mencius. Having produced the most comprehensive philosophical system of that period, he occupies a place in the development of Chinese philosophy comparable to that of Aristotle in the Western philosophical tradition. This essay reveals how Xunzi’s understanding of virtue and moral development dovetailed with his positions on ritual propriety, the attunement of names, the relation betweenli (patterns) andlei (categories), and his view ofdao (the way) in general. I have argued for a “constructivist” understanding of each of these aspects of Xunzi’s philosophy in some detail elsewhere (see Hagen 2000, 2001, 2002, 2003), and so here I will just briefly review a few key points before addressing their relation to moral development.     

Some remarks on Scheiblechner's treatment of isop models

Scheiblechner (1995) proposes a probabilistic axiomatization of measurement called ISOP (isotonic ordinal probabilistic models) that replaces Rasch's (1980) specific objectivity assumptions with two interesting ordinal assumptions. Special cases of Scheiblechner's model include standard unidimensional factor analysis models in which the loadings are held constant, and the Rasch model for binary item responses. Closely related are the doubly-monotone item response models of Mokken (1971; see also Mokken & Lewis, 1982; Sijtsma, 1988; Molenaar, 1991; Sijtsma & Junker, 1996; and Sijtsma & Hemker, in press). More generally, strictly unidimensional latent variable models have been considered in some detail by Holland and Rosenbaum (1986), Ellis and van den Wollenberg (1993), and Junker (1990, 1993). The purpose of this note is to provide connections with current research in foundations and nonparametric latent variable and item response modeling that are missing from Scheiblechner's (1995) paper, and to point out important related work by Hemker, Sijtsma, Molenaar, & Junker (1996, 1997), Ellis and Junker (in press) and Junker and Ellis (1997). We also discuss counterexamples to three major theorems in the paper. By carrying out these three tasks, we hope to provide researchers interested in the foundations of measurement and item response modeling the opportunity to give the ISOP approach the careful attention it deserves. This research was supported by the National Science Foundation, Grant DMS-94.04438. I thank the Editor and three anonymous referees for careful readings that improved the completeness of this note.