Assessing aggression in adolescent romantic relationships: can we do it better?

Almost all research on aggression in adolescent romantic relationships makes use of 1-time, retrospective assessment methods. In the present research, the authors compared data on the experience of adolescent relationship aggression (physical aggression and threatening behavior) collected from 125 high school students via 2 methods: (a) a 1-time, 2-month retrospective assessment and (b) a cumulative method based on four 2-week retrospective assessments, each spaced 2 weeks apart. For the cumulative method, data from the 4 assessments were aggregated to cover the same time period as the single, 2-month retrospective assessment. A greater proportion of the sample (48.0%) reported experiencing physical aggression using the cumulative method compared with the single, 2-month retrospective method (27.0%). The prevalence of threatening behavior was also higher using the cumulative method (48.8% vs. 24.8%). Adolescent trauma and anxiety symptoms correlated more strongly with physical aggression data derived from the cumulative method than from the 1-time assessment method.     

Diagnostic sex-role bias: how can we measure it?

Summary: A new instrument was designed to measure sex-role bias towards children. The instrument, the Chasen Diagnostic Sex-Role Bias Scale, is composed of case histories focusing on the "somewhat unhealthy" aspects of two main factors of behavior: activity (composed of independence and aggression); and passivity (composed of dependence and nonaggression). Validity and reliability coefficients were reported as well as a formula by which to use the scale to diagnose individual bias, in addition to group bias. In using the scale on a national sample of school psychologists, it was determined that differences in Diagnostic Sex-Role Bias scores exist, as do wide variations about what is considered healthy and unhealthy behavior among girls and boys.     

Rater bias in psychological research: when is it a problem and what can we do about it?

Rater bias is a substantial source of error in psychological research. Bias distorts observed effect sizes beyond the expected level of attenuation due to intrarater error, and the impact of bias is not accurately estimated using conventional methods of correction for attenuation. Using a model based on multivariate generalizability theory, this article illustrates how bias affects research results. The model identifies 4 types of bias that may affect findings in research using observer ratings, including the biases traditionally termed leniency and halo errors. The impact of bias depends on which of 4 classes of rating design is used, and formulas are derived for correcting observed effect sizes for attenuation (due to bias variance) and inflation (due to bias covariance) in each of these classes. The rater bias model suggests procedures for researchers seeking to minimize adverse impact of bias on study findings.     

Epistemic closure under deductive inference: what is it and can we afford it?

The idea that knowledge can be extended by inference from what is known seems highly plausible. Yet, as shown by familiar preface paradox and lottery-type cases, the possibility of aggregating uncertainty casts doubt on its tenability. We show that these considerations go much further than previously recognized and significantly restrict the kinds of closure ordinary theories of knowledge can endorse. Meeting the challenge of uncertainty aggregation requires either the restriction of knowledge-extending inferences to single premises, or eliminating epistemic uncertainty in known premises. The first strategy, while effective, retains little of the original idea—conclusions even of modus ponens inferences from known premises are not always known. We then look at the second strategy, inspecting the most elaborate and promising attempt to secure the epistemic role of basic inferences, namely Timothy Williamson’s safety theory of knowledge. We argue that while it indeed has the merit of allowing basic inferences such as modus ponens to extend knowledge, Williamson’s theory faces formidable difficulties. These difficulties, moreover, arise from the very feature responsible for its virtue- the infallibilism of knowledge.     

The role of attention in the affordance effect: can we afford to ignore it?

It has been established that the task-irrelevant orientation of an object's graspable handle produces a stimulus-response compatibility effect, resulting in faster reaction times when the location of the response corresponds to that of the object's handle. There is ongoing debate whether to attribute this affordance effect to motoric or to attentional components. In an attempt to reconcile these two viewpoints, we employed a novel experimental approach for investigating the relationship between attention and affordance. Using 3-D positional sound, auditory spatial attention was manipulated in order to explore its effects on affordance. Subjects were presented images of everyday graspable objects and had to respond bimanually (left or right) whether the object (featuring a leftward or rightward handle) was presented upright or upside-down. Prior to each affording object, sound localization cues were manipulated so as to orient auditory attention to the left, or to the right of the interaural axis (control). We obtained a peculiar pattern of results, which not only appears to provide support for an attention-shift account of affordance but does so in a cross-modal context.     

Narrative inquiry in sport and exercise psychology: What can it mean,and why might we do it?

ObjectivesNarrative inquiry is one form of qualitative research that is burgeoning within the human sciences. However, in sport and exercise psychology little attention has been given to this approach. In this article, we seek to rectify this situation by offering an understanding of what narrative inquiry can be.ResultsIn order to begin to better understand what narrative inquiry as a methodology can be, and gain some theoretical purchase on a difficult field without aiming for a final answer, we first define narrative. Next, a distillation of guiding assumptions and characteristics are offered. Finally, some reasons as to why narratives may be of benefit for the field of sport and exercise psychology are highlighted.ConclusionNarrative inquiry is a useful and important way of theorising and doing research in the domain of sport and exercise psychology. It should not, however, be taken up or practised simply because it is new or fashionable. Informed, principled, and responsible choices must be made by researchers and applied professionals about why and when they might engage with narrative inquiry should they wish to do so.     

Human facial discrimination in horses: can they tell us apart?

The human–horse relationship has a long evolutionary history. Horses continue to play a pivotal role in the lives of humans and it is common for humans to think their horses recognize them by face. If a horse can distinguish his/her human companion from other humans, then evolution has supplied the horse with a very adaptive cognitive ability. The current study used operant conditioning trials to examine whether horses could discriminate photographed human faces and transfer this facial recognition ability a novel setting. The results indicated the horses (a) learned to discriminate photographs of the unrelated individuals, fraternal twins, and identical twins and (b) demonstrated transfer of facial recognition by spending more time with their S+ woman in the field test.     

Reactions toward an unexpected or counternormative favor-giver: Does it matter if we think we can reciprocate?

People may experience two opposing motivations after receiving unexpected or counternormative favors: an obligation to reciprocate and psychological reactance. We investigated whether awareness of a future opportunity to reciprocate might affect which reaction would ultimately guide reciprocity behavior. Participants received a generous payment from a “supervisor.” This favor was either expected or unexpected and either normative or counternormative. Recipients were either aware or unaware of a future chance to reciprocate. As predicted, unaware participants demonstrated reactance by reciprocating less when the favor was unexpected or counternormative, whereas aware participants demonstrated obligation by reciprocating more under those circumstances. Participants’ evaluations of the supervisor suggested that people have mixed impressions of someone whose favors violate expectancies or norms.     

Juvenile homicide in America: how can we stop the killing?

Juvenile homicide remains a serious problem in the U.S., despite recent decreases in the juvenile arresr rate for murder. Reflecting on her clinical experiences evaluating 90 adolescent murderers, the author identifies 15 factors that appear to have contributed to the escalation in juvenile homicide beginning in the mid-198os. These factors can be grouped into five categories: situational factors (child abuse and neglect, and the absence of positive male role models), societal influences (the crisis in leadership and lack of heroes, and witnessing violence), resource availability (access to guns, involvement in alcohol and drugs, and poverty and lack of resources), personality characteristics (low self-esteem, the inability to deal with strong feelings, boredom, poor judgement, and prejuduce and hatred), and their cumulative effects (little or nothing to lose and the biological connection). Strategies to reduce juvenile violence are addressing using parents, schools, communities, government leaders, the media and individuals. ©1997 John Wiley & Sons, Ltd.     

The professionalism movement: can we pause?

The topic of developing professionalism dominated the content of many academic medicine publications and conference agendas during the past decade. Calls to address the development of professionalism among medical students and residents have come from professional societies, accrediting agencies, and a host of educators in the biomedical sciences. The language of the professionalism movement is now a given among those in academic medicine. We raise serious concerns about the professionalism discourse and how the specialized language of academic medicine disciplines has defined, organized, contained, and made seemingly immutable a group of attitudes, values, and behaviors subsumed under the label of "professionalism." In particular, we argue that the professionalism discourse needs to pay more attention to the academic environment in which students are educated, that it should articulate specific positive behaviors, that the theory of professionalism must be constructed from a dialogue with those we are educating, and that this theoretical and practical discourse must aim at a deeper understanding of social justice and the role of medicine within a just society.     

Modelling vagueness: what can we ignore?

A theory of vagueness gives a model of vague language and of reasoning within the language. Among the models that have been offered are Degree Theorists?? numerical models that assign values between 0 and 1 to sentences, rather than simply modelling sentences as true or false. In this paper, I ask whether we can benefit from employing a rich, well-understood numerical framework, while ignoring those aspects of it that impute a level of mathematical precision that is not present in the modelled phenomenon of vagueness. Can we ignore apparent implications for the phenomena by pointing out that it is ??just a model?? and that the unwanted features are mere artefacts? I explore the distinction between representors and artefacts and criticise the strategy of appealing to features as mere artefacts in defence of a theory. I focus largely on theories using numerical resources, but also consider other, related theories and strategies, including theories appealing to non-linear structures.     

Information pick-up by infants: what is it, and how can we tell?

Young infants spend the better portion of their 1st year merely looking around, and what they notice can have critical cognitive consequences. Although looking measures are commonly used to predict what information infants pick up about objects and/or their relationship to other objects, these predictions are often ambiguous. Ultimately, that knowledge can be unambiguously revealed only by giving infants an opportunity to directly act on or use it.     

Epistemic issues in the free will debate: can we know when we are free?

In this paper, I argue that the views of Robert Kane on the one hand and John Fischer and Mark Ravizza on the other both lead to the following conclusion: we should have very low confidence in our ability to judge that someone is acting freely or in a way for which they can be held responsible. This in turn means, I claim, that these views, in practice, collapse into a sort of hard incompatibilist position, or the position of a free will denier. That would at least be an unintended consequence, and it might be regarded as a virtual reductio. Versions of the objection could likely be made against a number of other accounts of free will, but I will limit my focus to Kane and Fischer. Along the way, by way of response to some possible objections to my argument, I make some comments about epistemic closure principles.