The Disgust Scale-R: A valid and reliable index to investigate separate disgust domains?

The Disgust Scale (DS; Haidt, McCauley, & Rozin, 1994) is the most widely used instrument for assessing disgust propensity (i.e., individual tendency to experience disgust). Yet, psychometric evaluations of the DS are scarce while the literature shows that the reliability of its subscales are unacceptably low. Recently, it was suggested to reduce the number of subscales (Olatunji, Sawchuk, de Jong, & Lohr, 2007a). This study is a first exploration of this reduced three-factor solution in an independent sample. In study I, we examined whether a three-factor solution improves psychometric properties of the DS. Students from Maastricht University (N = 535) and the University of Groningen (N = 432) completed the DS. In study II, the DS was revised by dropping redundant items and revising its scoring format. The DS-R was administered to students from the University of Groningen (N = 472) and Ghent University (N = 41) to study its psychometric properties. The revisions improved the psychometric features of the DS, and showed that the DS-R is a valid and reliable index to establish core disgust, animal-reminder disgust, and contamination.     

Emerging issues in research on lesbians' and gay men's mental health: does sexual orientation really matter?

Theoretical writings and research suggest that the onset, course, treatment, and prevention of mental disorders among lesbians and gay men differ in important ways from those of other individuals. Recent improvements in studies of sexual orientation and mental health morbidity have enabled researchers to find some elevated risk for stress-sensitive disorders that is generally attributed to the harmful effects of antihomosexual bias. Lesbians and gay men who seek mental health services must find culturally competent care within systems that may not fully address their concerns. The affirmative therapies offer a model for intervention, but their efficacy and effectiveness need to be empirically documented. Although methodological obstacles are substantial, failure to consider research questions in this domain overlooks the welfare of individuals who may represent a sizable minority of those accessing mental health services annually.     

Recognition and recall in slow movements: separate memory states?

If slow positioning movements are governed only by a recognition process (e.g., Schmidt, 1975) then subject's performance should be independent of the mode or response (active versus passive). Two groups learned a criterion movement under either active or passive conditions following which KR was withdrawn. Although no differences were apparent on acquisition trials, active-group performance deteriorated dramatically during KR withdrawal while passive-group performance remained stable. These results suggest that recall and recognition are potentially separable in slow movements on the basis of the information available to the performer.     

Discrete and cyclical movements: unified dynamics or separate control?

In the literature on motor control, three theoretical perspectives on the relation between discrete and cyclical movements may be discerned: (a) cyclical movements are concatenated discrete movements; (b) discrete movements are a limiting case of cyclical movements, and (c) discrete and cyclical movements are motor primitives that may be combined but are irreducible to each other. To examine the tenability of these perspectives, 16 participants performed cyclical and discrete (flexion and extension) reaching movements of various amplitudes to differently sized targets. The kinematic properties of the recorded movements were analyzed and compared in detail. The cyclical, ongoing movements differed markedly from the discrete movements as well as from the first and last half-cycles of a bout of cyclical movements, especially in terms of their symmetry ratio. These effects were largely independent of amplitude, target size and movement direction (flexion-extension). The results obtained ruled out perspective (a) and, in principle, left open perspectives (b) and (c). However, the observed kinematic features were not readily accounted for by the specific dynamical models that have been proposed under perspectives (b) and (c). Future modeling attempts should explicate the dynamics of initiation and abortion of both discrete and cyclical movements.     

N. R. Hanson and von Uexküll: A Biosemiotic and Evolutionary Account of Theories

Journal for General Philosophy of Science - This paper proposes a biosemiotic conception of theories, as non-intentional organic theories, which is based on an analysis and comparison of...     

A review of: “R.D. Laing: A divided self”

John Clay (1996) R.D. Laing: A Divided Self, London: Hodder & Stoughton, pp. 308, $20.00 (hb), $7.99 (pb)     

Ethical issues at the university-industry interface: A way forward?

This paper forms an introduction to this issue, the contents of which arose directly or indirectly from a conference in May 2001 on Corruption of scientific integrity? — The commercialisation of academic science. The introduction, in recent decades, of business culture and values into universities and research institutions is incompatible with the openness which scientific and all academic pursuit traditionally require. It has given rise to a web of problems over intellectual property and conflict of interest which has even led to corporate sponsors’ suppressing unfavourable results of clinical trials, to the detriment of patients’ health. Although there are those who see the norms of science developing to recognise the importance of instrumental science aiming at specific goals and of knowledge judged by its value in a context of application, none justifies the covert manipulation of results by vested interest.Public awareness of these problems is growing and creating a climate of opinion where they may be addressed. We suggest a way forward by the introduction of nationally and internationally-accepted guidelines for industrial collaboration which contain proper protections of the core purposes of universities and of the independence of their research. Some codes suggested for this purpose are discussed. We note that some universities are moving to adopt such codes of conduct, but argue the need for strong support from the government through its funding bodies.     

Are visual-perceptual and visual-motor skills separate abilities?

This study explored the independence of visual-perceptual and visual-motor abilities. Scores on the Motor-free Visual Perception Test were correlated by Pearson's method with scores on tests that weight the visual-perceptual, motor, and visual-motor components differently. Small but significant correlations were found between the Motor-free Visual Perception Test and tests of visual-motor integration, but there was no relationship between the motor-free test and tests of motor ability. These findings support the premise that tests of visual perception, visual-motor integration, and motor ability measure different skills.     

Metacognition and change detection: do lab and life really converge?

Studies of change blindness indicate that more intentional monitoring of changes is necessary to successfully detect changes as scene complexity increases. However, there have been conflicting reports as to whether people are aware of this relation between intention and successful change detection as scene complexity increases. Here we continue our dialogue with [Beck, M. R., Levin, D. T., & Angelone, B. (2007a). Change blindness blindness: Beliefs about the roles of intention and scene complexity in change detection. Consciousness and Cognition, 16, 31-51; Beck, M. R., Levin, D. T., & Angelone, B. (2007b). Metacognitive errors in change detection: Lab and life converge. Consciousness and Cognition, 16, 58-62] by reporting two experiments that show participants do in fact intuit that more intentional monitoring is needed to detect changes as scene complexity increases. We also discuss how this dialogue illustrates the need for psychological studies to be grounded in measurements taken from real world situations rather than laboratory experiments or questionnaires.     

Twisting space: are rigid and non-rigid mental transformations separate spatial skills?

Cognitive science has primarily studied the mental simulation of spatial transformations with tests that focus on rigid transformations (e.g., mental rotation). However, the events of our world are not limited to rigid body movements. Objects can undergo complex non-rigid discontinuous and continuous changes, such as bending and breaking. We developed a new task to assess mental visualization of non-rigid transformations. The Non-rigid Bending test required participants to visualize a continuous non-rigid transformation applied to an array of objects by asking simple spatial questions about the position of two forms on a bent transparent sheet of plastic. Participants were to judge the relative position of the forms when the sheet was unbent. To study the cognitive skills needed to visualize rigid and non-rigid events, we employed four tests of mental transformations—the Non-rigid Bending test (a test of continuous non-rigid mental transformation), the Paper Folding test and the Mental Brittle Transformation test (two tests of non-rigid mental transformation with local rigid transformations), and the Vandenberg and Kuse (Percept Motor Skills 47:599–604, 1978) Mental Rotation test (a test of rigid mental transformation). Performance on the Mental Brittle Transformation test and the Paper Folding test independently predicted performance on the Non-rigid Bending test and performance on the Mental Rotation test; however, mental rotation performance was not a unique predictor of mental bending performance. Results are consistent with separable skills for rigid and non-rigid mental simulation and illustrate the value of an ecological approach to the analysis of the structure of spatial thinking.     

Bullying and victimisation in Scottish secondary schools: Same or separate entities?

Previous research has suggested that bullying is an increasingly severe problem in schools. Such research has approached the phenomenon from two different angles. Earlier research has treated bullying and victimisation as separate entities. However, current research suggests that bullies and victims engage in a special dynamic and interactive relationship, thereby providing the need for studying any similarities and differences between bullies and victims in relation to various factors. The present research has approached bullying and victimisation in both ways. First, we studied differences between bullies, victims, and those not involved in relation to various demographic, school, well‐being, and personality factors to identify factors that separate these three groups. In addition, we studied differences between those involved in bullying/victimisation (one group) and those never involved in relation to the same aforementioned factors to highlight aspects of the development of their special relationship (i.e., common factors). Prevalence rates and types of bullying/victimisation experienced/expressed in Scottish schools were also investigated. It was found that bullying and victimisation, when treated as separate entities, differed in relation to peer self‐esteem, with bullies reporting higher levels of peer self‐esteem than victims. When bullies and victims were treated as one group (involved), they were found to differ from the noninvolved group in relation to various factors, including school, well‐being, and personality factors. The involved group was found to be disadvantaged in relation to all measures used. However, overall results indicated that from all these factors the best predictors of overall involvement as bully, victim, or bully‐victim were Quality of School Life and school stress. The present results support the notion that bullying and victimisation could be treated, by future research, as both separate and/or interactive entities. This is so because bullying and victimisation were found to differ in relation to one personality factor, that is, peer self‐esteem. However, Quality of School Life and school stress, both school factors, were found to be associated with the phenomenon as a whole. Results are discussed in relation to future development of antibullying policy in Scottish schools.Aggr. Behav. 28:45–61, 2002. © 2002 Wiley‐Liss, Inc.