Seeking medical care for a breast cancer symptom: determinants of intentions to engage in prompt or delay behavior

This study examined the cognitive structures underlying women's intentions to delay or not delay seeking medical care for a breast cancer symptom. Middle-aged women imagined that they had just discovered a particular change in their breast, and they completed a questionnaire that assessed variables specified by Ajzen and Fishbein's theory of reasoned action with respect to two alternative courses of action: immediately calling the doctor (i.e., prompt behavior) and monitoring the breast change on one's own (i.e., delay behavior). Also assessed were variables external to the theory that were drawn from previous research on cancer delay. Results showed that intentions to delay were positively associated with having favorable attitudes toward delay and with perceived social pressure to delay; the attitudinal factor, however, was more influential than the social factor in determining intentions. Underlying favorable attitudes toward delay were beliefs that delay would be likely to result in maintaining control over and avoiding the disruption of one's own and others' lives but would be unlikely to result in negative health outcomes. No external variable was found to contribute to intentions to delay above and beyond attitudinal and normative considerations.     

Learning by looking: Infants' social looking behavior across the transition from crawling to walking

This study investigated how infants gather information about their environment through looking and how that changes with increases in motor skills. In Experiment 1, 9.5- and 14-month-olds participated in a 10-min free play session with both a stranger and ambiguous toys present. There was a significant developmental progression from passive to active social engagement, as evidenced by younger infants watching others communicate more and older infants making more bids for social interaction. Experiment 2 examined longitudinally the impact of age and walking onset on this progression. The transition to independent walking marked significant changes in how often infants watched others communicate and made active bids for social interaction. Results suggest that infants transition from passive observers as crawlers to active participants in their social environment with the onset of walking.     

Contributors to the Appraisal of Major Life Changes: Gender, Perceived Controllability, Sensation Seeking, Strain, and Social Support

This study investigated relationships between the appraisal of life events and gender, locus of control, social support, strain, and sensation seeking. In group sessions, undergraduate males and females completed self-report measures assessing life events appraisals and self-report measures for the above individual differences. Analyses supported the notion that a range of these variables, previously shown to serve as moderators of life stress, are significantly related to the appraisals of life events. Moreover, in addition to the gender differences obtained for the perception of life events, gender was found to influence several associations between the individual differences and life events appraisal.     

To be or not to be a real object: Monitoring the therapeutic relationship

Psychoanalytic theorists have lately come to acknowledge what practicing clinicians have long recognized: the importance of flexibility in psychotherapeutic technique. Adjusting the transference-countertransference expectations to the developmental level of each particular patient has become increasingly necessary as psychodynamic therapists work in depth with a wider range of difficult patients.     

To be or not to be a galaprock: Preschoolers' intuitions about the importance of knowledge and action for pretending

Can someone pretend to be a galaprock without knowing what a galaprock is? Do children recognize that such knowledge is required for pretending? Three studies focusing on the relations among action, knowledge and pretending suggest that children have this understanding by age 4 years. In Study 1, 4‐year‐olds and adults willingly pretended to be moving and unmoving objects but had trouble pretending to be objects that were difficult to represent physically. In Study 2, 3‐ and 4‐year‐olds claimed they could not pretend to be an unknown thing, justifying their refusals with mentalistic language indicating their ignorance of the object or its typical actions. In Study 3, 3‐ to 5‐year‐olds predicted that other children who have knowledge of an object unfamiliar to the subjects themselves can nevertheless pretend to be it, whereas those lacking that knowledge cannot. The results add support to the growing literature showing that preschoolers conceptualize pretense as involving mental activity.     

Moving from cognition to behavior: What the research says

In 1994, R. G. Lord and P. E. Levy proposed a variant of control theory that incorporated human information processing principles. The current article evaluates the empirical evidence for their propositions and updates the theory by considering contemporary research on information processing. Considerable support drawing from diverse literatures was found for propositions concerning the activation of goal-relevant information, the inhibition of goal-irrelevant information, and the consequences of goal completion. These effects were verified by meta-analytic analyses, which also supported the meaningfulness of such effects on the basis of their unstandardized magnitudes. The authors conclude by proposing new directions for this version of control theory by invoking recent theorizing on goal emergence and the importance of velocity and acceleration information for goal striving and by reviewing research in cognitive neuroscience.     

On how to be unpredictable: evidence from the voluntary task-switching paradigm

The voluntary task-switching paradigm requires subjects to select randomly between tasks and promises to provide a window into executive task selection independent of exogenous influences present in standard task-switching situations. We show here that the degree to which subjects perseverate on tasks across trials captures unique individual differences variance, but also that the switch rate is under strong stimulus-driven control: "Voluntary" switches are much more frequent when the stimulus changes than when it repeats. Most important, we show that individuals whose no-switch trials are selectively slowed exhibit less perseveration and stimulus-driven effects (and thus more voluntary selection) than individuals whose no-switch trials do not show this slowing. We suggest that selective slowing indicates a strategy of treating trials as discrete events--possibly through inhibition of the preceding task set. These results not only demonstrate massive nonvoluntary influences on voluntary selection that are largely untapped by standard task-switching measures, but also show how such influences can be counteracted through strategic adaptations.     

How to be a successful psychotherapist no matter what the effect on behavior: the corn soup principle

An accidental discovery in a Hospital Cafeteria led to the formulation of non-therapeutic intervention. This paper describes how therapy may be successful for the therapist, independent of changes in the client.     

I need to be your only friend: the effect of salesperson network centrality on opportunistic behavior

Transaction cost economics can be used to detect opportunistic behavior by one or more actors within a sales network. Using a sample of firms in the medical industry, where the role of salespeople is important, this study examines network centrality as a determinant of a salesperson’s opportunistic behavior in intrafirm relationships. The results indicate that opportunistic behavior is affected differently depending on a salesperson’s relational and positional centralities. While relational centrality decreases opportunistic behavior by providing motivation to protect one’s reputation, positional centrality negatively moderates the effect of relational centrality on opportunistic behavior. However, with a high relational centrality, a salesperson is less likely to be opportunistic when she or he is low in positional centrality than when her or his positional centrality is high.     

To be kind or not to be kind: The moderating role of self-compassion in the relationship between general resourcefulness and academic self-regulation

We investigated whether the relationship between students’ general resourcefulness and academic self-regulation changes as a function of self-compassion. A predominantly female sample of 196 undergraduates completed inventories assessing these and other measures. The significant moderating effect of self-compassion revealed that the positive relationship between general resourcefulness and academic self-regulation was stronger for participants scoring low in self-compassion than high in self-compassion. For those low in self-compassion, scoring low in general resourcefulness was associated with the lowest academic self-regulation, whereas scoring high in general resourcefulness was associated with the greatest academic self-regulation. The positive relationship between general and academic self-regulation was attenuated for participants high in self-compassion, with predicted scores for academic self-regulation falling in between the two values described for the low self-compassion function. Implications of the findings are discussed, including the potential value of incorporating self-compassion training alongside programs aimed at increasing general resourcefulness and academic self-regulation.     

Its own reward: lessons to be drawn from the reversed-reward contingency paradigm

This is a review of the reversed-reward contingency (RRC) paradigm in animals and the cognitive functions on which it is founded. I shall present the RRC basic paradigm and the ensuing modifications it underwent, the animals tested, the results obtained and the analyses offered within the literature. Then I would the claim that RRC is a case of a compound cognitive behavior, one that is the result of interactions between three other cognitive functions: crude numerical assessment and economic choice (uniting value assignment and behavioral inhibition). I will present data concerning these three fields and will demonstrate how they are both affecting and affected by the findings of the RRC scheme. RRC is treated here as a test case for a broader type of analysis, one which, hopefully, will show that in order to fully understand composite and complex behavior we need to meticulously explore its building blocks and their dynamic interplay.

Dimensions of school climate: teachers' or principals' power styles and subjects' propensities to be climate vigilant as related to students' perceptions of satisfaction and of peers' abusive behavior

Two studies investigated teachers' and principals' power styles as related to college students' retrospective ratings of satisfaction and peers' abusive behavior. One study also investigated retrospective self-perception as related to students' sensitivity to the occurrence of physical and psychological abuse in the school environment. Among the findings were positive correlations between subjects' perceptions that their typical elementary school teacher used referent, legitimate, or expert power styles and subjects' reported satisfaction with their elementary school experience. Small but statistically significant correlations were found suggesting that principals' power style was weakly associated with ratings of psychological abuse in elementary school and physical abuse in middle school. Also, students who rated themselves as intelligent, sensitive, attractive, and depressive had higher ratings of perceived psychological and physical abuse at school. It was concluded that parameters of leaders' power styles and subjects' vigilance might be useful for understanding school climates. Experimentally designed studies are required.     

Learning to label letters by sounds or names: a comparison of England and the United States

Learning about letters is an important foundation for literacy development. Should children be taught to label letters by conventional names, such as /bi/ for b, or by sounds, such as /b/? We queried parents and teachers, finding that those in the United States stress letter names with young children, whereas those in England begin with sounds. Looking at 5- to 7-year-olds in the two countries, we found that U.S. children were better at providing the names of letters than were English children. English children outperformed U.S. children on letter-sound tasks, and differences between children in the two countries declined with age. We further found that children use the first-learned set of labels to inform the learning of the second set. As a result, English and U.S. children made different types of errors in letter-name and letter-sound tasks. The children's invented spellings also differed in ways reflecting the labels they used for letters.     

Evaluating correlations in studies of personality and behavior: Beyond the number of significant findings to be expected by chance

When large numbers of statistical tests are computed, such as in broad investigations of personality and behavior, the number of significant findings required before the total can be confidently considered beyond chance is typically unknown. Employing modern software, specially written code, and new procedures, the present article uses three sets of personality data to demonstrate how approximate randomization tests can evaluate (a) the number of significant correlations between a single variable and a large number of other variables, (b) the number of significant correlations between two large sets of variables, and (c) the average size of a large number of effects. Randomization tests can free researchers to fully explore large data sets and potentially have even wider applicability.     

Making Connections through Talking with Children: from the 'Returns of the Repressed' to 'Dialectics'

This paper traces the author's thinking from a model of systemic practice based on a 'survival' model with its roots in psychoanalysis, to one based on the promotion of greater tolerance of difference within the family. The use of a particular form of conversation with children, as a route to this goal, is illustrated.