Postmodernism: What One Needs to Know

This essay is an introduction to postmodernism and deconstruction as they relate to the special challenges of scholarship and teaching in the science and religion multidiscipline.     

Odor Semantics and Visual Cues: What We Smell Impacts Where We Look,What We Remember,and What We Want to Buy

The current research uses eye‐tracking technology in a consumer context to explore the interactive effects of olfactory and visual cues on consumers' eye gaze patterns. We manipulate the semantic correspondence between pictorial objects depicted in print advertisements and odors smelled (or not) while looking at the ads. The results indicate that smelling a scent that shares learned semantic associations with an object in the advertisement diverts consumers' eye gazes to the semantically related object in the ad, with positive downstream effects on advertising recall and purchase intent. This is the first study we are aware of demonstrating multisensory integration of odors and pictures on consumer eye gaze patterns with clear implications for consumer choice. Copyright © 2015 John Wiley & Sons, Ltd.     

Assessing the Behavior of Girls: What We See and What We Miss

Three standardized measures of child and adolescent behavior are reviewed for their attention to issues salient in the experiences of girls in late childhood and adolescence (ages 12 to 18; American; American and Brown & Gilligan 1992). The Achenbach Child Behavior Checklist and Teacher Report Form (Achenbach and Achenbach), the Behavior Assessment System for Children (Reynolds & Kamphaus, 1992), and the Social Skills Rating System (Gresham & Elliott, 1990) are analyzed. Challenges to psychologists in schools for including the experiences of girls in the knowledge base grounding their practice and research are articulated.     

Long Working Hours and Well-being: What We Know,What We Do Not Know,and What We Need to Know

Despite a widespread belief in both the academic and public policy literatures that working long hours is deleterious to health and well-being, our critical review of this large and complex literature fails to support a robust direct causal effect of work hours on either physical or mental well-being outcomes. Large-scale epidemiological studies, many of which are prospective and include objective health outcome measures, support a statistically significant association between long work hours and coronary heart disease and depression, but the effect sizes are very small. Moreover, there is an absence of true longitudinal studies that assess the consistency of working long hours over time and its relationship to well-being. Our review suggests that the effects of working long hours are nuanced in that they may vary considerably for different working populations based on gender, age, working conditions, and other factors. Primary and meta-analytic studies suggest that such moderator effects are plausible, yet rigorous testing of these remains to be done. We conclude with suggestions for specific moderator effects that seem worth investigating in future research.     

How We Institute Our Psychoanalytic Education: Reply to Commentaries

In reply to Altman's and Schellekes's questions and discussion, the author explores in more depth his own theoretical-technical point of view in order to clarify—chiefly in the light of a modern application of Ferenczi's and Heimann's way of thinking—the rationale for the selection of clinical facts in his paper.     

Psychotherapy With African American Men: What We Know and What We Need to Know

African American men are at an increasingly high risk of experiencing psychological disturbances. Strategies for establishing effective therapeutic relationships with these clients are provided in the literature. Notably absent are empirical data pertaining to the effectiveness of psychotherapy with African American men. This article reviews the literature on psychotherapy and proposes an agenda for the next decade of research with African American male clients.     

What We Share Is Who We Are and What We Do: How Emotional Intimacy Shapes Organizational Identification and Collaborative Behaviors

We focus on the concept of emotional intimacy among organizational members and investigate its influence on both their (a) perceptions and (b) behaviors. With regard to employees’ perceptions, we test whether it is organizational identification (operationalized as cognitive and affective identification with the organization) that influences emotional intimacy or the reverse. At the behavioral level, we investigate the interplay between employee emotional intimacy and organizational identification and their effects on employee interpersonal helping (OCB-Is; interpersonal organizational citizenship behaviors) and interpersonal conflict (CWB-Is; interpersonal counterproductive workplace behaviors). Based on a three-wave panel study among nurses working in a public hospital, our findings show that emotional intimacy influences organizational identification, and it represents a unique antecedent of OCB-Is and CWB-Is.     

What We Deserve, and how We Reciprocate

Samuel Scheffler says, “none of the most prominent contemporary versions of philosophical liberalism assigns a significant role to desert at the level of fundamental principle.” To the extent that this is true, the most prominent contemporary versions of philosophical liberalism are mistaken. In particular, there is an aspect of what we do to make ourselves deserving that, although it has not been discussed in the literature, plays a central role in everyday moral life, and for good reason. As with desert, reciprocity inspires skepticism. What Allen Buchanan calls justice as reciprocity implies that duties of justice obtain only among those who can do each other favors. So characterized, justice as reciprocity is at best only a part of justice – a part that is silent on duties between people who have no favors to offer each other. Still, the more modest root idea of reciprocity – the idea that returning favors is at very least a good thing – remains compelling. What can we say on behalf of this root idea? This article is part of a larger work on the elements of justice. Both parts of it begin with and build on James Rachels’ seminal paper “What People Deserve.”     

On What We are and How We Persist

This article defends novel approaches to what we are and how we persist. First it is claimed that we have disjunctive persistence conditions: we can persist by way of either biological continuity or psychological continuity. Then it is claimed that we are neither human beings nor persons essentially. Rather, we are essentially bio‐psycho‐continuers, a concept to be explained along the way. A variety of objections are considered and found wanting.     

Truth and Consequences: The Effect of Responsibility on Eyewitness Behavior

Previous research has revealed that eyewitness identification errors are so common as to render such testimony of questionable value as courtroom evidence. However, all of this research was conducted in settings where the eyewitnesses were not responsible for the consequences of their responses—that is, they were aware they were in an experiment. The present research compared eyewitness behavior in an explicitly experimental setting with behavior in a setting that the subjects perceived to be real and in which loss of time, potential embarrassment and discomfort, a student's reputation, and the validity of a scholarship competition were at stake. Surprisingly, two studies both found that subjects were just as willing to offer information, just as willing to make a positive identification, and just as inaccurate in the real as in the experimental setting. These results indicate that previous research has accurately portrayed eyewitness error rates in actual investigations. Implications of the present research for the use of eyewitness testimony are discussed.     

Millennials at Work: What We Know and What We Need to Do (If Anything)

There are a lot of opinions about who Millennials are, what they think and value, and how they will behave as they grow older and gain more experience in the workforce. The relatively sparse empirical research published on Millennials is confusing at best and contradictory at worst. As noted in this article and others in this special issue, however, there are a few topics including work attitudes, long-term health outcomes, and personality factors on which we have reasonably solid data to inform us about current and likely future behavior of Millennials. We address the importance of context for understanding behavior of people in different generations, a subject often missing from the discussion of generational similarities and differences. There are implications for practitioners of what we know and for how context affects behavior. We make suggestions for how practitioners can use the data available to inform decisions they make about working with Millennials. Finally, we discuss the importance of new directions of research on generational differences to help both practitioners and the research community better understand the realities of generational similarities and differences and rely less on urban myths or stereotypes.     

Seeing What We Know, Knowing What We See: Challenging the Limits of Visual Acuity

Ageism has resulted in overstated expectations regarding the inevitable deterioration in human capabilities, such as visual perception, with age (Rowe and Kahn in Science, 237, 143?C149, 1987; Grant in Health and Social Work, 21, 9?C15, 1996). Human visual perception, however, is of a largely constructive nature, evidenced in the complementary interactions between top-down inputs (e.g., expectations) and bottom-up stimuli (Engel et al. in National Review of Neuroscience, 2(10), 704?C716, 2001; Miller and Cohen in, Annual Review of Neuroscience, 24, 167-202, 2001). Based on this constructive nature, we hypothesized that visual perception may be better than is typically expected. In three experiments, we demonstrated the malleability of visual acuity using a conditioning procedure involving manipulations in bottom-up stimuli. Experimental groups read a book excerpt with one letter in decreased font size, while the control groups read the same book excerpt with all letters in the same font size. Experiment 1 (N?=?112) examined whether visual acuity could be enhanced for a specific letter. Experiment 2 (N?=?70) assessed whether visual acuity could be enhanced for a non-conditioned letter, while Experiment 3 (N?=?108) evaluated whether the visual conditioning effects would transfer to all non-conditioned letters. Visual acuity for experimental groups was significantly better than that in the control groups, speaking to the general malleability of our visual sense.     

Measuring How We Preach What We Practice: Psychoeducational Change in Depressed Inpatients

This study investigated the relationship between acquisition of psychoeducational principles and symptomatic improvement in depressed in-patients. One hundred and twenty-three inpatients hospitalized on a Cognitive Therapy Unit were administered the Test of Cognitive Behavioral Principles (TCBP) and the Beck Depression Inventory at admission and discharge. It was predicted that the TCBP scores would be higher at discharge than at pre-testing at admission. Further, it was hypothesized that the higher TCBP scores at post-test would be significantly correlated with lower Beck Depression Inventory scores at post-test. The results revealed that inpatients' TCBP scores improved over the course of treatment supporting the first hypothesis. However, the data did not support the second hypothesis as there was not a significant relationship between the TCBP scores and the BDI scores at discharge. The results are discussed in terms of clinical, theoretical, and methodological implications.