The changing relationship between psychology and contemporary spiritual direction

As recently as the late 1970's, the relationship between spiritual direction and psychology was tentative and cautious. During the last decade, however, psychological methods and perspectives have been increasingly utilized in spiritual direction. This article examines how clinical psychology, developmental psychology, the psychology of women, and professional psychology are becoming increasingly relevant to the contemporary practice of spiritual direction in the United States, and how, in the process, the relationship between psychology and spiritual direction is changing.     

The effects of physical distance between regular and sale prices on numerical difference perceptions

This paper draws upon the psychological, psycho-physiological, and numerical cognition literature(s) to suggest that numerical difference perceptions may be influenced by the physical distance between two prices. In the context of four experiments, we find that a greater horizontal separation of prices leads to greater difference (and hence price-discount) perceptions. The greater price-discount perceptions are linked to a higher perceived value and increased purchase likelihood. The effect is not observed for prices separated by large versus small vertical distances. The processing mechanisms driving our results involve the automatic and non-conscious encoding of “magnitude representations” (i.e., judgments of relative size) related to both relevant (numerical difference) and non-relevant (physical distance) dimensions.     

Explaining the surprisingly weak relationship between organizational constraints and job performance

Organizational constraints are contextual factors that interfere with task performance. Study 1 was a meta-analysis of constraints-performance studies that found a smaller than expected relationship. Two additional studies were designed to understand why constraints fail to relate as expected to performance. Study 2 found support for the rater-bias hypothesis that raters take constraints into consideration when rating performance. Study 3 showed that constraints were both a challenge and a hindrance, and the two components tend to cancel one another. Two important conclusions that arise are that the constraints–performance relationship observed in field studies using raters is an underestimate of the true relationship, and constraints are not simply a hindrance, but can have a challenging effect that enhances motivation, as well.     

Explaining effervescence: Investigating the relationship between shared social identity and positive experience in crowds

We investigated the intensely positive emotional experiences arising from participation in a large-scale collective event. We predicted such experiences arise when those attending a collective event are (1) able to enact their valued collective identity and (2) experience close relations with other participants. In turn, we predicted both of these to be more likely when participants perceived crowd members to share a common collective identity. We investigated these predictions in a survey of pilgrims (N = 416) attending a month-long Hindu pilgrimage festival in north India. We found participants' perceptions of a shared identity amongst crowd members had an indirect effect on their positive experience at the event through (1) increasing participants' sense that they were able to enact their collective identity and (2) increasing the sense of intimacy with other crowd members. We discuss the implications of these data for how crowd emotion should be conceptualised.     

Explaining the gender difference in depressive symptoms

It was hypothesized that women are more vulnerable to depressive symptoms than men because they are more likely to experience chronic negative circumstances (or strain), to have a low sense of mastery, and to engage in ruminative coping. The hypotheses were tested in a 2-wave study of approximately 1,100 community-based adults who were 25 to 75 years old. Chronic strain, low mastery, and rumination were each more common in women than in men and mediated the gender difference in depressive symptoms. Rumination amplified the effects of mastery and, to some extent, chronic strain on depressive symptoms. In addition, chronic strain and rumination had reciprocal effects on each other over time, and low mastery also contributed to more rumination. Finally, depressive symptoms contributed to more rumination and less mastery over time.     

The changing relationship between people and their job – the validity of career information

ABSTRACT

An overview of the evolution of career information in light of the changing nature of the world of work is presented. Owing to the constant fundamental changes in the labour market, the distribution of paid work has been also constantly changing. In this article, a more dynamic and – often temporary – interplay between citizens and their professional context is proposed. The case of Hungary has been used to describe the changing nature between people and their jobs. The historical overview helps explain the development of career information from pre-modernity to post-modernity and justifies the need for a more dynamic model of work adjustment and individual career development.     

The difference between t and z and the difference it makes

Tests of the null hypothesis for comparisons involving sample means use the t test when the conditions of the z test cannot be met. The 2 tests have different rationales and can lead to different conclusions regarding significance. In the present study, the authors compared the properties of t and z in simulation runs. The differences in the results are a result of fluctuations in the t test sample variances that do not exist in the z test, and those differences lead to differences in designating the significance of comparisons.     

Gender makes the difference: The moderating role of leader gender on the relationship between leadership styles and subordinate performance

Using a predominantly male research and development (R&D) sample and a predominantly female customer service personnel sample, we investigated how authoritarian and benevolent leadership styles interact with leader gender to influence subordinate performance (i.e., task performance, citizenship behavior, and creativity). Our research extends role congruity theory (Eagly & Karau, 2002) by adopting  and  attribution principles to offer a more comprehensive framework for explaining how leader gender affects the impact of leadership styles on subordinate performance. Our results suggest that the negative relationship between authoritarian leadership and subordinate performance is stronger for female than for male leaders and that the positive relationship between benevolent leadership and subordinate performance is stronger for male than for female leaders. Accordingly, in addition to leaders’ engaging in gender-role congruent behaviors, a useful strategy is to adopt behaviors that are perceived as a positive deviation from their gender role.     

What young children think about the relationship between language variation and social difference

Previous work suggests that preschoolers understand that members of some social groups (e.g., based on occupation or gender) speak in distinct ways, but do not understand that members of other social groups (e.g., based on race, culture, or nationality) speak different languages. In these four studies we explored preschool children's inferences about language and social group membership. In Study 1 we found that preschoolers believed that minority race individuals, people wearing unfamiliar clothing, or people living in unfamiliar dwellings were more likely to speak an unfamiliar foreign language than to speak English. Studies 2A and 2B showed that children do not map social group differences to language for all social categories. Specifically, children were more likely to attribute language differences to racial rather than age differences and were more likely to map differences in music preference onto age than racial differences. Results of Study 3 showed children's inferences about language and social group differences were not derived from differences in intelligibility. Study 4 provides insight into why children readily make these language to social kind mappings by identifying a common property that both broad social kinds and distinct languages are thought to share. Together these studies provide evidence that even preschoolers may be coordinating knowledge across content domains in a coherent and meaningful way that underwrites the projection of existing knowledge to unknown instances.     

Explaining the link between conscientiousness and forgivingness

The current studies tested possible explanations for the link between conscientiousness and forgivingness. Using two Swiss adult samples, we examined three reasons why conscientious people tend to be more dispositionally forgiving. Findings suggest that self-regulation ability served as the best explanation for this relationship. Conscientious individuals tend to be better at self-regulation, which in turn enables them to be more forgiving of others. Moreover, this explanation only holds when discussing the link between forgivingness and conscientiousness, and not with respect to why agreeable and emotionally stable participants are more forgiving. Findings are discussed with respect to the role of regulatory processes in explaining the linkages between broad personality dimensions and forgivingness.     

When contributions make a difference: Explaining order effects in responsibility attribution

In two experiments, we established an order effect in responsibility attributions. In line with Spellman (Journal of Experimental Psychology: General 126: 323-348, 1997), who proposed that a person's perceived causal contribution varies with the degree to which it changes the probability of the eventual outcome, Experiment 1 showed that in a team challenge in which the players contribute sequentially, the last player's blame or credit is attenuated if the team's result has already been determined prior to her acting. Experiment 2 illustrated that this attenuation effect does not overgeneralize to situations in which the experienced order of events does not map onto the objective order of events; the level of the last person's performance is only discounted if that person knew that the result was already determined. Furthermore, Experiment 1 demonstrated that responsibility attributions remain sensitive to differences in performance, even if the outcome is already determined. We suggest a theoretical extension of Spellman's model, according to which participants' responsibility attributions are determined not only by whether a contribution made a difference in the actual situation, but also by whether it would have made a difference had things turned out somewhat differently.     

The relationship between discrimination and memory for spacing and feature changes in houses

Adults need to discriminate between stimuli and recognize those previously seen. For faces, feature changes (e.g., different eyes) and spacing changes (e.g., distances between eyes) are important cues. In two experiments, we assessed the influence of these on discrimination and recognition of houses, a commonly used control in face studies. In both experiments, discrimination was better for feature than spacing changes. Memory for spacing changes was generally poor but aided by extra learning and intermixing change types. Conversely, memory for features was good, especially when there were few houses, and change type was blocked. Unexpectedly, memory was best for differences that might signal something about occupants (e.g., changes to garden or bins), perhaps akin to hairstyles for faces. Overall, results are consistent with previous work showing poor discrimination of spacing in non-face objects and extends them to show that, unlike for faces, spacing differences are also not well remembered.     

Developmental differences in recall and recognition: The relationship between rehearsal and memory as test expectation changes

An overt rehearsal procedure was used to study the relationship between children's rehearsal strategies and their memory performance under different conditions of test expectation. Previous work has shown that developmental differences in rehearsal content affect recall performance. This study was designed to address the question of why active rehearsal content results in superior recall performance. The equivalence of recognition-memory performance for third- (age 9) and sixthgraders (age 12) suggests that developmental differences in recall are due to the effects of rehearsal content on item retrieval from permanent memory. In addition, the data indicate that third- and sixth-graders can differentiate between expected recall and recognition tests and, with the exception of the sixth-grade boys, use this information to modify their rehearsal content. These differences in rehearsal content, as a function of the type of test expected, corresponded to changes in recall performance.     

The relationship between binocular brightness matches and luminance difference discriminability of successively presented light flashes1

Measurements of monocular ΔI and PSE as a function of the ISI between two 2-deg foveal fields successively presented to the same retinal area were obtained for two Standard durations, using the method of constant stimuli. Binocular brightness matches of the stimuli revealed that detection of a difference occurred whenever a constant difference (in log mL) in matching luminance existed. The implication of the results was that ΔI is related to the rate of change of brightness with changes in test-field luminance.     

The father-daughter dance: the relationship between father-daughter relationship quality and daughters' stress response

The goal of the study was to determine whether father-daughter relationship quality is related to activity of the hypothalamic-pituitary-adrenal (HPA) axis (salivary cortisol) and autonomic nervous system (salivary alpha-amylase, sAA) in late adolescence-emerging adulthood during peer interactions. In the 1st study, reported father-daughter relationships characterized by rejection, chaos, and coercion had lower morning cortisol levels and were temperamentally more sensitive to emotional changes. In the 2nd study, young women who reported father-daughter relationships characterized by warmth, autonomy, support, and structure had lower pretask cortisol levels, and they had attenuated cortisol responses to problem discussion with a friend. In contrast, those who reported father-daughter relationships characterized by rejection, chaos, and coercion had higher pretask cortisol levels, had elevated cortisol in response to problem discussion with a friend, and were more likely to self-disclose about psychosocial stressors. No differences were observed between reported father-daughter relationship quality and sAA levels or task-related reactivity. The findings suggest that father-daughter interactions potentially influence both social cognition and HPA reactivity to developmentally salient stressors in young women.