Ten reasons why ANOVA theory and research fail to explain attribution processes: 2. Methodological problems

In this, the second of two companion papers, five major methodological problems of questionnaire research into Kelley’s ANOVA model are identified: the formulation of instructions; the choice of stimulus events; the manipulation of information variables; the choice of attribution measures; and the application of process-probing methods. It is argued that the absence of any sophisticated process propositions in Kelley’s theory, in conjunction with the five methodological problems, has led to a poverty of acceptable evidence about how people process unfolding sequences of behaviour (episodes). In conclusion, some of the process-probing methodologies of cognitive science are considered as a remedy to the naive models and methods of attribution researchers.     

A cognitive-emotional model of NSSI: using emotion regulation and cognitive processes to explain why people self-injure

Non-suicidal self-injury (NSSI) is a complex behaviour, routinely engaged for emotion regulatory purposes. As such, a number of theoretical accounts regarding the aetiology and maintenance of NSSI are grounded in models of emotion regulation; the role that cognition plays in the behaviour is less well known. In this paper, we summarise four models of emotion regulation that have repeatedly been related to NSSI and identify the core components across them. We then draw on social cognitive theory to unite models of cognition and models of emotion in developing a new cognitive-emotional model of NSSI. Our model articulates how emotion regulation and cognition can work in concert to govern NSSI, and offers several new research questions that can be addressed within this framework.     

Attribution processes in distressed and nondistressed couples: 4. Self-partner attribution differences

The importance of the self-other distinction for understanding the relation between attributions and marital satisfaction is examined in two studies. In Study 1, causal attributions for naturally occurring behavior by the self and spouse were investigated. Study 2 examined both causal and responsibility attributions for hypothetical behaviors. In both studies, the attributions of spouses seeking therapy were investigated in relation to those of happily married persons in the community. The results showed that self-other attribution differences varied as a function of marital distress. Nondistressed spouses showed a positive attribution bias by making more benign attributions for partner behavior as opposed to self-behavior, whereas distressed spouses showed a negative attribution bias by making less benign attributions for partner behavior than for self-behavior. These findings suggest that self-attributions may, in part, determine the impact of attributions for spouse behavior on marital satisfaction. The clinical relevance of the results and their implications for research on actor-observer attribution differences are outlined.     

Recognition of pretend and real actions in play by 1- and 2-year-olds: Early success and why they fail

We compared 1- and 2-year-old children's performance on Pretend and Reality tasks. Pretend tasks involved the comprehension of a pretend scenario, whereas Reality tasks did not. For example, the experimenter pretends to drink water from an empty cup, she fills another cup with imaginary water and then invites the child to drink. In the Reality version, the experimenter uses real water in making exactly the same actions and the same request to the child. Our aim was to verify when very young children understand pretense, and to determine whether failures to understand pretense are the result of difficulties specific to pretense or not. Results showed that starting from 16 months, children begin to understand pretense. At no time did performance differ between Pretend and Reality tasks, suggesting that young children's difficulties with pretense may not arise from causes specific to pretense.     

Experimental research on just-world theory: problems, developments, and future challenges

M. J. Lerner (1980) proposed that people need to believe in a just world; thus, evidence that the world is not just is threatening, and people have a number of strategies for reducing such threats. Early research on this idea, and on just-world theory more broadly, was reviewed in early publications (e.g., M. J. Lerner, 1980; M. J. Lerner & D. T. Miller, 1978). In the present article, focus is directed on the post-1980 experimental research on this theory. First, 2 conceptualizations of the term belief in a just world are described, the typical experimental paradigms are explained, and a general overview of the post-1980 experiments is provided. Second, problems with this literature are discussed, including the unsystematic nature of the research. Third, important developments that have occurred, despite the problems reviewed, are described. Finally, theoretical challenges that researchers should address if this area of inquiry is to advance in the future are discussed.     

Cliometric metatheory: II. Criteria scientists use in theory appraisal and why it is rational to do so

Definitive tests of theories are often impossible in the life sciences because auxiliary assumptions are problematic. In the appraisal of competing theories, history of science shows that scientists use various theory characteristics such as aspects of parsimony, the number, qualitative diversity, novelty, and numerical precision of facts derived, number of misderived facts, and reducibility relations to other accepted theories. Statistical arguments are offered to show why, given minimal assumptions about the world and the mind, many of these attributes are expectable correlates of verisimilitude. A statistical composite of these attributes could provide an actuarial basis for theory appraisal (cliometric metatheory).     

The concept of identity: research and theory.

The concept of identity is one of the few themes of psychosocial theory that has been researched directly. The dichotomy between identity achievement and role diffusion can be more accurately understood as two potential statuses among a number of resolutions to the identity crisis. Identity status appears to be related to significant childrearing experiences, particularly to dimensions of warmth, limit setting, values of autonomy, and achievement orientation. The pattern of identity achievement is different for males and females. Successful achievement of identity reflects different parental child-rearing practices for males and females.     

Hardiness: a review of theory and research.

Although a large body of research on hardiness (a personality construct with dimensions of commitment, control, and challenge) has accumulated, several fundamental issues remain unresolved. Although there are several hardiness scales, the properties of these scales have not been compared. There is debate as to whether hardiness is one or several characteristics. Research studying the pathways through which hardiness exerts its effects has not been comprehensively evaluated. Whereas critics have argued that hardiness does not buffer stress, others have suggested that hardiness buffers for working adults, for males, and in prospective analyses. There is also growing concern that hardiness is related to neuroticism. A review of the literature supports the following conclusions: The Dispositional Resilience Scale (DRS) has several advantages over alternative scales; DRS items form three factors that are consistent with hardiness theory; hardiness dimensions generally show low to moderate intercorrelations; the most common way of categorizing subjects as high or low in hardiness is not consistent with hardiness theory; hardiness does not buffer stress, and it does not buffer stress for working adults, for males, or in prospective analyses; both old and new hardiness scales inadvertently measure neuroticism. Recommendations for future research are provided.     

From theory to application and back again: implications of research on medical expertise for psychological theory.

Research directed at an understanding of medical expertise is about 30 years old, and many developments in this literature parallel progress in cognitive psychology. Over the past 15 years or so, this research became much more closely identified with particular psychological theories. Initial forays into medicine were essentially direct applications of methods developed in the psychology lab to the more natural domain of medicine, with varying degrees of success. These attempts were followed by a second wave that took the psychological theories themselves more seriously in a more thoughtful application of psychological methods to the medical domain. I will argue in the present paper that the methods and theories used in the study of medical expertise have advanced to the point that there is some reverse flow and they are providing a unique and valuable perspective on the nature of thinking.     

The labours of Hercules: some good reasons why social workers should not try to be different, and practice family therapy

Family therapy, despite being an approach to problems in a social context, has, for the most part, been developed and refined in medical settings (Adams, 1979). Family therapy propounds a methodology based on social rather than medical techniques of intervention. It is logical to suggest that workers based in socially-orientated agencies, rather than medical settings, could be predicted to be better placed to utilize and develop this particular approach to human problems. How can it be explained that the main bulk of the innovations are still coming from practitioners who have trained primarily in medical approaches and settings? This article looks at some of the reasons why family therapy practice and development is not flourishing in Social Services Departments as it is in, for example, hospitals and clinics. The authors do not offer any positive conclusions at this stage, but will show, in a later publication, what has been achieved in some Social Services Departments, and how practice has been established despite the organizational and operational constraints implicit in the introduction of a family, or systems orientated method, to an agency traditionally and statutorily focused upon the individual.     

Relational regulation theory: a new approach to explain the link between perceived social support and mental health

Perceived support is consistently linked to good mental health, which is typically explained as resulting from objectively supportive actions that buffer stress. Yet this explanation has difficulty accounting for the often-observed main effects between support and mental health. Relational regulation theory (RRT) hypothesizes that main effects occur when people regulate their affect, thought, and action through ordinary yet affectively consequential conversations and shared activities, rather than through conversations about how to cope with stress. This regulation is primarily relational in that the types of people and social interactions that regulate recipients are mostly a matter of personal taste. RRT operationally defines relationships quantitatively, permitting the clean distinction between relationships and recipient personality. RRT makes a number of new predictions about social support, including new approaches to intervention.     

The absent professor: why we don't teach research ethics and what to do about it

Research ethics education in the biosciences has not historically been a priority for research universities despite the fact that funding agencies, government regulators, and the parties involved in the research enterprise agree that it ought to be. The confluence of a number of factors, including scrutiny and regulation due to increased public awareness of the impact of basic research on society, increased public and private funding, increased diversity and collaboration among researchers, the impressive success and speed of research advances, and high-profile cases of misconduct, have made it necessary to reexamine how the bioscience research community at all levels provides ethics education to its own. We discuss the need to and reasons for making ethics integral to the education of bioscientists, approaches to achieving this goal, challenges this goal presents, and responses to those challenges.     

Conceptual overlap between moral norms and anticipated regret in the prediction of intention: Implications for theory of planned behaviour research

Moral norms and anticipated regret are widely used extensions to the theory of planned behaviour, yet there is some evidence to suggest that these constructs may conceptually overlap as predictors of intention. Two health-related behaviours with distinct moral implications (Study 1: organ donation registration, N?=?352 and Study 2: condom usage, N?=?1815) were therefore examined to ascertain whether moral norms and anticipated regret are indeed conceptually distinct. While evidence consistent with conceptual overlap was identified in Study 1, the evidence for such overlap in Study 2 was more ambiguous. In Study 3, a meta-analysis of existing literature revealed that the relationship between moral norms and anticipated regret was moderated by the extent of the moral implications arising from the behaviour under examination. Taken together, these findings suggest that conceptual overlap between moral norms and anticipated regret is more likely to occur among behaviours with obvious moral implications. Researchers wishing to examine the predictive utility of moral norms and anticipated regret among such behaviours would therefore be advised to aggregate these measures to form a composite variable (personal norms).     

Coping with stress during childhood and adolescence: problems, progress, and potential in theory and research

Progress and issues in the study of coping with stress during childhood and adolescence are reviewed. Definitions of coping are considered, and the relationship between coping and other aspects of responses to stress (e.g., temperament and stress reactivity) is described. Questionnaire, interview, and observation measures of child and adolescent coping are evaluated with regard to reliability and validity. Studies of the association of coping with symptoms of psychopathology and social and academic competence are reviewed. Initial progress has been made in the conceptualization and measurement of coping, and substantial evidence has accumulated on the association between coping and adjustment. Problems still remain in the conceptualization and measurement of coping in young people, however, and aspects of the development and correlates of coping remain to be identified. An agenda for future research on child-adolescent coping is outlined.     

Attachment theory and research: Resurrection of the psychodynamic approach to personality

Since the rise of the social-behaviorist approach to personality and its elaboration with cognitive concepts following “the cognitive revolution,” psychodynamic theories, usually identified with Sigmund Freud, have taken a beating. This makes it easy for mainstream personality-social psychologists to brush the psychodynamic approach aside. At the same time, researchers in both developmental and personality-social psychology have made great progress in testing and elaborating ideas presented by John Bowlby in his famous trilogy on attachment and loss. What outsiders to that perspective may not realize is that Bowlby was a psychoanalyst who saw himself as retracing Freud’s steps but with the advantage of new theoretical and empirical strategies. In this article, we conceptualize attachment theory as a contemporary psychodynamic approach, show how this theory has helped to bring psychodynamic psychology back to life, and review empirical evidence from our laboratories that supports many of the psychodynamic hypotheses advanced by Bowlby.     

A daily process approach to coping. Linking theory, research, and practice

For decades, coping researchers have used between-person designs to address inherently within-person questions derived from theory and clinical practice. The authors describe recent developments in the use of within-person, process-oriented methods that examine individuals intensively over time. Ongoing studies of stress and alcohol consumption, the effects of depression on adaptational processes, and the temporal dynamics of coping with chronic pain demonstrate that by tracking rapidly fluctuating processes such as mood and coping close to their real-time occurrence, daily process designs offer unique insights into conceptually and clinically challenging questions. Such designs also provide new opportunities to examine the purported mechanisms of therapeutic interventions. Despite its demands on participants and investigators, daily process research offers fresh opportunities to link psychological theory, research, and practice.