Why do they hook up? Attachment style and motives of college students

Attachment style may be related to variations in hookup experiences; however, we do not know if attachment style is associated with hookup motives. College students (N = 266) completed questionnaires that assessed attachment style and hookup motives. Avoidant attachment was negatively associated with intimacy motives, while anxious attachment was positively related to intimacy. Insecure attachment styles were positively related to coping motives and self‐affirmation motives, but gender interacted with attachment style. Anxious attachment was positively associated with peer pressure motives in men only. The role of attachment style and hookup motives in understanding young adults' hookup experiences will be discussed.     

Why is it so hard to change? The role of self-integrity threat and affirmation in weight loss

People are frequently dissatisfied with their body weight. Messages alleging that lower weight is esthetically preferable, healthier, and achievable likely trigger chronic self-integrity threat, the sense that one's personal adequacy is in doubt. We examined whether self-integrity threat, which creates stress and pressure to restore self-integrity, contributes to the challenges of weight and behavior change. Weight-dissatisfied women completed in-lab tasks including a values affirmation manipulation and two-month follow-up. Affirmed women lost weight relative to controls, replicating previous research. Effects were primarily among those with higher initial body masses. Affirmed higher-weighted women also ate more healthful foods compared to unhealthful foods in self-reports and observation. Affirmed participants reported increased exercise, and an exploratory measure showed that their cortisol awakening responses synchronized with their coping needs, suggesting more adaptive physiological function. Results suggest that self-integrity threat is an under-recognized barrier to change, and reducing it can support healthy changes.     

Chinese researchers promote biomedical regulations: what are the motives of the biopolitical dawn in China and where are they heading?

In the past five years, China has experienced increased efforts to regulate activities in biomedical research and practice. Background is provided on some of the key developments in Chinese bioethics especially in relation to genetics, stem cells, cloning, and reproductive medicine. This background sets the stage for a document entitled "Ethical Guidelines for Human Embryonic Stem Cell Research," proposed by the Bioethics Committee of the Southern China National Human Gene Research Center, Shanghai, which is reprinted in this volume of the Kennedy Institute of Ethics Journal.     

Why are there so few ethnic minorities in ecology and evolutionary biology? Challenges to inclusion and the role of sense of belonging

Social Psychology of Education - African Americans and other ethnic minorities are severely underrepresented in both graduate education and among the professoriate in ecology and evolutionary...     

Resisting self-compassion: Why are some people opposed to being kind to themselves?

Although self-compassion is associated with positive emotions, resilience, and well-being, some people resist recommendations to treat themselves with kindness and compassion. This study investigated how people’s personal values and evaluations of self-compassionate behaviors relate to their level of self-compassion. After completing measures of trait self-compassion and values, participants rated how they would view themselves after behaving in a self-compassionate and self-critical way. Overall, participants associated self-compassion with positive attributes that connote emotional well-being, yet only those who were low in trait self-compassion associated self-compassionate responding with negative attributes that involve low motivation, self-indulgence, low conscientiousness, and poor performance. Participants’ endorsement of basic values was not meaningfully related to their evaluations of self-compassionate vs. self-critical behaviors or to self-compassion scores. We propose that self-compassion might operate as an instrumental value insofar as those high vs. low in self-compassion differ in their beliefs about whether self-compassion affects performance-related outcomes positively or negatively.     

Why are artificial polymorphous concepts so hard for birds to learn?

Stimulus sets defined in terms of artificial polymorphous concepts have frequently been used in experiments to investigate the mechanisms of discrimination of natural concepts, both in humans and in other animals. However, such stimulus sets are frequently difficult for either animals or humans to discriminate. Properties of artificial polymorphous stimulus sets that might explain this difficulty include the complexity of the individual stimuli, the unreliable reinforcement of individual positive features, attentional load, difficulties in discriminating some stimulus dimensions, memory load, and a lack of the correlation between features that characterizes natural concepts. An experiment using chickens as subjects and complex artificial visual stimulus sets investigated these hypotheses by training the birds in discriminations that were not polymorphous but did have some of the properties listed above. Discriminations that involved unreliable reinforcement or high attentional load were found to approach the difficulty of polymorphous concept discriminations, and these two factors together were sufficient to account for the entire difficulty. The usual kind of artificial polymorphous concept may not be a good model for natural concepts as they are perceived and discriminated by birds. A RULEX account of natural concept learning may be preferable.     

Why be nice? Psychological constraints on the evolution of cooperation

Animals often aid others without gaining any immediate benefits. Although these acts seem to reduce the donor's fitness, they are only apparently altruistic. Donors typically help because they or their kin receive future benefits or avoid costly punishment. Reciprocal altruism--alternating the roles of donor and recipient--has been a well-studied form of cooperation among non-kin because of its intuitive appeal in explaining human cooperation. Despite immense theoretical interest, little empirical evidence substantiates the biological importance of reciprocal altruism in non-human animals. We propose that this is because psychological mechanisms constrain its application in cooperative contexts. In particular, we contend that cognitive limitations such as temporal discounting, numerical discrimination and memory make reciprocity difficult for animals.     

Why are artificial polymorphous concepts so hard for birds to learn?

Stimulus sets defined in terms of artificial polymorphous concepts have frequently been used in experiments to investigate the mechanisms of discrimination of natural concepts, both in humans and in other animals. However, such stimulus sets are frequently difficult for either animals or humans to discriminate. Properties of artificial polymorphous stimulus sets that might explain this difficulty include the complexity of the individual stimuli, the unreliable reinforcement of individual positive features, attentional load, difficulties in discriminating some stimulus dimensions, memory load, and a lack of the correlation between features that characterizes natural concepts. An experiment using chickens as subjects and complex artificial visual stimulus sets investigated these hypotheses by training the birds in discriminations that were not polymorphous but did have some of the properties listed above. Discriminations that involved unreliable reinforcement or high attentional load were found to approach the difficulty of polymorphous concept discriminations, and these two factors together were sufficient to account for the entire difficulty. The usual kind of artificial polymorphous concept may not be a good model for natural concepts as they are perceived and discriminated by birds. A RULEX account of natural concept learning may be preferable.     

Why are Extraverts more Satisfied? Personality,Social Experiences,and Subjective Well‐being in College

It is widely appreciated that extraversion is associated with greater subjective well‐being. What is not yet clear is what mechanisms relate the two. In two longitudinal studies, we explored whether extraversion is prospectively associated with higher levels of satisfaction during college through influencing college social experiences using longitudinal cross‐lagged mediation models. In both studies, students' extraversion at the beginning of college predicted their subjective well‐being 4 years later. In both studies, extraversion at the beginning of college predicted a variety of self‐reported and peer‐reported social experiences (e.g. feelings of belonging and size of social network). We tested whether qualitative or quantitative aspects of social experiences explained the association between extraversion and subjective well‐being. In the first study, neither type of social experience explained the effect of extraversion on satisfaction. Only qualitative social experiences in the second study were instrumental in explaining this effect. The results suggest that extraversion's ability to create better social experiences can play a role in extraverts' greater subjective well‐being, but these experiences are not the only reason extraverts are happier and more satisfied. Copyright © 2017 European Association of Personality Psychology     

Social mirrors. Tove Jansson’s Invisible Child and the importance of being seen

This article examines the experience of being seen and analyzes its central role in the formation of a coherent sense of self. Tove Jansson’s short story from 1962, ‘The Invisible Child’, serves as the red thread of the article, and the story is analyzed in the light of Donald Winnicott’s work on social mirroring. The analysis is enriched by the psychoanalytic insights of Veikko Tähkä and Heinz Kohut, and complemented by Axel Honneth’s philosophical elaborations as well as by recent developmental findings as presented by Vasudevi Reddy. The article is divided into an introduction and three sections. After summarizing Jansson’s story in the introduction, the first section elaborates and examines different senses of social invisibility. The second section assesses developmental factors that promote social invisibility and highlights the importance of being seen. The third and final section interprets Jansson’s story as an analogy to an intensive therapeutic process, while pinpointing those elements that facilitate the restructuring of a disturbed sense of self. As a whole, the article thus discusses an issue that is often simply taken for granted in discussions of empathy and interpersonal experience: social visibility.     

Authors’ response: what are emotions and how are they created in the brain?

In our response, we clarify important theoretical differences between basic emotion and psychological construction approaches. We evaluate the empirical status of the basic emotion approach, addressing whether it requires brain localization, whether localization can be observed with better analytic tools, and whether evidence for basic emotions exists in other types of measures. We then revisit the issue of whether the key hypotheses of psychological construction are supported by our meta-analytic findings. We close by elaborating on commentator suggestions for future research.     

Emergencies: what are they and do they influence bystanders to intervene?

Social psychological research on helping has, in part, been concerned with the intervention of bystanders into emergencies. Pertinent empirical literature does not seem to be available on what factors bystanders use to define an emergency nor the effect of such a decision on the rate of helping. A series of four studies was conducted to answer these questions. We found that (a) Emergencies are a subclass of problem situation that usually result from accidents; (b) there is a high degree of agreement concerning what problem situations are definitely an emergency; (c) emergency situations are differentiated from other problem situations by threat of harm or actual harm worsening with time, unavailability of an easy solution to the problem, and necessity of obtaining outside help to solve the problem; (d) disagreement on whether a problem situation is an emergency or not results from differing perceptions of the degree to which threat of harm or actual harm worsens with time; (e) bystanders are more likely to help in emergency than in nonemergency problem situations. The results were interpreted as indicating that the need of the victim is a salient feature used by bystanders in determining whether or not to help.     

Falling outside of the ‘nice little binary box’: a psychoanalytic exploration of the non-binary gender identity

The non-binary gender identity has recently emerged on the landscape of gender variance. It captures individuals who may experience a gender identity that is neither exclusively male nor female, is a combination of male and female or is between or beyond genders. The availability of literature exploring the non-binary gender experience is somewhat limited. Consequently, our understanding of the development of ‘self’ amongst such individuals seems to lag behind that of other gender variant identity, in particular the binary transgender identity. A psychoanalytically informed qualitative research design was used to explore the psychological realities of 6 individuals, aged between 19 and 29 years, who identified as gender fluid, genderqueer, polygender, non-binary Trans person, non-binary trans guy and non-binary gender. Analysis focused upon the integration of conscious and unconscious material in order to provide some insight into the participants’ internal world and object-relating. Three core themes emerged from the data: ‘A developing gender identity’, ‘Correct and incorrect language’ and ‘Being seen and unseen’. These themes, as well as the heterogeneity and complexity of non-binary gender identity, are explored within the discussion, with some implications around our clinical and wider cultural response to people who identify themselves in this way.     

Why are names of people associated with so many phonological retrieval failures?

Two experiments are reported that revisit the issue of why people’s names are more difficult to recall than common names such as the names of objects. In Experiment 1, retrieval of the names of a set of object pictures was compared with recall of a set of names of famous faces. The object and face sets were matched for preexperimental familiarity. The results showed significantly more tip-of-the tongue (TOT) states and significantly poorer name recall for faces than for objects. Although the overall numbers of incorrect answers for the two sets of items did not differ, the incorrect answers in the face condition were mostly “don’t know” responses, whereas incorrect answers for objects were mostly alternative names. In Experiment 2, written definitions were used instead of pictures, and target items were selected so as to keep the number of alternatives to a minimum. Under these circumstances, there were no differences in either the number of items correctly named or the number of TOTs for common and people’s names. These findings are consistent with the views of Brédart (Memory, 1, 351–366, 1993), who argued that there are fewer documented TOTs for common names because a semantically related alternative often comes to mind when a participant is experiencing, or is about to experience, a retrieval failure.     

Immigrant students’ educational trajectories: The influence of cultural identity and stereotype threat

Research has shown that stereotype threat can inhibit immigrant students to unlock their full potential. Individual differences in cultural identity could be associated with immigrants’ stereotype vulnerability. This longitudinal study (n = 516) investigates the influence of recurring experiences of stereotype threat at school, and how adolescent immigrants’ cultural identity and stereotype vulnerability affect their educational achievement. The results show a stronger decline of immigrants’ (vs. non-immigrants’) GPA, domain identification, and sense of academic belonging, as well as higher dropout rates. Higher stereotype vulnerability predicted a stronger decline in GPA, and lower levels of academic belonging. Stronger ethnic identity was related to higher stereotype vulnerability. An experimental belonging treatment failed to improve students’ educational achievement. This research combines stereotype threat and acculturation research within the educational context.     

Why are moderators of self-other agreement difficult to establish?

Agreement between the self and other rated personality profiles was studied in two samples involving 11,096 speakers of two languages, Dutch and Estonian, who completed two different personality questionnaires, the NEO-PI-3 and HEXACO-PI-R. An outstanding agreement was achieved in the most occasions: in only 4–6% of dyadic pairs was the correlation between two randomly paired profiles higher than the actually observed correlation between true pairs. As in previous studies, we found that age and sex of participants and length of acquaintance had no significant effect on the level of self-other agreement. However, intimate knowledge helped married and unmarried couples in both samples be more accurate in their personality judgments; family members, in turn, had knowledge that made them more accurate than two people who were just acquaintances or friends. We believe that these outcomes can be explained by the contention that the judgment of another’s personality is a relatively simple task, which is accomplishable for most people most of the time. In other words, because judging another person’s personality is an easy task, we are not able to determine “good targets,” “good judges,” or “good traits.” Perhaps it is only “good information” which determines the closeness of the target-judge relationship, and which has a small but reliable impact on the level of self-other agreement. This explains why it is so difficult to find individual differences in the ability to judge another person’s personality.     

Why Sin?—A Test and an Exploration of the Social and Psychological Context of Resentment and Desire

This article focuses on the theory put forward by Donald Capps in his The Depleted Self (Sin in a narcissistic age. Minneapolis: Fortress Press, 1993) that there is a particular link between some forms of narcissism and the commitment of particular deadly sins. The data in the research reported in this paper robustly validate the idea that the psychological consequences of the bureaucratic consumer society, understood as a lack of individual well-being leading to a narcissistic defense, show the theological relevance of the deadly sins in understanding those conditions in society which on a global scale appear to threaten the individuality of the single person. Narcissism, both in its covert and overt mode, seems to be the most important variable in explaining the two factors of sin: resentment and desire. In addition to the effects already accounted for by well-being and narcissism, the possible contribution of religion and biography is explored.

Can psychoanalysis help us to understand the causes and prevention of violence?

As the most adequate theory of human personality yet created, including our propensity for irrational, self-defeating, and self-destructive behavior patterns, psychoanalysis is in a unique position to help us solve the most serious crisis that the human species has been confronted by at any point in its evolutionary history: the threat to its own survival that is caused by its own behavior, namely the compulsion to engage in violence on the largest scale that its technology makes possible, even when that causes the death of the self as well as of others. This continually expanding behavior pattern, which reduces even genocide to a minor footnote compared with the self-extinction of our whole species, is created not only by “apocalyptic” fundamentalism and terrorism (“suicide bombers”), but also by the increasing and only partially preventable proliferation of thermonuclear weapons to national rulers of questionable sanity, and the apparently unpreventable continuation of industrial/economic policies and practices that will, if not reversed, make our own small planet uninhabitable. What makes people place a higher value on the continuation of these behaviors than they place on their own physical survival (or that of their children)? That is the question to which this article proposes at least the beginnings of an answer: that when a person feels shamed and humiliated to a degree that threatens the survival of that fragile and vulnerable psychological construct called his “self” (or of the religious or cultural group with which his self has identified), he will eagerly sacrifice his body (and other peoples’) in the attempt to, as he sees it, save his soul, i.e. his self and his self-esteem. The question then becomes: what are the social and psychological determinants of overwhelming shame and humiliation, and how can we protect people from being exposed to those conditions, or at least enhance their ability to respond to them in ways that are life-preserving rather than life-destroying?     

Predictors of children's entertainment television viewing: Why are they tuning in?

Three hundred and twenty six 3- and 5-year-olds (N = 160 3-year-olds) participated in a longitudinal study of the sociological and ecological predictors of children's general audience and child entertainment viewing. Viewing was assessed through five weekly diaries for each child, completed by families over a two-year period. Concurrent analyses of program availability, family demographics/attributes, and child characteristics indicated that children who were frequent viewers of entertainment programs had parents who had limited education, access to cable, and incorporated television into their activities. Although parental regulation and encouragement played a role in children's viewing experiences, particularly at 5 and 7 years of age, the strongest long-term predictors on children's entertainment viewing were parents' education, family size, and the age and sex of the child. Parents need to become more aware of their role in shaping their children's viewing habits. Responsibility for improving children's television viewing experiences, however, should not rely solely with parents but must be shared by educators, broadcasters, and legislators.