Parental recognition in the rat

Infant rats were tested in a 2-choice test for their preference for (a) their mother vs an alien mother, (b) their father vs an alien father and (c) their father, whom they had never experienced, vs an alien father. Pups were able to recognize their mother and showed a preference for her for the duration of the experiment. Pups could also recognize their father, even if they had never previously experienced him. However, they showed a reversal in preference for their father during the experiment, preferring their father at Days 10-14, but preferring an alien father at Days 18-22. It is concluded that fathers are recognized by general cues of kinship through “phenotype matching”, whereas mothers assume a positive reinforcing value and are recognized by individual cues.     

通过法则关系区分员工对组织的认同与反认同

员工对组织的认同与反认同有相关的心理机制(如员工对自尊的追求)与社会基础(如组织身分的多样性), 但它们是相互独立的两个构念。在个人建立自己的社会身分时, 认同体现了“求同”、而反认同则体现“存异”。基于理论分析所构建的法则关系中, 二者具有不同的前因变量和结果变量。对5家企业250名员工的问卷研究发现, 对组织认同的员工会更倾向于主动维护组织利益, 而对组织反认同的员工在工作中敷衍了事。嵌套的系列结构方程结果表明二者分离的模型对数据的拟合, 好于将二者合并的模型, 验证了这两个构念不同的基本论点。     

Gender differences in performance attributions: Students' explanations for personal success or failure

Women are often said to exhibit an externality bias in their performance attributions. To test this hypothesis, male and female college students made effort, ability, luck, and task difficulty attributions for their performance on a recent course examination. Measures of the students' affective reactions toward their performance were also obtained. Successful students, whether male or female, made internal attributions and were pleased with their performance. Stronger internal attributions were associated with more positive affective reactions for these students. Unsuccessful female students made external attributions, were displeased with their performance, and felt better when they attributed their failure to unstable factors. Unsuccessful male students were also displeased with their performance, but tended to make more internal attributions for their failure, and felt better as a result. These findings, which suggest the influence of an internality bias among men, rather than an externality bias among women, were interpreted in terms of the male sex role.     

Ethics Code Awareness,Perceived Ethical Values,and Organizational Commitment

This study examines the relationships among ethics code awareness, perceived corporate ethical values, and organizational commitment. Three key findings emerged. First, those aware of the existence of an ethics code in their organizations perceived their organizations as having more ethical values than those not aware of an ethics code in their organizations. Second, respondents exhibited higher levels of organizational commitment when they were aware of an ethics code in their companies. Finally, the relationship between ethics code awareness and organizational commitment was fully mediated by perceptions of an organization’s ethical values. The results suggest that ethics codes may lead to higher levels of organizational commitment by increasing the belief that their organizations have strong ethical values, as long as the existence of ethics codes are adequately communicated.     

Learning Contracts and the Use of Goal Attainment Scaling (GAS) for Occupational Therapy Students on Mental Health Fieldwork

SUMMARY

To counteract stereotyped views of the mentally ill and to empower occupational therapy students on their mental health clerkship, students developed individualized learning contracts. The contract required formulating their educational goals as a series of graded steps structured through the use of a sequential numerical scale, Goal Attainment Scaling (GAS) (Kiresuk & Sherman, 1968). Goals were related to the students' social-emotional concerns and anxieties encountered in this practice area through an affective GAS also known as a comfort scale. Task skills were addressed via a psychomotor/cognitive GAS. Students took an active role in monitoring their progress on their GAS while exploring emotional reactions. Through the use of an interactive log format, students received ongoing feedback and support from the academic instructor while honing their performance and clinical reasoning skills. Students often articulated a positive transformation of their views of the mentally ill and their sense of efficacy and comfort in working with this population fostered by success with their personal goal achievement on their GAS.     

Differences between students' estimated and attained grades in a first-year introductory psychology course as a function of identity development

Two hundred sixty-eight first-year university students were surveyed about the state of their identity development and their perceptions regarding chances for academic success in an introductory psychology course. In general, it was found that students who had an adult identity had a more accurate assessment of their chances for success in the course and also used more efficient study strategies. Students who had not completely formed an adult identity, however, were more inaccurate in estimates of their final grades and also seemed to use less productive study strategies. It was concluded that those who have formulated an adult identity might have also developed a more complete understanding of both themselves and their situation. Implications of the findings for further research regarding the effects of identity development on university life, as well as the implications for academic intervention programs, are discussed.     

Emotion Socialization in Families of Children With an Anxiety Disorder

Compared emotion socialization in 26 children with anxiety disorders ages 8–12 years and their mothers to 26 nonclinical counterparts without psychopathology. Children and their mothers participated in an emotion interaction task in which they discussed occasions when the child felt worry, sadness, and anger. Responses were coded for length of discussion, proportion of words spoken by child vs. mother, frequency of positive and negative emotion words, explanatory discussion of emotion, and maternal facilitation of emotion discussion. Children and their mothers also completed the Expressiveness and Control scales of the Family Environment Scale. Results indicated that mothers of children with an anxiety disorder spoke less frequently than their child, used significantly fewer positive emotion words, and discouraged their childrens emotion discussions more than did mothers of nonclinical children. Nonclinical children and their mothers indicated significantly more emotional expressiveness in their families than did children with an anxiety disorder and their mothers. These results highlight the potential role of truncated family emotional expressivity in the emotional development and functioning of children with an anxiety disorder.     

Delayed effects of practiced versus unpracticed responses after observation of movie violence

University men participating in an ostensible study of “impression formation” first received either an insulting or neutral evaluation of themselves from their supposed partner and then watched either a prize fight or an exciting but nonaggressive scene. After this, they either had an opportunity to evaluate their partner right away or they had to wait an hour before evaluating him. On scoring the subjects' written statements about the partner (to be seen by him and the experimenter), it was found that (1) for those given the immediate opportunity to be aggressive, the violent movie increased the strength of the angered subjects' initial attack on their partner over that displayed by the similarly insulted men shown the nonaggressive film; (2) if the angry subjects had to wait an hour before evaluating their partner, there was no difference between the aggressive and nonaggressive movie groups; (3) the aggression-heightening effect of the violent scene did carry over the intervening hour, however, if the insulted men had been given the earlier opportunity to evaluate their partner. It is suggested that the performance of an aggressive response soon after seeing an aggressive film increases the persistence of the aggressive reactions over time.     

Behavioral and emotional response of Japanese macaque (Macaca fuscata) mothers after their offspring receive an aggression

The authors of this study investigated the behavioral and emotional response of female Japanese macaques (Macaca fuscata) to an aggression received by their offspring to evaluate the existence of cognitive empathic responses in a naturalistic setting. After their offspring received an aggression, mothers did not direct increased affiliative contacts to them. The factors likely to affect the degree of distress in the offspring or the perceived risk for the mother failed to appropriately modulate maternal behavior. Finally, mothers did not increase their frequency of scratching (a behavioral indicator of anxiety) after their offspring had received an aggression. The results suggest Japanese macaque mothers may be unable to understand their offspring's need for distress alleviation after the receipt of aggression.     

Physical aggression: Effects of ethnicity of target and directionality of aggression

Physical aggression of members of a powerful majority ethnic group against an opponent either from a powerless and discriminated against minority or from their own group was tested as a function of aggression directionality and aggressor's attitudes. It was hypothesized that under bidirectional aggression where the opponent could aggress as well, members of the powerful majority group would adjust their aggressive responses to that of their opponent's regardless of his ethnic origin and regardless of aggressor's attitudes. However. under unidirectional aggression where the opponent was powerless, it was expected that those subjects who held unfavourable attitudes toward members of the minority group would be more aggressive against an opponent of that group than against an opponent of his own ethnic group. Subjects who had neutral attitudes would be equally aggressive toward all opponents. Ninety-six 11th grade vocational high school male students of Western origin, were given the opportunity to administer electric shocks to an opponent who was either of Western or Oriental origin in a competitive situation, Subjects were selected according to their attitudes toward Oriental Jews. Half expressed negative attitudes, the other half neutral attitudes. Half of the subjects expected their opponent to reciprocate shocks, the others did not. Contrary to expectations it was found that the attitudes of subjects of Western origin towards Orientals did not effect their aggressive behaviour. When aggression could not be reciprocated, all subjects were more aggressive toward an opponent of Oriental than of Western origin. The findings showed that when aggression was bidirectional, all subjects adjusted their aggressive behaviour, to their opponents'. However, they were less aggressive towards an opponent of Oriental than of Western origin.     

Sex-role contradictions: Self-perceptions and ideal perceptions

College students' perceptions of the ideal female, ideal male, and self-portrayal were studied using the Bem Sex Role Inventory. Males and females described themselves and their ideals with regard to sex-typed masculine and feminine characteristics. Females described an androgynous model for themselves and their ideal. Males described an androgynous model for their self-portrayal, but sex-typed portrayals for their ideal male and ideal female. The implication of males' inconsistent pattern of responding is discussed.     

Causal chunking: memory and inference in ongoing interaction

We propose that people simplify their perceptions of their interactions by organizing them into discrete casual chunks. Once formed, these chunks presumably influence the extent to which people are aware of their influence on others, as well as their impressions of others. We anticipated that people would form self-causal chunks (e.g., my action causes my partner's action) when they possessed an offensive set and other-causal chunks when they possessed a defensive set. We also expected that a self-causal chunking strategy would make salient people's influence on their partners and thereby discourage them from concluding that their partner's behaviors reflected underlying dispositions. In contrast, we anticipated that an other-causal chunking strategy would obscure people's influence on their partners, thereby encouraging them to infer that their partners' behaviors reflected underlying dispositions. We tested these hypotheses by inducing participants to develop either a defensive or an offensive set prior to interacting with another person in a simulated arms race. After the interactions, we assessed the manner in which participants chunked their interactions, as well as their impressions of partners. The results supported our predictions. The implications of these findings for understanding conflict and misunderstanding in interpersonal relations are discussed.     

Children's behavioral manifestations of the five-factor model of personality

The present study examined relations between ratings of children's personalities using the Five-Factor Model (FFM) of personality and behaviors exhibited by children during an interaction with their parents. Ninety-four children (M age = 10.87 years) and their parents participated in a videotaped interaction; children were coded on 64 different social behaviors using a revised version of the Riverside Behavioral Q-Sort. Mothers completed ratings of their children's personalities using the NEO-Five-Factor Personality Inventory (NEO-FFI). Results indicate an intuitive and predictable pattern of relations between children's personalities and their behaviors. Findings suggest that four of the five factors included in the FFM provide an appropriate framework for describing children's personalities. These findings are discussed in terms of their relevance for helping researchers understand children's personalities.     

Carry on: spontaneous object carrying in 13-month-old crawling and walking infants

Carrying objects requires coordination of manual action and locomotion. This study investigated spontaneous carrying in 24 walkers who were 13 months old and 26 crawlers who were 13 months old during 1-hr, naturalistic observations in the infants' homes. Carrying was more common in walkers, but crawlers also carried objects. Typically, walkers carried objects in their hands, whereas crawlers multitasked by using their hands simultaneously for holding objects and supporting their bodies. Locomotor experience predicted frequency of carrying in both groups, suggesting that experienced crawlers and walkers perceive their increased abilities to handle objects while in motion. Despite additional biomechanical constraints imposed by holding an object, carrying may actually improve upright balance: Crawlers rarely fell while carrying an object, and walkers were more likely to fall without an object in hand than while carrying. Thus, without incurring an additional risk of falling, spontaneous carrying may provide infants with new avenues for combining locomotor and manual skills and for interacting with their environments.     

Personality neglect. The unforeseen impact of personal dispositions on emotional life

The present research provides the first evidence that people neglect their own personalities when they envision their future emotional lives. In Study 1, students ignored the impact of their dispositional happiness in predicting how they would feel 2 weeks after receiving grades. Yet dispositional happiness played an important role in shaping actual emotional experiences. Similarly, exhibiting personality neglect, participants in Study 2 overlooked their trait levels of neuroticism and optimism when forecasting their reaction to Barack Obama's election, though these personality dimensions were related to their actual emotional reactions. Because they overlooked the influence of their own dispositions, individuals incorrectly predicted their future feelings. Ironically, as a result of this personality neglect, more optimistic individuals were less likely to see their emotional future in an overly rosy light, whereas more neurotic individuals were more likely to overestimate the pleasure that the future would bring.     

Listeners influence speakers’ perceived communication effectiveness

People have an exaggerated sense of self-efficacy. This paper investigates the mechanism behind speakers’ tendency to overestimate their communication efficacy. Two competing mechanisms were tested: intrapersonal and interpersonal. Speakers communicated a series of ambiguous statements to a co-present or absent listener and then estimated their success. Speakers overestimated their ability to communicate their intended message (relative to listeners’ actual comprehension of their message) when a listener was co-present, but not when a listener was absent. Our findings support an interpersonal explanation of speakers’ perceived communication efficacy.     

Parenting behaviors in parents with anxiety disorders

Anxiety disorders are familial, and although considerable evidence supports the role of genetic/biological parameters in their development, these alone do not entirely explain their etiology. In this study, the role of parenting behavior as a possible factor in the transmission of anxiety from parent to child was examined. Using interview, self-report, and direct behavioral observation, behaviors of parents with an anxiety disorder were compared to those of parents without an anxiety disorder on a number of dimensions, but particularly with respect to whether anxious parents actively inhibited their children from engaging in normal age appropriate activities. These behaviors were assessed during routine activities and in a structured non-conflictual play task. Although anxious parents did not overtly restrict their child's behavior in either type of activity, they reported higher levels of distress when their children were engaged in these activities. Similarly, the "emotional climate" in families with an anxious parent differed significantly from families without an anxious parent. The results are discussed in terms of how parenting behaviors might influence the development of maladaptive anxiety via social learning and information transfer, and their heuristic implications.     

Therapeutic Experiences of Lesbian Couples

Abstract

This study explores the therapeutic experience of lesbian couples who had received couples psychotherapy earlier in their relationship. It examines their feelings regarding their own levels of acceptance, disclosure of sexual orientation, and connectedness with the professional providing services using qualitative methodology. The perspectives of both members of the lesbian couple were taken into account and explored. Lesbian couples who had accepted their sexual orientation appeared to have higher levels of satisfaction in their therapeutic experience and reported having an improved sense of self. Couples who had a therapist that portrayed a positive acceptance of homosexuality, low levels of heterosexism, and knowledge of issues relevant to the lesbian community reported an experience that was conducive to growth and development thus leading to an enriched relationship.     

“That's the one I wanted”: when do competitors copy their opponents' choices?

This paper explores the interactive effect of competitiveness and choice structure on symbolic (noninstrumental) choices in competitive situations. When individuals in competitive situations learn the stated preference of their opponent, their own choice depends on their competitiveness and on whether they are in an inclusive‐choice situation (in which both competitors can end up with the same option) or an exclusive‐choice situation (in which they cannot). We obtained this predicted interaction in an imagined video game challenge (Studies 1 and 3), cooking contest (Study 2), and March Madness bracket competition (Study 4). Highly competitive people copied their opponent's choices in exclusive‐choice situations, and seemed to do this because they wanted to frustrate their opponent (Studies 3 and 4).     

Domestic dogs (Canis familiaris) flexibly adjust their human-directed behavior to the actions of their human partners in a problem situation

Domestic dogs (Canis familiaris) have been shown to actively initiate triadic communicative interactions by looking at a human partner or by alternating their gaze between the human and an object when being faced with an out-of-reach reward or an unsolvable problem. It has hardly been investigated, however, whether dogs flexibly adjust their human-directed behavior to the actions of their partners, which indicate their willingness and abilities to help them when they are faced with a problem. Here, in two experiments, we confronted dogs—after initially allowing them to learn how to manipulate an apparatus—with two problem situations: with an empty apparatus and a blocked apparatus. In Experiment 1, we showed that dogs looked back at their owners more when the owners had previously encouraged them, independently from the problem they faced. In Experiment 2, we provided dogs with two experimenters and allowed them to learn through an initial phase that each of the experimenters could solve one of the two problems: the Filler re-baited the empty apparatus and the Helper unblocked the blocked apparatus. We found that dogs could learn to recognize the ability of the Filler and spent time close to her when the apparatus was empty. Independently from the problem, however, they always approached the Helper first. The results of the present study indicate that dogs may have a limited understanding of physical problems and how they can be solved by a human partner. Nevertheless, dogs are able to adjust their behavior to situation-specific characteristics of their human partner’s behavior.