The Relationships Between Sensation Seeking and Gender Role Orientations Among Turkish University Students

The relationships between sensation seeking and gender role orientation were examined among 325 Turkish university students. The Sensation Seeking Scale Form V (SSS-V; Zuckerman, Behavioral expressions and biosocial bases of sensation seeking. Cambridge University Press, New York, 1994) and the Bem Sex Role Inventory (BSRI; Bem, Journal of Counseling and Clinical Psychology, 42:155–162, 1974) were used for data collection. The dimensions of the SSS-V were Thrill and Adventure Seeking, Disinhibition, Experience Seeking, and Boredom Susceptibility. The ANOVA and MANOVA revealed main effects for gender and gender role orientation. As predicted, men reported higher levels of overall sensation seeking and Disinhibition than women did. Androgynous and masculine groups reported higher levels of overall sensation seeking, Disinhibition and Experience Seeking than the feminine group did. The effect of gender role orientation on Thrill and Adventure Seeking and Boredom Susceptibility was insignificant.     

Pop-out for illusory rather than veridical trajectories with double-drift stimuli

Attention, Perception, & Psychophysics - If a patch of texture drifts in one direction while its internal texture drifts in the orthogonal direction, the perceived direction of this...     

Distinguishing Disadvantage from Ill-Being in the Capability Approach

Ethical Theory and Moral Practice - Central capabilitarian theories of well-being focus exclusively on actual opportunities to attain states of being and doing that people have reason to value....     

The stability of alexithymia during work in a high‐stress environment: A prospective study of Swedish peacekeepers serving in Kosovo

Larsson, M. R., Bäckström, M., Michel, P.‐O. & Lundh, L.‐G. (2010). The stability of alexithymia during work in a high‐stress environment: A prospective study of Swedish peacekeepers serving in Kosovo. Scandinavian Journal of Psychology. We applied a prospective design to reinvestigate the issue whether the sub‐domains of alexithymia could be considered stable traits or distress‐related states. Assessments of alexithymia and subjective distress were conducted before deployment to Kosovo in a sample of male peacekeepers. A second assessment was conducted approximately six months later during the final phase of service. The results showed evidence of moderate to high relative stability in all alexithymic sub‐domains. It was also found that a relative change in subjective distress predicted a relative change in difficulty identifying feelings and difficulty describing feelings but not in externally oriented thinking. We suggest therefore that the alexithymic sub‐domains could be considered relatively stable traits but that the level of difficulty identifying and describing feeling varies with the level of subjective distress.     

Let us talk about sex: Prototype and personal templates

Among laypersons and even among scientists, little agreement exists about the definition of sex. Using the prototype approach, the current research explored the prototypical structure of sex. Further, it examined important intersexual and intrasexual personal templates. In Study 1, 122 participants produced a list of 80 features for the concept sex, which were rated for typicality by 251 participants in Study 2. Important sex differences with respect to the prototype of sex and correlations with sociosexual orientation were also revealed in Study 2. Study 3 (n = 98) extended these findings by showing that response latencies differ for central versus peripheral features, women versus men, and depend on the sociosexual orientation of the participants.     

Functional neuroanatomy of gesture–speech integration in children varies with individual differences in gesture processing

Gesture is an integral part of children's communicative repertoire. However, little is known about the neurobiology of speech and gesture integration in the developing brain. We investigated how 8‐ to 10‐year‐old children processed gesture that was essential to understanding a set of narratives. We asked whether the functional neuroanatomy of gesture–speech integration varies as a function of (1) the content of speech, and/or (2) individual differences in how gesture is processed. When gestures provided missing information not present in the speech (i.e., disambiguating gesture; e.g., “pet” + flapping palms = bird), the presence of gesture led to increased activity in inferior frontal gyri, the right middle temporal gyrus, and the left superior temporal gyrus, compared to when gesture provided redundant information (i.e., reinforcing gesture; e.g., “bird” + flapping palms = bird). This pattern of activation was found only in children who were able to successfully integrate gesture and speech behaviorally, as indicated by their performance on post‐test story comprehension questions. Children who did not glean meaning from gesture did not show differential activation across the two conditions. Our results suggest that the brain activation pattern for gesture–speech integration in children overlaps with—but is broader than—the pattern in adults performing the same task. Overall, our results provide a possible neurobiological mechanism that could underlie children's increasing ability to integrate gesture and speech over childhood, and account for individual differences in that integration.     

Witnessing racial discrimination shapes collective action for racial justice: Enhancing awareness of privilege among advantaged groups

Three studies tested whether witnessing incidents of racial discrimination targeting Black people may motivate White people to engage in collective action for racial justice. In studies of White Americans (Study 1) and self-identified White activist “allies” (Study 2), witnessing incidents of racial discrimination predicted greater willingness to participate in collective action for racial justice, through the pathway of enhanced awareness of racial privilege. Studies 1 and 2 showed that awareness of racial privilege uniquely predicted the link between witnessing incidents of racial discrimination and willingness to participate in collective action for racial justice; these effects were consistent both with and without controlling for Whites’ sense of identification with their own racial group. Study 3 tested experimentally how witnessing incidents of racial discrimination may compel White people to become more motivated to engage in collective action for racial justice. Compared to those in a control condition, White participants who were randomly assigned to watch a brief video depicting recent discriminatory incidents targeting Black people (e.g., Starbucks incident in Philadelphia, housing incident at Yale University) tended to show greater motivation to engage in collective action for racial justice, an effect accounted for largely by enhanced awareness of racial privilege. How witnessing incidents of racial discrimination can transform views of privilege and willingness to stand up for racial justice among members of advantaged racial groups is discussed.     

You are not alone – adolescents’ experiences of participation in a structured skills training group for ADHD

Little is known about how adolescents with attention deficit/hyperactivity disorder (ADHD) experience participating in group therapy, an important factor to consider when developing treatment methods for this age group. This study aimed to explore how adolescents with ADHD experience participating in a structured skills training group program based on dialectical behavioral therapy. Semi-structured interviews were conducted with 20 adolescents (15–18 years of age) with ADHD after participating in a structured skills training group. The interviews were transcribed verbatim and qualitative content analysis were used to analyze the text. The participants emphasized the value of meeting other adolescents with ADHD and the opportunity to exchange experiences, strategies and tips. Participating in the group treatment made the adolescents realize that they were not alone, and feelings of togetherness and an increased acceptance of themselves were described. The participants associated the treatment with elevated knowledge and understanding, for example, about ADHD, their own functioning and helpful strategies. They also described emotional and behavioral changes, such as higher self-esteem, fewer inter-personal conflicts and improved concentration. Activating and experiential exercises were considered important elements of the treatment, and the participants expressed a need for a variation of exercises, as well as more time for practicing skills, discussions and breaks. The results indicate that the group format add an extra value to the treatment and that the use of an active approach throughout the treatment is of importance for this group of patients.