Behavioural coherence in violent group activity: An interpersonal model of sexually violent gang behaviour

This study provides an analysis of offender‐victim interactions in 223 cases of sexual violence committed in gangs. Cases were derived from archival sources such as law reports. A multivariate analysis revealed four interpersonal themes (dominance, submission, co‐operation, and hostility) previously identified in studies of lone sexual assault [Alison and Stein, Vicious Circles: Accounts of stranger sexual assault reflect abusive variants of conventional interactions. J Forensic Psychiatry 12:515–538, 2001]. These themes have also been identified in many other forms of human relating [Wiggins, An informal history of the interpersonal circumplex tradition. J Pers Assess 66:217–233, 1996] and conform to a structure known as the interpersonal circumplex. The circumplex has previously been used to conceptualise the relationships between individuals in terms of dynamic interactions that are mutually influencing. Thus, dominance elicits submission and submission elicits dominance. Each interpersonal style could be further subdivided according to the use of either verbally or physically abusive strategies. Point‐Biserial correlations with other aspects of the offence (e.g., mobility of the group, post‐offence treatment of the victim) provided additional support for these conceptually different themes and demonstrated that gang rape represents a distorted and violent form of interpersonal relating. Further, this dynamic interaction emerges not just at an individual level, but at a group level, suggesting that the thematic concepts underpinning the interpersonal circumplex can be extended to group activity and sexually aggressive behaviour. Aggr. Behav. 30:449–468, 2004. © 2004 Wiley‐Liss, Inc.     

Gender/Body/Machine

This article considers the question of embodiment in relation to gender and whether there are models of artificial intelligence (AI) which can enrol a concept of gender in their design. A central concern for feminist epistemology is the role of the body in the making of knowledge. I consider how this may inform a critique of the AI project and the related area of artificial life (A–Life), the latter area being of most interest in this paper. I explore briefly the tensions between the treatment of the body in different branches of feminist theory, especially the tensions between the approaches of feminist sociology and feminist philosophy. I explore the ways in which writing from category theory and anthropological phenomenology offers rich suggestions as to how the body has been left out of objectivist accounts of epistemology, but struggles to offer an account of why . In its analysis of the links between women, knowledge and the body, feminist revisions of epistemology offer a more convincing why . This is explored briefly through a critique of symbolic AI, and more substantially through the problem of embodiment in artificial life.     

Girls’ Disruptive Behavior and its Relationship to Family Functioning: A Review

Although a number of reviews of gender differences in disruptive behavior and parental socialization exist, we extend this literature by addressing the question of differential development among girls and by placing both disruptive behavior and parenting behavior in a developmental framework. Clarifying the heterogeneity of development in girls is important for developing and optimizing gender-specific prevention and treatment programs. In the current review, we describe the unique aspects of the development of disruptive behavior in girls and explore how the gender-specific development of disruptive behavior can be explained by family linked risk and protective processes. Based on this review, we formulate a gender-specific reciprocal model of the influence of social factors on the development of disruptive behavior in girls in order to steer further research and better inform prevention and treatment programs.     

Evoking children's spirituality in the reciprocal relationships of a learning community

Findings from my doctoral research suggest that the reciprocal relationships within a learning community can evoke and nurture children's spirituality. The study investigated the development of a community of learners in four primary school classrooms in Aotearoa New Zealand. A key finding of this study showed that when teachers and children learned together, shared decisions, and respected and trusted one another, changes were observed in some children that could not be explained in intellectual, social or emotional terms. Further analyses of these data revealed qualities that pointed to a spiritual essence. This paper presents these spiritually themed results and explores the argument that the caring, responsive and reciprocal relationships of a community of learners can provide opportunities for spiritual development.     

Life Satisfaction,Self‐Esteem,and Subjective Age in Women Across the Life Span

A study of 320 women, ages 21 to 69, explored the relations among relationship status, subjective age, self‐esteem, and life satisfaction. Women in married or partnered relationships had higher levels of life satisfaction than did single women. Women in their 30s and 40s had significantly lower levels of life satisfaction than did other age groups.     

Enhancement and suppression effects resulting from information structuring in sentences

Information structuring through the use of cleft sentences increases the processing efficiency of references to elements within the scope of focus. Furthermore, there is evidence that putting certain types of emphasis on individual words not only enhances their subsequent processing, but also protects these words from becoming suppressed in the wake of subsequent information, suggesting mechanisms of enhancement and suppression. In Experiment 1, we showed that clefted constructions facilitate the integration of subsequent sentences that make reference to elements within the scope of focus, and that they decrease the efficiency with reference to elements outside of the scope of focus. In Experiment 2, using an auditory text-change-detection paradigm, we showed that focus has similar effects on the strength of memory representations. These results add to the evidence for enhancement and suppression as mechanisms of sentence processing and clarify that the effects occur within sentences having a marked focus structure.