Deadly Force and Deadly Outcome: Examining the Officer,Suspect, and Situational Characteristics of Officer-Involved Shootings

ABSTRACT

Police use-of-force in general, and police use of deadly force in particular, has been at the forefront of national media attention in recent years. Despite this visibility, scholarly attention to the complexities and nuances of the dynamics at play that lead to fatal and non-fatal outcomes for suspects involved in these encounters has been limited. As such, the current study draws from data collected from 2015 to 2018 in the state of Texas to examine the officer-, suspect-, and situational-level correlates and predictors of suspect death resulting from being involved in an officer-involved shooting. Bivariate results suggest that officer race, suspect race, the suspect being armed with a deadly weapon, and the officer responding to a suspicious activity call are significantly associated with suspect death versus being injured in an officer-involved shooting. More rigorous multivariate results reveal that the situational context (i.e., the suspect being armed with a deadly weapon and the incident resulting from a suspicious activity call) is particularly relevant for predicting the lethality of an officer-involved shooting for the suspect. Study limitations and directions for future research are also discussed.     

The WHO/START Study: Promoting Suicide Prevention for a Diverse Range of Cultural Contexts

The WHO/Start Study is introduced and described in its four main components. The study originated as a response to growing concerns about trends of suicide, the prevalence of which in the Western Pacific Region of the World Health Organization is the highest among the six regions of the WHO. So far, nineteen centers have joined the study. This ambitious project is expected to provide important transcultural perspectives on both fatal and nonfatal suicidal behaviors, together with increased awareness for these phenomena and the growth of culture‐sensitive prevention programs.     

Psychometric properties of the Insomnia Catastrophizing Scale (ICS) in a large community sample

ABSTRACT

The purpose was to investigate the psychometric properties of the Insomnia Catastrophizing Scale (ICS) including factorial validity and internal consistency as well as discriminative and convergent validity. Associations with sleep parameters and daytime impairment are also examined. Drawn from a randomly selected sample of the general population, 1615 participants completed a survey on insomnia-related nighttime and daytime symptoms, health outcomes and psychological processes, including the ICS. A one-factor solution was supported for both the nighttime catastrophizing (11 items) and daytime catastrophizing (6 items) subscales. Both subscales displayed high internal consistencies (α > 0.90) and accounted for 59.1–70.1% of the variance. The insomnia disorder group had significantly higher scores than participants without insomnia on the two subscales and on the individual items. Cutoffs were established for both subscales with acceptable sensitivity and specificity. Both subscales displayed adequate convergent validity with measures indexing worry, cognitive pre-sleep arousal and anxiety. The two subscales were also significantly associated with nighttime and daytime insomnia symptoms. The ICS is a reliable and valid scale for the assessment of insomnia-related catastrophizing. Future research is needed to examine the test-retest reliability and treatment sensitivity of the ICS.     

Elementary Students’ Motivation to Read and Genre Preferences

Abstract

This study examines the psychometric properties of a reading motivation measure with a sample of upper elementary students in the United States (n?=?195). The research explores upper elementary students’ motivation to read, the amount/frequency of their reading in general, and their preferences for different text genres. Factor analyses support the validity and reliability of the SRQ-RM for upper elementary students in the United States, a tool not previously used with this population. This study also included a nuanced assessment of students’ genre preferences, which has implications for reading motivation and effective classroom instruction.     

Reconceptualizing the Transitive Inference Ability: A Framework for Existing and Future Research

It has often been claimed that to demonstrate transitive inference is to demonstrate a logical ability, and by implication that transitivity as a property is generally a logical entity. Both claims are considered using a theoretically driven analysis together with consideration of relevant existing experimental research and some newly reported findings. This approach suggests an account of transitivity and transitive inferential reasoning that differs not only from the classic Piagetian account, but also from the information processing account so dominant today. We begin by considering one important issue, that the “logical” definitional criterion can only be approached if individuals are required to demonstrate a capacity for transitive inference that is discriminative in nature. This, together with interpretation of findings from existing transitive tasks, leads to the postulate of a three-component psychological system, with the components relying on perceptual, linguistic, and conceptual subprocesses and sensitivity to simple cues. The framework is testable and accommodates important aspects of classic and modern accounts of “transitive development” that until now have been taken to be mutually exclusive. It also readily accommodates both human and nonhuman research, yet neither a formal logical structure nor memory in any general sense need be assigned the primary role.     

A simple proof of the spearman-brown formula for continuous test lengths

A direct proof is given for the generalized Spearman-Brown formula for any real multiple of test length.     

Perceptions of Forgetfulness in Adulthood

Abstract

In two experiments, we examined younger and older participants’ appraisals of memory failures in fictitious characters portrayed as younger (in their 20’s to 30’s) or older (in their 60’s to 70’s) adults. Participants read vignettes where forgetful behavior had minor or more severe consequences for the target character (Experiment 1) or for the character and others in the social environment (Experiment 2). Participants rated potential causes of the forgetfulness and opinions concerning the target character’s cognitive health. In Experiment 1, an age-based double standard was observed, where both age groups rated ability as a cause of forgetting more often for older than younger characters. Ratings of forgetfulness as a sign of mental difficulty, need for memory training, and professional evaluation were also higher for older compared to younger characters. In Experiment 2, the Attribution Type by Target Age interaction effect was replicated. Ability and effort contributed to the significance of the interaction, confirming the reliability and generalizability of the age-based double standard. Forgetfulness was rated as a sign of mental difficulty more often for the older than younger characters, replicating Experiment 1. In both experiments, the consequences of the forgetting had a large impact on the attribution and opinion ratings for younger and older forgetful characters. These data suggest that people of all ages evaluate forgetful characters in light of situational outcomes as well as ageist presumptions of cognitive frailty in later life.