The Relational Health Indices: A Study of Women's Relationships

A new measure of women's relationships, the Relational Health Indices (RHI), comprises three scales that assess growth-fostering connections with peers, mentors, and communities. The RHI was developed using the Relational Model (Jordan, Kaplan, Miller, Stiver, Surrey, 1991; Miller & Stiver, 1997), a theory of women's psychological development. The 37-item measure assesses three conceptual dimensions of growth-fostering relationships: engagement, authenticity, and empowerment/zest. This study examined the psychometric properties of the RHI with a group of 450 students at a women's liberal arts college, providing evidence for the reliability, validity, and utility of the new measure. The factor analyses confirmed a three-subscale structure: engagement, authenticity, empowerment/zest. The RHI's components generally demonstrate good overall internal consistency. Furthermore, associations between RHI scales and convergent validation scales were significant and in the direction hypothesized. Correlations with adjustment scales varied across the RHI components. The RHI has potential for enriching our understanding of important, subtle qualities and complex dynamics of both dyadic and group relationships, especially among women. The instrument is available for use by researchers interested in continuing the scale and theory development.     

Defensive self-esteem and aggression in childhood

Research examining the association between self-esteem (SE) and aggressive behavior in childhood has produced mixed findings. Some of the confusion may stem from the fact that researchers have relied on explicit measures of SE, thus conflating two distinct types of positive self-regard: secure SE (characterized by high levels of explicit and implicit SE), and defensive SE (characterized by high levels of explicit but low levels of implicit SE). The current study tested the hypothesis that children with high levels of defensive, but not secure, SE would engage in higher levels of aggressive behavior. Ninety-three children completed measures of both explicit and implicit SE. Teachers assessed children’s level of physical and relational aggression in the school setting. As predicted, there was a positive association between explicit SE and aggression when levels of implicit SE were low, but not when levels of implicit SE were high.     

Intersensory redundancy accelerates preverbal numerical competence

Intersensory redundancy can facilitate animal and human behavior in areas as diverse as rhythm discrimination, signal detection, orienting responses, maternal call learning, and associative learning. In the realm of numerical development, infants show similar sensitivity to numerical differences in both the visual and auditory modalities. Using a habituation-dishabituation paradigm, we ask here, whether providing redundant, multisensory numerical information allows six-month-old infants to make more precise numerical discriminations. Results indicate that perceptually redundant information improved preverbal numerical precision to a level of discrimination previously thought attainable only after additional months of development. Multimodal stimuli may thus boost abstract cognitive abilities such as numerical competence.     

The best-worst scaling approach: an alternative to Schwartz's Values Survey

Traditional self-report ratings have some measurement problems that a relatively new method, best-worst scaling (BWS; Finn & Louviere, 1992), may overcome. This alternative method, based on Louviere's BWS, can be used to measure the relative importance or perceived trade-offs among choice alternatives. The method is illustrated as an alternative to the Schwartz Value Survey (SVS; Schwartz, 1992). In a series of samples, it was found that Schwartz values best-worst survey (SVBWS) reproduced Schwartz's (1992) theoretical value structure and supported hypothesized relationships between values and value-expressive behaviors, ethnocentrism, and environmental-related tourism activities. In addition, the SVBWS approach took significantly less respondent time than the traditional SVS approach.     

To Watch is to Work: a Review of NeuroImaging Data on Tool Use Observation Network

Neuropsychology Review - Since the discovery of mirror neurons in the 1990s, many neuroimaging studies have tackled the issue of action observation with the aim of unravelling a putative homolog...     

A test of the micro‐expressions training tool: Does it improve lie detection?

The purpose of the study was to examine the effectiveness of the micro‐expressions training tool (METT) in identifying and using micro‐expressions to improve lie detection. Participants (n = 90) were randomly assigned to receive training in micro‐expressions recognition, a bogus control training, or no training. All participants made veracity judgements of five randomly selected videos of targets providing deceptive or truthful statements. With the use of the Bayesian analyses, we found that the METT group did not outperform those in the bogus training and no training groups. Further, overall accuracy was slightly below chance. Implications of these results are discussed.     

Scandalous: Christian identification,sex guilt,and the mediated demonization of the participants in the AshleyMadison scandal

In 2015, AshleyMadison.com (AshleyMadison) was hacked, leading to the release of site members’ personal information. The exposed members faced public scrutiny, judgment, and other negative outcomes. In this study, we examined predictors of the demonization of the AshleyMadison participants (i.e., AshleyMadison members, owners, hackers) to help explain victim derogation. We attempted to discern the role religiosity and sexual guilt played in the demonization of the AshleyMadison hacking participants. We predicted sexual guilt would mediate between religiosity and demonization of the AshleyMadison hacking participants. Our findings indicate that religiosity alone does not predict demonization. Instead, sex guilt was a necessary part of the equation and mediated between participants’ religiosity and the amount they demonized the different groups.     

The Use of Metaphor in Clinical Supervision

The authors completed a critical review of the literature on the use of metaphor and the efficacy of metaphoric activities in clinical supervision. The authors conclude that these activities might assist students in understanding the process of becoming a counselor and facilitate students' case conceptualization skills. Cautions to consider when implementing metaphoric activities, limitations of research that has investigated the effectiveness of using metaphors in supervision, and suggestions for future research in this area are presented.     

When Are Tutorial Dialogues More Effective Than Reading?

It is often assumed that engaging in a one-on-one dialogue with a tutor is more effective than listening to a lecture or reading a text. Although earlier experiments have not always supported this hypothesis, this may be due in part to allowing the tutors to cover different content than the noninteractive instruction. In 7 experiments, we tested the interaction hypothesis under the constraint that (a) all students covered the same content during instruction, (b) the task domain was qualitative physics, (c) the instruction was in natural language as opposed to mathematical or other formal languages, and (d) the instruction conformed with a widely observed pattern in human tutoring: Graesser, Person, and Magliano's 5-step frame. In the experiments, we compared 2 kinds of human tutoring (spoken and computer mediated) with 2 kinds of natural-language-based computer tutoring (Why2-Atlas and Why2-AutoTutor) and 3 control conditions that involved studying texts. The results depended on whether the students' preparation matched the content of the instruction. When novices (students who had not taken college physics) studied content that was written for intermediates (students who had taken college physics), then tutorial dialogue was reliably more beneficial than less interactive instruction, with large effect sizes. When novices studied material written for novices or intermediates studied material written for intermediates, then tutorial dialogue was not reliably more effective than the text-based control conditions.