Testimonial Engagement: Undocumented Latina Mothers Navigating a Gendered Deportation Regime

This community-based qualitative study investigated the real or threatened impact of immigration enforcement on undocumented mothers as they navigate a “gendered deportation regime.” We analyzed seven interviews with undocumented mothers who have experienced the deportation of someone close to them and live under the constant threat of deportation. Based on an inductive, team-based analysis process, we present case examples of four themes that illustrate how undocumented mothers describe their experience negotiating the aftermath and threat of deportation: quality of life, material possibilities, balancing the social, and engaging with advocacy networks. Findings expand on previous research emphasizing the impact of “deportability” on the everyday lives of undocumented immigrants by attending to gendered aspects of immigration enforcement. As a collaborative research team composed of social work faculty, graduate students, and immigrant rights activists, we also critically engage with our attempts to meld research and community organizing in order to illustrate challenges that scholars and social service practitioners face when working with undocumented populations.     

Structural analysis of the facets and domains of the Zuckerman-Kuhlman-Aluja Personality Questionnaire (ZKA-PQ) and the NEO PI-R

Aluja, Kuhlman, and Zuckerman (2010) developed an instrument for American and Spanish populations (Zuckerman-Kuhlman-Aluja Personality Questionnaire [ZKA-PQ]) that includes 4 facets for each 5 basic traits of Zuckerman's psychobiological personality model. This new instrument is intended to improve the previous measure based on the same personality model, the Zuckerman-Kuhlman Personality Questionnaire (ZKPQ), by including the narrower traits (facets) defining the factors. This article explores the convergent and discriminant validity of the new instrument relative to the NEO PI-R in a sample from the Spanish general population. A series of exploratory factor analyses comparing both instruments was conducted. Results showed good convergent and discriminant validity between both instruments, although the ZKA-PQ had a slightly better structure than the NEO PI-R. The results support the validity of the ZKA-PQ factor domains and the facets composing them. The new instrument might be useful in both applied and research settings.     

Zuckerman-Kuhlman-Aluja Personality Questionnaire (ZKA-PQ) and Cloninger's Temperament and Character Inventory Revised (TCI-R): a comparative study

The aim of this study was to compare the psychometric properties (normal distribution values, reliabilities and factor structure) of the Zuckerman-Kuhlman-Aluja Personality Questionnaire (ZKA-PQ) and the Temperament and Character Inventory revised (TCI-R). The total sample consisted of 482 subjects (53.1% men and 46.9% women) from diverse age. Results showed somewhat better psychometric properties, like reliability and facet-factor structure, for the ZKA-PQ than the TCI-R. The expected five-factor facet structure of the ZKA-PQ was clear found. However, the seven-factor structure of TCI-R was not clear and it did not show a clear distinction between Temperament and Character factors. When ZKA-PQ and TCI-R variables are analyzed together, the ZKA-PQ factors are related to the Character as well as the Temperament factors. In some cases they represent the opposite poles of ZKA-PQ factors; for example, Neuroticism versus Self-Directiveness and Aggression versus Cooperativeness. Some are directly and highly related to ZKA-PQ factors; for example, Sensation Seeking and Novelty Seeking, Extraversion and Reward Dependence, Neuroticism and Harm Avoidance, and Activity and Persistence.     

Modulator effect of socio-emotional variables on training in elaboration strategies in Compulsory Secondary Education (CSE): paraphrase and applications

The purpose of this work is to verify the modulation of motivation, self-concept, and causal attributions in the efficacy of a training program of strategies to elaborate information in the stage of Compulsory Secondary Education (CSE). We selected 328 students from CSE, 179 from second grade and 149 from fourth grade, and three measurement moments: pretest, posttest, and follow-up. The results indicate greater use of learning strategies by students with higher intrinsic motivation, in contrast to students with higher extrinsic motivation, who use learning strategies less frequently. With regard to self-concept, the results differ as a function of the course. In second grade, we found modulation of the variable Academic self-concept, whereas in fourth grade, such modulation is produced by General self-concept and Private self-concept. In general, there is a tendency towards more enduring significant improvements in students with medium and high self-concept, especially in their perception of the use of strategies or in complex tasks that involve relating the contents to be learned with experiences from their daily life. However, students with low self-concept significantly improve strategies associated with learning how to perform specific tasks.     

Searching for interference effects in learning new face-name associations

In three experiments we attempted to increase interference using experimental manipulations in a face-name learning paradigm. All experiments included young and older adult participants because ageing is associated with increases in both susceptibility to interference and difficulty in learning face-name associations. None of the experiments produced interference for either age group: The inclusion of confusable (i.e., ambiguous) names and occupations, having to learn an additional piece of information in association with each face, and requiring participants to guess when uncertain all failed to negatively impact name learning. Interference does not appear to be the critical mechanism underlying the difficulty of learning proper names, and it cannot account for older adults' disproportionate decline in name-learning ability.     

Book Review

Abstract

Case vignettes are offered to illustrate five principles of self psychological treatment the author believes are generally accepted by self psychologists. A sixth principle is included, contributed by self psychologists informed by intersubjectivity. They are:

1. The centrality of the empathic vantage point for analytic observation. This requires a shift in the listening stance from observing from the outside to observing from the inside. The analyst attempts to listen from within the context of the analysand's subjective reality in order to understand his experience.

2. Alterations in the sense of self must be recognized and understood.

3. When ruptures occur between patient and analyst (selfobject bond), such ruptures are analyzed.

4. From a technical point of view, the careful exploration of both the state of the selfobject bond, and the meanings to the patient of the analytic activity needs to be carefully examined and understood by both patient and analyst.

5. Defensive activities are thought to be undertaken in the service of psychological survival.

6. A deeply entrenched defensive structure may appear as a resistance to progress in treatment. Such pathological structures of accommodation function to dismantle progress in self delineation.     

Reanalysis of Eysenck’s,Gray’s,and Zuckerman’s structural trait models based on a new measure: The Zuckerman–Kuhlman–Aluja Personality Questionnaire (ZKA-PQ)

The aim of this study was to explore the relationships of the dimensions and facets of the Zuckerman–Kuhlman–Aluja Personality Questionnaire (ZKA-PQ) with other psychobiological personality measures: the EPQ-RS (Eysenck Personality Questionnaire Revised, shortened version), I₇ (Impulsiveness Questionnaire) and SPSRQ-20 (Sensitivity to Punishment and Sensitivity to Reward Questionnaire, 20-item version). It is intended to test if findings reported with Zuckerman’s previous instrument (ZK-PQ) about the relationships between the three biologic-factorial personality models are replicated, giving evidence about the validity of the ZKA-PQ. The sample analyzed was of 584 subjects (50.3% men and 49.7% women) from the Spanish general population. Correlational and factor analysis supported the expected relationships between similar constructs assessed by the ZKA-PQ and the other questionnaires based on Eysenck’s and Gray’s personality theories. On the other hand, the inclusion of the facets from the ZKA-PQ improved the validity of the questionnaire. Findings were discussed in the framework of the biological personality models, emphasizing the contribution of the ZKA-PQ to the psychobiological personality research.     

Procesos deductivos e implicaturas conversacionales: Una aproximación experimental

Resumen

Sperber y Wilson (1986, 1987) ban propuesto un modelo psicológico que incorpora las implicaturas en los procesos pragmáticos de comprensión del lenguaje.

Los objetivos del trabajo eran: 1) Determinar empíricamente la realidad psicológica de las implicaturas conversacionales mediante un paradigma experimental nuevo; 2) Contrastar la hipótesis de Sperber y Wilson de que intervienen procesos lógicos en la comprensión no natural de interacciones lingüísticas.

A 120 sujetos se les presentaron dos conjuntos de estímulos lingüísticos: 32 interacciones conversacionales de pregunta-respuesta indirecta y 32 implicaturas que correspondían a las proposiciones lógicas a las que, supuestamente, deberían acceder para comprender las interacciones. Se medía el tiempo (en centésimas de segundo) que empleaban los sujetos en dar una respuesta de aceptación/rechazo a las interacciones y en verificar la veracidad o falsedad de las implicaturas.

Los resultados son favorables a la hipótesis de la realidad psicológica de las implicaturas conversacionales en la comprensión de las interacciones lingüísticas de carácter indirecto. Además, son compatibles con la hipótesis de que en tales procesos se efectúan funciones cognitivas de verificación, lo que constituye un apoyo empírico favorable al modelo de Sperber y Wilson (1986, 1987).     

Entrevista con Pierre Oléron

RESUMEN

Pierre Olerón es uno de los clásicos de la psicología francesa, sus aportaciones al estudio de los procesos cognitivos y el lenguaje han hecho de él, un precursor comprometido con la psicología de finales de siglo. En esta entrevista desarrolla con precisión sus recuerdos de formación, el análisis de sus relaciones con otro grande de la psicología, Jean Piaget, sus ideas sobre la función del lenguaje y el desarrollo cognitivo en sordos. De esta forma, establece un recorrido completo por la psicología en el lenguaje, hasta llegar a los enfoques cognitivos actuales.