Body Objectification and “Fat Talk”: Effects on Emotion,Motivation, and Cognitive Performance

To evaluate the effects of self-objectification on mood, motivation, and cognitive performance, 80 women either tried on a swimsuit (high objectification) or a sweater (low objectification). In addition, in order to investigate whether “fat talk” exacerbates the negative effects of self-objectification, half of each group overheard a confederate make self-disparaging body comments or neutral comments. Self-objectification, either as an individual difference disposition (trait) or as a situationally induced state, was associated with increased negative feelings, decreased intrinsic motivation, lower self-efficacy, and diminished cognitive functioning. The “fat talk” prime had mixed effects; potential reasons are discussed in detail. Exposure to fat talk was associated with an increase in negative emotion for women in sweaters, but a decrease in negative emotion for women in swimsuits. Fat talk was also associated with improved motivation and cognitive functioning for women low in trait self-objectification but diminished motivation and performance for women high in trait self-objectification.     

Learning from Our Mistakes: Error Management Training for Mature Learners

This research explored the effects of training goal (learning goal vs. performance goal) and training type (error management vs. error avoidance) on word processing skill acquisition with older workers. Sixty-seven participants were randomly assigned to one of four experimental conditions and attended two interactive tutorial training sessions. Results indicated that error management training lead to significantly higher performance test scores, learning quiz scores, and requests for assistance compared to error avoidant training. Additionally, learning goals generated significantly higher performance test scores and intrinsic motivation levels relative to performance goals. Other applications of error management training are discussed.     

Subjective person-organization fit: Bridging the gap between conceptualization and measurement

In this paper, we present a critical examination of the literature on subjective person-organization (P-O) fit and highlight several conceptual and measurement issues that may be perpetuating confusion in this literature. Specifically, we reviewed 46 empirical studies that have measured P-O fit perceptions and identified three primary sources of inconsistency among these studies, including (a) how P-O fit is conceptualized, (b) the operational definition of ‘organization,’ and (c) the content domain used to assess P-O fit. We discuss several implications of this review, including the potential role that individual differences play in fit perceptions. We also make a case for the development and adoption of uniform, validated measures of P-O fit that incorporate the multidimensional nature of fit.     

Testing and Assessment Issues With Spanish‐English Bilingual Latinos

This article critically examines and integrates previous research in cross‐cultural and cross‐linguistic assessment. Issues that apply to the assessment of Latinos who speak both Spanish and English are examined. For ease of presentation, testing concerns with this population are divided into 3 broad areas: client issues, test issues, and clinician/assessor issues. Recommendations are made to assist in the provision of cross‐culturally and cross‐linguistically valid testing of Spanish‐English bilingual Latinos.     

Trichotillomania: Assessment,Diagnosis, and Treatment

This article examines the assessment, diagnosis, and treatment of trichotillomania (the recurrent desire to pull out one's hair). The authors provide a brief review both of proposed etiologies of trichotillomania and of the diagnostic and assessment issues related to this disorder, and they discuss interventions and treatments that have been shown to be most efficacious when working with clients diagnosed with trichotillomania.     

The association between auditory memory span and speech rate in children from kindergarten to sixth grade.

This study reexamined the association between speech rate and memory span in children from kindergarten to sixth grade (N = 152) in order to potentially account for the inconsistencies within the published literature on this topic. Some of the inconsistencies in past research may reflect the different methods adopted in assessing speech rate. In particular, repeating word triples may itself involve memory demands, contaminating the correlation between speech rate and memory span in younger children. Analyses using composite speech rate and memory span measures showed that speech rate for word triples shared variance with memory span that was independent of speech rate for single words. Moreover, speech rate for word triples was largely redundant with age in explaining additional variation in memory span once the effects of speech rate for single words were controlled.     

The Rationality of Belief and Some Other Propositional Attitudes

In this paper, I explore the question of whether the expectedconsequences of holding a belief can affect the rationality ofdoing so. Special attention is given to various ways in whichone might attempt to exert some measure of control over whatone believes and the normative status of the beliefs thatresult from the successful execution of such projects. I arguethat the lessons which emerge from thinking about the case ofbelief have important implications for the way we should thinkabout the rationality of a number of other propositional attitudes,such as regret, desire, and fear. Finally,I suggest that a lack of clarity with respect to the relevant issueshas given rise to a number of rather serious philosophical mistakes.     

Completeness of Certain Bimodal Logics for Subset Spaces

Subset Spaces were introduced by L. Moss and R. Parikh in [8]. These spaces model the reasoning about knowledge of changing states.In [2] a kind of subset space called intersection space was considered and the question about the existence of a set of axioms that is complete for the logic of intersection spaces was addressed. In [9] the first author introduced the class of directed spaces and proved that any set of axioms for directed frames also characterizes intersection spaces.We give here a complete axiomatization for directed spaces. We also show that it is not possible to reduce this set of axioms to a finite set.     

The DRD4 VNTR polymorphism moderates craving after alcohol consumption.

Recent research has suggested that alterations in mesolimbic dopamine neurotransmission are central to the development and expression of craving for alcohol. Because the D4 dopamine receptor gene, variable numbers of tandem repeats (DRD4 VNTR) polymorphism putatively expresses functional differences in dopamine receptors, the present study tested whether this polymorphism influences the effects of a priming dose of alcohol on craving. Participants consumed 3 alcoholic drinks or 3 control drinks and completed measures of craving after each drink. Participants who were homozygous or heterozygous for the 7 (or longer) repeat allele were classified as DRD4 L, whereas the other participants were classified as DRD4 S. Results suggested that DRD4 L participants demonstrated significantly higher craving after consumption of alcohol as compared with the control beverage.     

Metamemory and reality monitoring

Metamemory judgements and reality monitoring judgements were compared for real and imagined stimuli. Line drawings of everyday items were either perceived or imagined in differing ratios, to (a) investigate people's ability to predict the class of item that would be better recalled (Judgements of Learning, JOL), and the class of item which would be better sourced (Judgements of Source, JOS) in a future recall test, and (b) test the hypothesis that participants would show a bias towards calling remembered items real when the source had been forgotten. Although participants' JOLs indicated that they believed real items would be more memorable than imagined, in both experiments a larger proportion of items from either class (real or imagined) was only recalled when presentation modality was less frequent for that class. By contrast, JOSs were no different for real or imagined items, even though source attribution was more accurate for real than imagined items. An attribution of memories to real rather than to imagined events that often occurs when participants are unsure about the source (labelled a ‘bias towards the real’) was due to phenomenological qualities of the memories. The results are discussed in terms of Johnson and Raye's ( 1981 ) reality‐monitoring model. Copyright © 2002 John Wiley & Sons, Ltd.