CONTEXTUALIZING VIOLENCE IN A PARTICIPATORY CLASSROOM

Techniques for integrating race, class, gender, sexual orientation, age, disability, and other categories of socially defined identity in a student-centered participatory classroom are outlined for a survey course on women and violence. Keeping categories of socially defined identity central to every course component changes not only the content of the course, but also the questions asked and the range of possible answers. Students were given two tools with which to analyze each topic: theoretical frameworks (psychology, sociology, feminism) and the categories of socially defined identity. Difficulties with the material are interpreted as signposts of the complexity of the theoretical issues involved rather than as intellectual failures of the students or the instructor. An open and participatory classroom climate facilitates dealing with the stresses of this topic as well as with the ambiguities faced by students exploring the multidimensional space of socially defined identities.     

Beyond medical risk: investigating the psychological factors underlying women's perceptions of susceptibility to breast cancer, heart disease, and osteoporosis.

The relationships of epidemiological (objective) risk indices, perceived disease characteristics, and cognitive heuristics to women's perceived susceptibility to breast cancer, heart disease, and osteoporosis in a community sample of 312 women ages 40-86 were examined. Epidemiological indices accounted for a small to moderate proportion of the variance in perceived susceptibility. Psychological factors (perceived similarity to women who contract the target disease and perceived disease prevalence) predicted perceived susceptibility above and beyond medical risk factors. Opposite to actual risk, age correlated negatively with perceived susceptibility to all 3 diseases. Exploratory analyses suggested that perceived similarity, perceived prevalence, and absent/exempt beliefs might mediate this relationship. Confirmatory factor analyses verified that measures of absolute and direct comparative risk assess the same underlying construct of perceived susceptibility.     

Discrepancies between scientific theory and practice in relation to physiological hypotheses

We give anecdotal accounts from our own experience of scientific theories which have been generally accepted as the ‘ruling opinion’ long after sufficient evidence has been collected for their disproof. This has led us to the opinion that the normal scientific process, of working hypothesis followed by experimental test aimed at disproof, is being replaced by the ‘ruling opinion’ followed by experiment aimed at confirmation. The apparently widespread adoption of this procedure may be postulated to arise in part from the need for workers entering a new field of study to obtain grants and to get their results published.     

Robust effects of syntactic structure on visual word processing

A series of experiments explored the effect of the syntactic structure of a sentence fragment on the processing of a subsequent target word. In both a naming and a lexical decision task, modal verb contexts followed by main verb targets and preposition contexts followed by noun targets produced faster response times than did the opposite pairings (i.e., modal/noun and preposition/ verb). This syntactic context effect occurred across several different variations in the method of context presentation. Also, unlike some previous findings on syntactic priming, the present effects did not disappear when a naming task was employed. The magnitude of the syntactic priming effect was similar in the naming and lexical decision tasks when the response times were slow, but was larger in the lexical decision task when the response times were faster. The implications of these results for recent discussions of the relationship between task structure and the locus of observed contextual effects are discussed.     

Classroom performance and adaptive skills in children with epilepsy

The relationships of age at onset, seizure syndrome, seizure type, and seizure frequency, respectively, to the classroom performance and adaptive skills of 131 children with epilepsy were studied. The Teacher Report Form of the Child Behavior Checklist was completed by the children's teachers. Hierarchical multiple regression analyses were conducted on ratings of academic subject areas and overall adaptive skills. Significant results were obtained for English/Language, Reading, Mathematics, overall School Performance, Learning, Happy, and Total Adaptive skills. Epilepsy syndrome and frequency of seizures were significantly related to some of these analyses, with amounts of variance accounted for ranging from 11% to 23%. Children with secondary generalized epilepsy performed significantly worse than children with other epilepsy syndromes. The results suggest that a seizure disorder associated with a diffuse or multifocal brain insult can produce problems in achievement and school adaptation as manifested on a day-to-day basis. Suggestions for future research are presented.     

Predicting Recycling Behavior from Global and Specific Environmental Attitudes and Changes in Recycling Opportunities1

Surveys of households in a medium-sized city were conducted at three different points in time to investigate changes in general environmental concern (as measured by the New Environmental Paradigm), specific recycling attitudes (as measured by constructs of the Schwartz moral norm model), and recycling behavior that occurred as recycling opportunities increased over time. After the initial data point, a voluntary curbside recycling program was implemented in central sections of the community and then later expanded citywide. The results indicate that over time, the proportion of households indicating that they recycled increased along with the actual volume of materials recycled in the community. General environmental concern and specific attitudes regarding recycling also became more favorable over time with recyclers exhibiting stronger pro-environmental attitudes than nonrecyclers. Specific recycling attitudes were found to be only moderately related to generalized concern for the environment. Lastly, the predictive utility of general environmental concern and specific recycling attitudes were examined.     

Linking empirically based theory and evaluation: The family bereavement program

Conclusion We have illustrated how our small theory (Lipsey, 1990) of bereavement guided the development and evaluation of a preventive intervention for bereaved children. Our small theory, based on prior empirical research, enabled us to identify family processes that appeared to mediate the effects of parental death on child mental health. Our intervention was designed to attempt to change these processes. The evaluation of our experimental trial of the intervention assessed changes on these processes as well as the more distal mental health outcomes. The experimental trial showed some-what encouraging results, in terms of the program's ability to modify the warmth of the parent–child relationship and to decrease symptomatology in the adolescent children. We also obtained further empirical support for our underlying theoretical model. Finally, implications for redesign of the program were derived from assessing the adequacy of the program components to change each of the mediators in the theoretical model.Support for this research was provided by NIMH grant P5OMH39246 which is gratefully acknowledged. David R. Pillow is now at Western Psychiatric Institute, Pittsburgh; Fred Rogosch is at the University of Rochester; Janette Beals is now at University of Colorado Health Sciences Center; Kim D. Reynolds is now at the University of Alabama, Birmingham; Carl Kallgren is now at the Pennsylvania State University, at Erie; and Rafael Ramirez is now at the University of Puerto Rico.