Special Section on LGBT Resilience Across Cultures: Introduction

This special section addresses a gap area of resilience and LGBT well‐being. Although comprehensive global diversity regarding LGBT resilience was challenging to find, the special section includes representation from outside the US (Israel and Hong Kong), ethnic/racially diverse domestic populations, immigration, and one population for which LGBT identities might be considered marginalized—Christians in the US. The full range of LGBT identities are represented in the issue along with persons identifying as queer or questioning, although transgendered people were less well represented than lesbian, gay or bisexual identities.     

Engagement and Disengagement in Mutual-Help Addiction Recovery Housing: A Test of Affective Events Theory

This study tested an affective events theory (AET) model in the Oxford House network of recovery homes. Residents’ congruence with their home (P–E fit) was hypothesized to directly influence behavior that supported the house and other residents—citizenship behavior. We further hypothesized P–E fit would be related to member intentions to leave, with attitudes toward the home mediating that relationship. To assess this, we administered a cross‐sectional national survey to 296 residents of 83 randomly selected Oxford Houses. Although the AET model demonstrated good fit with the data, an alternative model fit better. This alternative model suggested an additional indirect relationship between P–E fit and citizenship mediated by attitudes. Results suggested affective experiences such as feeling like one fits with a community may influence engagement and disengagement. There appears to be a direct influence of fit on citizenship behavior and an indirect influence of fit through recovery home attitudes on both citizenship and intentions to leave the home. We conclude affective experiences could be important for community engagement and disengagement but AET may need to integrate cognitive dissonance theory.     

Comparing the Demographics of Students Reported for Academic Dishonesty to Those of the Overall Student Population

Only a small proportion of academically dishonest students ever receive an official report of academic dishonesty, and the sociology of deviance literature is ripe with studies illustrating disproportionalities in detecting, policing, and prosecuting crimes. This study addresses the degree to which disproportionalities exist in the application of relatively few official sanctions levied upon students for academic dishonesty. I compared the demographics of those who have been reported for cheating with those of an entire undergraduate student body and of self-reported cheaters in the literature. I found that international students are much more likely than domestic students to get reported.     

“It's Like Power to Move”: Black Students’ Psychosocial Experiences in Black Studies Courses at a Predominantly White Institution

This study examined Black students’ experiences in culture‐centered courses that focused on the historical and contemporary experiences of Blacks in America and across the African diaspora. Using a qualitative approach, the authors investigated the perceptions of how Black Studies courses shaped the psychosocial experiences and identity development of Black students (N = 24) at a predominantly White institution. Data from semistructured focus group interviews revealed several themes, including psychological empowerment, self‐determination, counterspaces, and community perpetuity. The authors suggest ways counselors and educators can support Black students’ psychosocial development and provide outreach to diverse student populations. Este estudio examinó las experiencias de estudiantes negros en cursos centrados en la cultura que se enfocaron en las experiencias históricas y contemporáneas de personas negras en Estados Unidos y a lo largo de la diáspora africana. Usando un enfoque cualitativo, los autores investigaron las percepciones sobre cómo los cursos de Cultura Negra dieron forma a las experiencias psicosociales y al desarrollo de la identidad de estudiantes negros (N = 24) en una institución predominantemente blanca. Los datos obtenidos de entrevistas semiestructuradas en grupos de enfoque revelaron varios temas que incluyen el empoderamiento psicológico, la autodeterminación, los espacios seguros y la perpetuidad de la comunidad. Los autores sugieren distintas formas en las que los consejeros y educadores pueden apoyar el desarrollo psicosocial de los estudiantes negros y proporcionar un acercamiento a poblaciones diversas de estudiantes.     

Graphical Data Analysis on the Circle: Wrap-Around Time Series Plots for (Interrupted) Time Series Designs

Many data structures, particularly time series data, are naturally seasonal, cyclical, or otherwise circular. Past graphical methods for time series have focused on linear plots. In this article, we move graphical analysis onto the circle. We focus on 2 particular methods, one old and one new. Rose diagrams are circular histograms and can be produced in several different forms using the RRose software system. In addition, we propose, develop, illustrate, and provide software support for a new circular graphical method, called Wrap-Around Time Series Plots (WATS Plots), which is a graphical method useful to support time series analyses in general but in particular in relation to interrupted time series designs. We illustrate the use of WATS Plots with an interrupted time series design evaluating the effect of the Oklahoma City bombing on birthrates in Oklahoma County during the 10 years surrounding the bombing of the Murrah Building in Oklahoma City. We compare WATS Plots with linear time series representations and overlay them with smoothing and error bands. Each method is shown to have advantages in relation to the other; in our example, the WATS Plots more clearly show the existence and effect size of the fertility differential.     

Altering student responses through changes in teacher verbal behavior

Two experiments were conducted in a junior-high special-education class of eight pupils in an inner-city school. In the first experiment, the teacher doubled the number of words used by the pupils in answering questions by altering the type of questions asked. In the second experiment, the number of words used by students and the percentage of answers given in complete sentences, increased from less than 5% to approximately 90% when the teacher instructed the pupils to answer in complete sentences and asked another pupil to answer using a sentence if the first one did not do so. In both experiments, a brief return to baseline conditions brought a return to low levels of verbal responding. An analysis of which pupils were called on by the teacher, teacher praise, and in the second experiment the types of questions asked, indicated that these variables were not responsible for the increases in verbal responding.     

The effect of acceleration on food-reinforced DRL and FR

Performance on DRL 10 sec and FR 5 was studied after exposure to acceleration. After four rats, two on each of the above schedules, had stabilized they were exposed to 5 hr of acceleration at 5 G immediately before daily experimental sessions. Food intake was also studied in rats given access to food daily in their home cages and exposed to acceleration immediately before the free-feeding session. Weight gain of free-feeding animals and reinforcement intake of experimental animals dropped after acceleration. Over-all response rate on the FR was depressed markedly by acceleration but local response rates did not appear to be affected. IRT distributions of DRL sessions after acceleration were markedly shifted toward the long intervals. A sequential plot of IRTs on acceleration days showed an altered, but relatively stable, temporal patterning of responses followed by an abrupt return to the normal baseline toward the end of the session.     

The General Environment Fit Scale: A Factor Analysis and Test of Convergent Construct Validity

Person-environment fit (P-E fit) was initially espoused as an important construct in the field of community psychology; however, most of the theoretical and empirical development of the construct has been conducted by the industrial/organizational (I/O) psychologists and business management fields. In the current study, the GEFS-a P-E fit measure that was developed from organizational perspectives on fit-was administered to 246 attendees of an annual convention for residents and alumni of Oxford House, a network of over 1,400 mutual-help addiction recovery homes. The authors conducted confirmatory factor and convergent construct validity analyses with the GEFS. The results suggested that the theoretical factor structure of the measure adequately fit the data and provided limited support for the measure's validity. Sufficient supply of resident needs by the Oxford House and similarity between residents and their housemates predicted satisfaction with the recovery home, but only perceived similarity to housemates predicted how long residents intended to stay in the Oxford Houses.     

The experience of agency in sequence production with altered auditory feedback

When speaking or producing music, people rely in part on auditory feedback - the sounds associated with the performed action. Three experiments investigated the degree to which alterations of auditory feedback (AAF) during music performances influence the experience of agency (i.e., the sense that your actions led to auditory events) and the possible link between agency and the disruptive effect of AAF on production. Participants performed short novel melodies from memory on a keyboard. Auditory feedback during performances was manipulated with respect to its pitch contents and/or its synchrony with actions. Participants rated their experience of agency after each trial. In all experiments, AAF reduced judgments of agency across conditions. Performance was most disrupted (measured by error rates and slowing) when AAF led to an ambiguous experience of agency, suggesting that there may be some causal relationship between agency and disruption. However, analyses revealed that these two effects were probably independent. A control experiment verified that performers can make veridical judgments of agency.     

Abstract: A Multi-Level Model of Individual Differences in Speed/Accuracy Tradeoff (SATin)

Individuals performing an experimental cognitive task have a choice whether to favor accuracy, speed, or weight them both equally. Models of speed/ accuracy tradeoff have been proposed in the assessment literature (van der Linden, 2007 van der Linden, W. J. 2007. A hierarchical framework for modeling speed and accuracy on test items. Psychometrika, 72: 287–308. [Crossref], [Web of Science ®] , [Google Scholar]) and experimental literature (Ratcliff &; Rouder, 1998 Ratcliff, R. and Rouder, J. N. 1998. Modeling response times for two-choice decisions.. Psychological Science, 9: 347–357. [Crossref], [Web of Science ®] , [Google Scholar]). However, these models do not estimate individual differences in choice of speed/ accuracy tradeoff at between- and within-subjects levels.

The top of Figure 1 presents the equations and path diagram for the SATin model. Individual differences in speed/ accuracy tradeoff will be modeled at two levels with, 1) variability in Tradeoff (between-subject level, Level 2) and 2) variability in c (within-subject level, Level 1). An individual's Tradeoff factor score represents the individual's distributional position relative to others regarding whether they favor speed (values < 0), accuracy (values > 0), or neither (value = 0). A negative c indicates that the individual is trading off speed and accuracy for these particular trials, whereas a positive and zero c indicate the individual is not trading off.

Abstract: A Multi-Level Model of Individual Differences in Speed/Accuracy Tradeoff (SATin)

All authors

Dan R. Johnson, William H. Beasley &; David E. Bard

https://doi.org/10.1080/00273170802640475

Published online:

18 December 2008

FIGURE 1 SATin Model Diagram.     

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