Relationship experiences and change in attachment characteristics of young adults: The role of relationship breakups and conflict avoidance

This study examined whether close relationship experiences predict change in individuals’attachment Characteristics. Partners from 301 dating couples each rated their attachment characteristics and their conflict avoidance. Five months later 184 women and 138 men reported whether their relationships were intact or broken‐up, and they rated their attachment characteristics again. Women became less secure after a breakup and more secure after remaining together. There was a similar result for men who initially had insecure attachment characteristics. Additionally, women low in conflict avoidance became more secure over time, and those high in conflict avoidance became less secure. For men whose relationships remained intact, conflict avoidance was not related to change in attachment characteristics. For men whose relationships ended, however, initial conflict avoidance predicted increased attachment security. These results extend previous research on the stability of attachment characteristics by exploring predictors of change.     

Adverse work experiences and marital outcomes in middle years: Role of self‐esteem

This study assesses the decade‐long influence of adverse work experiences on husbands' and wives' problem‐solving behaviors and marital quality through self‐esteem using structural equation modeling with a sample of 308 dual‐earning couples. Analyses controlled for earlier marital quality, allowing for assessment of the residual change in marital quality over 10 years. Adverse work experiences directly affected marital quality and indirectly affected decreases in marital quality through lower self‐esteem; lastly, individuals' self‐esteem was positively related to increased problem‐solving behaviors. In addition, there was a crossover association, with wives' and husbands' self‐esteem influencing one another's problem‐solving behaviors. These results contribute to a deeper understanding about the processes responsible for the detrimental impact of adverse work experiences.     

Problem Variables that Promote Incubation Effects

Three studies sought to determine whether incubation effects could be reliably generated in a problem‐solving task. Experimental variables manipulated were the duration of the interval between two problem‐solving opportunities and the activity performed by the problem solvers during the interval. A multi‐solution anagram task was used which required problem solvers to generate five‐letter words from the letters in a ten‐letter “starter” word until they could produce no more words. After a break (the incubation period) the problem solvers returned to the anagram task anew. Some participants also engaged in an activity related to the anagram task during the break which was expected to prime potential solutions that would emerge during the second problem‐solving attempt. In all conditions problem solvers were able to generate new responses after the break, thus demonstrating a reliable incubation effect. The optimal incubation period was between 15 and 30 min long. The priming task increased the number of solutions to the anagram task on the second attempt, suggesting that exposure to solution ideas during the incubation period may facilitate an incubation effect during problem solving.     

Prior Exposure to Creatures From a Horror Film

This experiment assesses the impact of two exposure strategies on children's emotional and cognitive reactions to a frightening movie scene. Children from two grade levels (kindergarten and first vs. second through fourth) received a desensitization treatment in which modeled exposure to a live earthworm was factorially varied with exposure to graphic photographs of worms taken from a horror film. Children then viewed a frightening scene involving worms taken from this same film. Results indicated that exposure to photographs increased children's enjoyment of the movie segment and reduced fear reactions to the scene. In contrast, the live exposure strategy was effective in reducing fear reactions to the movie only among boys. However, live exposure did alter children's affective reactions to and judgments of worms themselves. The findings are discussed in terms of current theories of desensitization and information processing.