No pain, no gain: Perceptions of calorie expenditures of exercise and daily activities

Reduction in physical activity is considered a major contributor to weight problems. Increasingly, people are expending less energy in household chores but joining fitness clubs. Do people perceive ordinary daily activities to expend less energy than exercise activities using similar amounts of calories? In the present study college students were asked to evaluate the calorie expenditure of 30 physical activities (i.e., exercises and household tasks). The household tasks were matched (in terms of caloric expenditure) to at least one exercise activity. When participants rated both exercise and daily activities, it appears that they focused on rate of caloric expenditure rather than type of activity (i.e., household task or exercise). In Study 2, college students evaluated the energy expenditure of light/leisure, moderate, and intense exercise. This emphasis concerning the benefit of intense physical activity was observed once again. College students appear to have assimilated the belief that intense physical activity expends more energy than longer sessions of lower intensity physical activity using similar amounts of calories. Perhaps one reason why people are not physically active is that they believe physical activities must be intense to be of benefit. At the same time they are automatizing household chores and, thus, become less active overall.     

Mother's attachment representations of their premature infant at 6 and 18 months after birth

The effects of premature birth on attachment have generally been examined from the infant's perspective. There is a lack of data concerning parental attachment representations toward a premature child. Because of the psychological stress engendered in parents confronted with a premature birth, we hypothesized that their attachment representations would be altered during the first months after the hospital discharge. Fifty families with a premature infant (25–33 gestation weeks) and a control group of 30 families with a full‐term infant participated to the study. Perinatal risks were evaluated during hospitalization. To assess mothers' representations of their infant, the Working Model of the Child Interview (WMCI, Zeanah & Benoit, 1995 & Benoit, Zeanah, Parker, Nicholson, & Coolbear, 1997) were administered when their children were 6 and 18 months old. The severity of the perinatal risks was found to have an impact on the mothers' attachment representations. At six months, only 20% of the mothers of a prematurely born infant (30% at 18 months) had secure attachment representations, vs. 53% for the control group (57% at 18 months). Furthermore, mothers of low‐risk premature infants more often had disengaged representations, whereas distorted representations were more frequent in the high‐risk group of premature children. These findings suggest that the parental response to a premature birth is linked to the severity of postnatal risks. The fact that secure attachment representations are affected in mothers of low‐risk infants just as much as they are in mothers of high‐risk infants points to the need to conduct further studies aimed at evaluating whether preventive intervention for both low‐risk and high‐risk premature will be helpful.     

L’insertion professionnelle des enseignants débutants au Québec

With an aim of checking if educational circles took into account the professional induction of their beginning teachers, in the context of the renewed teacher educational formation, we investigated the working experience of newly graduated high-school teachers from University of Montreal in the years 1998-1999-2000. This study also tries to see if the renewed teacher educational formation inaugurated in 1994 plays a facilitating role in the beginning high school teachers’ induction and if professional exhaustion is part of their problems. The results obtained indicate that 94 % (N=165 out of 176) of the beginners participating in our study considered to have succeeded in their professional insertion. Most of them find their initial formation adequate. They say to be especially satisfied of the quantity and quality of the training courses and state that their formation covers well the various aspects of the actual teacher’s task. Beginners also find that school Commissions should greatly improve their facilitating measures of professional insertion. The results of the investigation showed that the professional insertion of the beginners is more difficult in the absence of helping measures. Finally, although the majority of beginners complain about the heaviness of their task, the investigation reveals that professional exhaustion does not play a part in the success or failure of their induction.     

"Till destruction sicken": the catastrophe of mind in Macbeth

The author examines the tragedy of Macbeth from the vertex of its portrait of the effects of the hero's abandonment to the "blindest fury of destructiveness" (Freud, 1930, p. 121), using aspects of psychoanalytic thought to illuminate the theme. She affirms that Macbeth's immediate transformation in phantasy from loyal subject to future assassin threatens to flood his psyche with the uncontainable energy of destruction and thus to produce a psychic catastrophe. The remainder of the play is then examined as a representation of Macbeth's attempts to defend himself from that catastrophe: the only objects whose existence he can tolerate are those that cannot challenge his possession of the crown, which leads him to attempt to destroy all opposition. Since this is impossible, his alternative is to denude his mind of its perception of the reality in which the actions of others will inevitably produce future transformations which he is unable to control. The play's last soliloquy anticipates the final state, the repose of emptiness; it portrays a mind, emptied of emotion, looking at a world which it has denuded of meaning.     

Parental influences on memories of parents and friends

The authors evaluated the role parent-child relationship quality has on two types of memories, those of parents and those of friends. Participants were 198 Italian university students who recalled memories during 4 separate timed memory-fluency tasks about their preschool, elementary school, middle school, high school and university years. Half were instructed to recall memories involving parents and the remainder memories involving friends. Moreover, parent-child relationships were assessed by the Network of Relationships Inventory (NRI; W. Furman & D. Buhrmester, 1985) and Adolescents' Report of Parental Monitoring (D. M. Capaldi & G. R. Patterson, 1989). Results showed that men with positive parent-son relationships had more memories of parents and more affectively positive memories of friends, supporting a consistency model positing similarity between parent-child relationships and memories of friends. Women with positive parental relationship quality had more affectively positive memories of parents but for friends, positive relationship quality only predicted positive memories when young. At older ages, especially middle school-aged children, negative parent-daughter relationships predicted more positive memories of friends, supporting a compensatory model. The gender of parent also mattered, with fathers having a more influential role on affect for memories of friends.