Self-mutilation and symptoms of depression, anxiety, and borderline personality disorder

The goal of this study was to examine the relationship between self-mutilation and symptoms of depression and anxiety in a nonclinical population. Self-mutilators reported significantly more symptoms of depression and anxiety than did the control group. When the group of self-mutilators was divided into individuals who cut themselves and individuals who harm themselves in other ways, we found that the between-group differences were primarily due to individuals with a history of cutting. Yet when symptoms of borderline personality disorder (BPD) were statistically controlled, all significant between-group differences in depressive and anxious symptoms were reduced to nonsignificant. These findings highlight the importance of assessing symptoms of BPD in self-mutilators, regardless of diagnosis.     

Neighborhood context, personality, and stressful life events as predictors of depression among African American women

The authors tested neighborhood context, negative life events, and negative affectivity as predictors of the onset of major depression among 720 African American women. Neighborhood-level economic disadvantage (e.g., percentage of residents below the poverty line) and social disorder (e.g., delinquency, drug use) predicted the onset of major depression when controlling for individual-level demographic characteristics. Neighborhood-level disadvantage/disorder interacted with negative life events, such that women who experienced recent negative life events and lived in high disadvantage/disorder neighborhoods were more likely to become depressed than were those who lived in more benign settings, both concurrently and over a 2-year period. Neighborhood disadvantage/disorder can be viewed as a vulnerability factor that increases susceptibility to depression following the experience of negative life events.     

An enriched teaching program for reducing resistance and indices of unhappiness among individuals with profound multiple disabilities

We evaluated an enriched teaching program for reducing resistance and indices of unhappiness displayed by 3 individuals with profound multiple disabilities during teaching sessions. The program involved presentation of preferred activities before, during, and after each teaching session, discontinuation of identified nonpreferred activities, and a brief break and preferred activity following occurrence of resistance. Implementation of the enriched teaching program was accompanied by reductions in resistance and indices of unhappiness for each participant. Results also indicated no negative impact of the program on participant performance of the teaching steps or staff teaching proficiency. Staff questionnaire responses provided a degree of social validation for the observed changes in that staff reported the participants liked the enriched teaching program more than the traditional teaching process. Directions for future research discussed include identifying critical aspects of the overall program and the potential relation between teaching proficiency and the program's enrichment effectiveness.     

The development of explicit memory for basic perceptual features

In three experiments with 164 individuals between 4 and 80 years old, we examined age-related changes in explicit memory for three perceptual features--item identity, color, and location. In Experiments 1-2, feature recognition was assessed in an incidental learning, gamelike task resembling the game Concentration. In Experiment 3, feature recognition was assessed using a pencil-and-paper task after intentional learning instructions. The form of the explicit memory function across the life span varied with the particular perceptual feature tested and the type of task. Item recognition was excellent at all ages but was significantly poorer for older adults than children, color recognition peaked in late childhood on the gamelike task, and location recognition peaked in early adulthood on the pencil-and-paper task. These findings indicate that performance on explicit memory tests is not a consistent inverted U-shaped function of age across various features. Explicit memory performance depends on what is measured and how. Because explicit memory typically reflects a composite of different features, age-related changes in explicit memory will not necessarily correspond to the function for any single one.     

An exploratory factor analysis of children's depression inventory scores in young children of substance abusers

A factor analytic study of scores obtained on the Children's Depression Inventory from a sample of 202 young children (M = 7.5 yr., SD = 2.2) of alcoholics and substance abusers was completed. A principal components factor analysis with an oblique rotation yielded five separate factors related to Negative Self-concept, Acting-out. Somatic/Disturbed Symptoms, Mood, and Hopelessness. In previous factor analytic studies of the Children's Depression Inventory with normal and clinical populations the primary factor obtained was formed by mood-related items. In contrast, the primary factor of the present analysis was formed by items concerning perceptions of self-concept, not mood. These results corroborated previously reported data from the Child Behavior Checklist suggesting that the depressive symptoms displayed by children of substance abusers are related to self-concept and externalization.     

Dissipation of retroactive interference in human infants

In 3 experiments with 85 human 3-month-olds, the authors asked whether retroactive interference with their memory of the original training stimulus is temporary or permanent. Infants learned to move a mobile by kicking and then were exposed to a different mobile (Experiment 1) or context (Experiment 2) immediately or 3 days afterward (Experiment 3). They were tested after increasing delays with the original stimulus, the exposed stimulus, or a completely novel stimulus. Retroactive interference was temporary and unrelated to the exposure delay. The data are consistent with a retrieval-based account of interference. Memory updating (i.e., responding to the interfering stimulus) was coincident with retroactive interference, suggesting that retroactive interference is an adaptive mechanism that facilitates memory updating within a narrow time window.     

Sex differences in susceptibility to the Poggendorff illusion

This study presents experimental results indicating that there are sex differences in the susceptibility to a geometric optical illusion. Participants (57 male and 39 female undergraduate students) performed 3 trials on a test involving the Poggendorff illusion. Analysis indicated that the magnitude of the illusion diminished significantly with each trial and that the percent perceived error was significantly larger for women than for men. This finding is consistent with the numerous studies which have indicated better visuospatial abilities for men than for women.     

How does exposure to masked individuals affect White Americans' attitudes toward Asian American and Pacific Islanders?

Across three studies, conducted between Spring 2020 and Spring 2021, we tested whether exposure to an Asian American/Pacific Islander (AAPI) target person wearing a face mask would increase or decrease White Americans' perceived threat from and positivity toward AAPI individuals. Although results varied by study, a single-paper meta-analysis revealed that the masked (compared to unmasked) AAPI target resulted in greater positivity toward AAPIs, due to reduced perceptions of both symbolic threat to group values and realistic threat to group health. Positivity toward AAPIs did not reliably differ after exposure to a masked versus unmasked White target. Implications for interventions that encourage COVID-safe behaviors and combat anti-AAPI attitudes are discussed.     

Forum: Teaching With,Against, and To Faith

These three articles deal with the issue of faith in the classroom – whether one should teach “to,” “for,” or “against” faith. While their institutional settings and experiences are different, the authors all contend that more serious reflection needs to be given to the matter of how religious commitment plays out in our diverse pedagogical settings. The initial article by Carolyn Medine surveys the current climate regarding student spirituality in the classroom, the broader governmental concerns, and, the tensions that inform the choices available to a professor. Todd Penner's essay analyzes faith‐as‐ideology in the undergraduate classroom, and Marjorie Lehman's contribution analyzes how the issue manifests differently in Jewish Studies.