The Combined Influence of Monitoring and Early Puberty on Disruptive Behavior Problems in African American Girls

Journal of Child and Family Studies - Adolescent girls’ disruptive behavior problems (DBP) are associated with risk for other mental health challenges and legal system involvement. Existing...     

Fear Appeals and Persuasion: A Review and Update of the Extended Parallel Process Model

The Extended Parallel Process Model (EPPM; Communication Monographs, 59, 1992, 329) is a predominant message design theory in the social science fear appeal literature that provides a framework for effective communication of health‐related information. This paper provides a review and update of the theory and the use of fear appeals in persuasion. First, a brief overview of the EPPM is provided. Then, Littlejohn and Foss (Theories of Human Communication, 2005, Belmont, CA: Thomson Wadsworth) criteria for evaluation of theory are used as a guide for reviewing research guided by the EPPM in terms of the consistency of data with theoretical predictions, how it has been adjusted and extended through research findings, and a discussion of future research to expand social scientific knowledge about fear appeals and persuasion. It is concluded that the EPPM has advanced our understanding of how fear appeals operate and continues to generate questions for research in risk messaging.     

Associative Virtues and Hume's Narrow Circle

This article offers a straightforward reading of Hume's ‘narrow circle’ – the boundary employed to define those with whom we sympathize in assessing an agent's moral character – that follows from a more careful look at his account of virtue. Hume employs a principle that can be understood as a virtue ethical equivalent of associative obligation, which thereby delimits the boundaries of this circle. This reading avoids concerns about unjustified partiality, moral blind spots, and demandingness, and shows a clear path for reaching uniform moral judgments; it also offers a new perspective on virtue of interest for contemporary virtue ethics.     

Exploration of Jewish Ethnic Identity

Despite a growing amount of research on the topic of ethnic identity, Jews, and the important aspects of a Jewish identity, have not been included in the multicultural and psychological literature. Using consensual qualitative research (C. E. Hill et al., 2005), the authors sought to gain an understanding of Jewish ethnic identity in 10 American young adults, ages 20–27, who identified as Conservative Jews. Six themes were identified: (a) perception of Jewish identity based in multiple influences, (b) personalization of a Jewish identity, (c) reinforcers of a Jewish identity, (d) challenges in holding on to Jewish identity, (e) critical incidents necessitating the expression of one's Jewishness, and (f) critical incidents necessitating the denial of one's Jewishness.     

Daily Time-Place Learning in Young Children

Abstract

Pre-school children find it difficult to correctly report if it is morning or afternoon. The present study tested whether children could learn a non-verbal Time-Place Learning (TPL) task that depended on time of day. Twenty-five 4-year-olds were repeatedly asked to find a toy in one of two boxes. Children in the Cued condition were told the toy was in one box in the morning and in another box in the afternoon. Children in the Not Cued condition were told the toy was sometimes in one box and sometimes in the other box. After 80 trials, children were asked if it was morning or afternoon. About 65% of the children learned the TPL task, and about three-quarters of the children verbally identified if it was morning or afternoon. However, the children who learned the TPL task were not necessarily the children who correctly answered whether it was morning or afternoon, and those in the Cued condition were no more likely to solve the task than those in the Not Cued condition. The implication is that children have a sense of time that can be used to solve spatio-temporal contingencies, but does not depend on the verbal understanding of time of day.