Daily Hassles and African American Adolescent Females�� Psychological Functioning: Direct and Interactive Associations with Gender Role Orientation

Given that stressors may accumulate across the life span, the extent to which daily hassles are associated with African American females?? psychological functioning during the adolescent years remains an important question. Understanding the potential impact of daily hassles is important due to indications that African American women report greater daily hassles and have higher incidence rates of stress-related disorders. The current study examines the relationship between daily hassles and psychological functioning (e.g., depression and anxiety symptoms) among 103 U.S. African American adolescent females (M?=?15.50; SD?=?1.70) residing in a moderately-sized Midwestern city. Additionally, this investigation explores gender role orientation as a moderator of this relationship. Results indicated that increased daily hassles were associated with greater depressive and anxiety symptoms. Also, this investigation provides some support for the direct and moderating role of gender role orientation. A greater feminine or androgynous role orientation was associated with fewer depressive and anxiety symptoms. In addition, although not directly associated, this investigation indicated that a masculine role orientation moderated the association between daily hassles and girls?? psychological outcomes. Specifically, among African American adolescent females with a greater masculine role orientation, increased daily hassles were associated with reduced psychological functioning (e.g., greater depressive and anxiety symptoms). Neither feminine nor androgynous role orientation, however, moderated the relationship between daily hassles and psychological functioning (e.g., depressive and anxiety symptoms). Implications of findings are discussed.     

The effects of conformity on recognition judgements for emotional stimuli

Exposure to another’s account of a shared event can influence the content of an individual’s memory report. We examine whether the emotionality of the to-be-remembered information influences the likelihood that socially encountered post-event information is accepted into memory. Participants were exposed to positive, negative or neutral emotional pictures. Subsequently, they had to discriminate these pictures from new pictures in a ‘yes/no’ recognition decision either before or subsequent to a confederate providing misinformation, accurate or no information. Post-event information influenced participants’ responding in the recognition test. Effects were larger for participants viewing neutral items and persisted for these items on a subsequent private source monitoring test. These findings indicate that people rely more on information from others when encountering non-emotional compared to emotional items. We suggest that increased memory strength in conjunction with access to strong retrieval cues in the recognition test serves to shield emotional items from vulnerability to effects of memory conformity.     

Symbol-string sensitivity and adult performance in lexical decision

In this study of adult readers, we used a symbol-string task to assess participants' sensitivity to the position of briefly presented, non-alphabetic but letter-like symbols. We found that sensitivity in this task explained a significant proportion of sample variance in visual lexical decision. Based on a number of controls, we show that this relationship cannot be explained by other factors including: chronological age, intelligence, speed of processing and/or concentration, short term memory consolidation, or fixation stability. This approach represents a new way to elucidate how, and to what extent, individual variation in pre-orthographic visual and cognitive processes impinge on reading skills, and the results suggest that limitations set by visuo-spatial processes constrain visual word recognition.     

Testing the Efficacy of the FEAR—Model of Cognitive Behavioural Therapy in Treating Test Anxiety in Chemistry Students

Journal of Rational-Emotive & Cognitive-Behavior Therapy - Globally, considerable number of students experienced test anxiety. This study tested the efficacy of the FEAR—model of...     

A 32-society investigation of the influence of perceived economic inequality on social class stereotyping

There is a growing body of work suggesting that social class stereotypes are amplified when people perceive higher levels of economic inequality—that is, the wealthy are perceived as more competent and assertive and the poor as more incompetent and unassertive. The present study tested this prediction in 32 societies and also examines the role of wealth-based categorization in explaining this relationship. We found that people who perceived higher economic inequality were indeed more likely to consider wealth as a meaningful basis for categorization. Unexpectedly, however, higher levels of perceived inequality were associated with perceiving the wealthy as less competent and assertive and the poor as more competent and assertive. Unpacking this further, exploratory analyses showed that the observed tendency to stereotype the wealthy negatively only emerged in societies with lower social mobility and democracy and higher corruption. This points to the importance of understanding how socio-structural features that co-occur with economic inequality may shape perceptions of the wealthy and the poor.     

A Propensity Score Analysis of Homework Adherence-Outcome Relations in Cognitive Behavioral Therapy for Depression

Little is known about whether or not a consistently high level of homework adherence over the course of therapy benefits patients. This question was examined in two samples of patients who were receiving individual Cognitive Behavioral Therapy (CBT) for depression (Ns = 128 [Sequenced Treatment Alternatives to Relieve Depression: STAR-D] and 183 [Continuation Phase Cognitive Therapy Relapse Prevention: C-CT-RP]). Logistic and linear regression and propensity score models were used to identify whether or not clinician assessments of homework adherence differentiated symptom reduction and remission, as assessed by the Hamilton Depression Rating Scale-17 (HDRS-17), the Quick Inventory of Depressive Symptomatology–Self-Reported Scale (QIDS-SR), and the QIDS–Clinician Scale (QIDS-C). CBT-related response and remission were equally likely between both high and low homework adherers in both studies and in all models. But in propensity adjusted models that adjusted for session attendance, for both the STAR-D and C-CT-RP samples, greater homework adherence was significantly associated with greater response and remission from depression in the first and last 8 sessions of CBT. Our results suggest that homework adherence can account for response and remission early and late in treatment, with adequate session attendence.