Proximal and Distal Predictors of Homophobia: Framing the Multivariate Roots of Outgroup Rejection1

A proximal-distal theoretical framework was developed to examine the multivariate roots of homophobia. Using data from a sample of 288 undergraduates who had participated in a computer-assisted panel study over a three-year period, the effects on homophobia of distal and proximal family factors (e. g., parental education and family environment), distal and proximal individual factors (e. g., personality constructs and current beliefs), and proximal individual-situational factors (e. g., acquaintance with homosexuals) were tested in regression analyses. Both analyses employing sets of variables varying in proximity to the homophobic attitude and hierarchical regression employing variables contributing significantly in each set supported the proposed framework. All sets predicted significantly when regressed separately on homophobia; the sets containing the distal factors contributed most weakly, and the sets containing the proximal factors contributed most strongly. In hierarchical regression analysis, this pattern maintained such that the incremental increase in r² decreased with the addition of each more distal set, with the most distal factors failing to contribute significantly to the prediction. The importance of study findings for attitude change efforts is discussed.     

Comprehension and expression of affect in language-impaired children

Eight children with developmental language impairment (LI) and eight age-, sex-, socioeconomic-status-, and I.Q.-matched controls were given tests of comprehension and expression of affective intent in spoken language and through facial expression. The LI children performed significantly more poorly than did controls in both comprehension and spontaneous expression of vocal affect. On tasks involving emotional facial expression, the opposite results were observed: The LI children were more dramatic in their expression of facial affect than were the controls. Children with language impairment appear to have a deficit in affective comprehension and expression that is modality-specific, i.e., limited to vocal affect. The heightened range of affective facial expression that they demonstrate may be a compensatory mechanism to offset their difficulties with vocal affect.This work was supported by grant 12-203 from the March of Dimes Birth Defects Foundation, and by NINDS grant NS22343 for the Center for the Study of the Neurological Basis of Language.     

An Evaluation of the Effectiveness of Self-Efficacy as a Predictor of Trainees' Counselling Skills Performance

The value of self-efficacy as a predictor of counselling skills performance in a graduate counselling class was evaluated with 31 trainee counsellors. Three measurements of self-efficacy were taken: before, midway through, and at the end of a microcounselling skills training programme which was taught over six weekly three-hour sessions. Although there was a wide distribution of self-efficacy reports, none of the estimates of grade were significantly positively associated with counselling skills. Implications for counsellor educators are discussed.     

Pessimistic explanatory style and response to illness

Previous studies have shown that a pessimistic explanatory style is a risk factor for illness, but the factors linking explanatory style and illness are unknown. One's characteristic response to poor health may mediate this relationship. Perhaps pessimistic individuals act helplessly in the face of their symptoms, thereby exacerbating disease. In the present study, we investigated this possibility by asking 96 young adults to complete measures of explanatory style, habitual response to illness, and ways of coping during their most recent episode of illness. Subjects who explain bad events pessimistically (with internal, stable, and global causes) reported more frequent illnesses during the past year and rated their overall health more poorly than those who habitually favor external, unstable, and specific explanations. When ill, the pessimistic subjects were less likely than their optimistic counterparts to take active steps to combat their illness. Our results suggest that one pathway leading from pessimistic explanatory style to poor health is mundane: passivity in the face of disease.     

Racial bias and the MCMI

We studied the scores obtained on the Millon Clinical Multiaxial Inventory (MCMI) by Black and White male psychiatric inpatients to determine the presence or absence of racial bias. In predicting psychopathology for the two races, comparisons of MCMI performance indicated significant differences for all diagnoses except the personality disorders. The subjects were then matched into two groups of 209 patients each, according to DSM-III psychiatric diagnoses. The data were analyzed at the item, scale, and structural levels. At the item level, application of the Mantel-Haenszel Procedure revealed that 45 of the 175 items of the inventory were answered significantly different by the two racial groups. Because this number was higher than what could be expected by chance, the finding suggested possible deficiencies in terms of the culture-fairness of the items used in the test. At the scale level, an analysis of variance (ANOVA) demonstrated that the scores obtained by the Black and White groups were significantly different in 9 of the 20 scales (Histrionic, Narcissistic, Antisocial, Paraphrenia, Hypomania, Dysthymia, Alcohol Abuse, Drug Abuse, and Psychotic Delusion). With the exception of the Dysthymic scale, all of the differences were in the direction of the Blacks obtaining a higher score than the Whites. At the structural level, however, a principal components factor analysis performed on each group resulted in factor structures that looked identical.     

Some hypotheses concerning the evolution of polysemous words

The evolution of polysemous words is examined in three studies. Study 1 indicates that older words are more polysemous than recent words, and that frequently used words are more polysemous than infrequently used words. These effects were replicated, controlling for word concreteness (Study 2) and evaluation (Study 3), using two other samples of words. If words evolve additional meanings through metaphor (MacCormac, 1985), then variables (such as concreteness and evaluation) that play a role in metaphor may mediate the evolution of polysemy. The correlation between concreteness and polysemy was negligible (Study 2). As hypothesized, evaluation is a significant predictor of polysemy: Negative words are more polysemous than positive words, and relatively neutral words are more polysemous than evaluatively extreme words. These findings are consistent with the notion that polysemous words evolve, in part, through metaphor.     

Family therapy with problem drinkers and drug takers: A pilot follow-up study

We report a retrospective outcome study of 36 problem drinkers and/or drug takers, treated with structural-strategic family therapy. The interval between treatment and follow-up varied from six months to two years. Follow-up data was available on 34 cases. Twenty had a pure alcohol problem and of these 18 had a good outcome at follow up. Five had a mixed drug/alcohol problem; of these all were free from problem drinking and four had become abstinent from drugs at follow-up. Of the nine patients with a pure drug problems, eight were abstinent from drugs at follow-up. Given the retrospective nature of this study and the lack of control data, these results must remain impressionistic but the implications of the findings are discussed.     

Ratings of Emotional Response to Pictorial Stimuli: Positive and Negative Affect Dimensions

The purpose of this study was to investigate the structure of emotional responses to pictorial stimuli within the affective space defined by orthogonal dimensions of positive affect (PA) and negative affect (NA). College student participants (N = 151) viewed 60 color photographic slides from the International Affective Picture System (Lang, Bradley, & Cuthbert, 1995) and rated their emotional responses to each slide using the Positive and Negative Affect Schedule (Watson, Clark, & Tellegen, 1988). Consistent with prediction, affective reactions to pleasant slides were characterized as high in PA, and low in NA. Unpleasant slides produced elevations on the NA scale, but contrary to expectation, also produced elevated ratings of PA, with the magnitude of PA scale scores increasing systematically with NA scale scores. The results suggest an interesting divergence between the structure of pictorially elicited affective reactions and that of ad hoc mood states. Directions for future research are discussed in relation to the unique properties of the slide viewing paradigm.     

Opportunities For Learning: Course Sequences and Positional Advantages

Course sequences are strands of courses in particular content areas that span a student's educational career. Courses that are differentiated and sequentially organized, such as mathematics and science course sequences, create opportunities for positional advantages in a school's curricular structure. When students make a nonroutine change of schools – that is, transferring to a school outside of the regular attendance zone – they are at risk of changing their positional advantage. Using data from the National Education Longitudinal Study of 1988–94 (NELS:88–94), we examine the educational outcomes of sequences and explore curricular dislocations within the context of school choice. We find that the strongest predictors of 12th-grade mathematics and science course sequences are a student's course sequences at 10th grade. With regard to outcomes, students in higher mathematics and science sequences show greater achievement gains. Furthermore, students in higher mathematics sequences are less likely to have behavior problems and are more likely to graduate from high school and attend college. Students who make a nonroutine change of schools are more likely to be in lower course sequences than students who do not transfer. Thus, course sequences in mathematics and science are tangible experiences with real consequences for students' lives during and beyond high school and are sensitive to transitions which disrupt the continuity of students' high school careers.