Individuality and social influence in groups: inductive and deductive routes to group identity

A distinction between forms of social identity formation in small interactive groups is investigated. In groups in which a common identity is available or given, norms for individual behavior may be deduced from group properties (deductive identity). In groups in which interpersonal relations are central, a group identity may also be induced from individual group members' contributions, making individuality and individual distinctiveness a defining feature of the group (inductive identity). Two studies examined the prediction that depersonalization produced by anonymity has opposite effects for groups in which social identity has been induced or deduced. Results confirmed the prediction that depersonalization increases social influence in groups whose identity was more deductive. In contrast, depersonalization decreases social influence in inductive identity groups. Implications for the role of social identity in small groups are discussed. ((c) 2005 APA, all rights reserved).     

A Review of the Children’s Inventory of Anger (ChIA): A Needed Measure

A review and critique of the Children’s Inventory of Anger (ChIA) is presented. The ChIA is a 39-item measure that operationalizes anger according to the conceptualization set forth by Ellis in Rational Emotive Behavior Therapy. The ChIA consists of four subscales (Frustration, Physical Aggression, Peer Relationships, and Authority Relations) which provide information regarding situations that are commonly associated with the experience of anger. Preliminary validity studies demonstrate that the ChIA has excellent reliability and high face validity. The forms are user friendly and easily scored, with norms tables conveniently located within the form. A computer-scoring program is available which significantly reduces clerical errors. The application of the instrument in practice is discussed. Due to the fact that the ChIA attempts to link assessment and intervention it should be useful in advancing the field in regard to treatment evaluation and substantiation of treatment validity. It is also expected to have considerable research utility.     

The vanished pregnant body in psychoanalytic female developmental theory

The author contends that the pregnant body-the premier icon of the mature female body-has vanished from our psychoanalytic theory of female development. Until we are able to restore this missing entity on a par with the phallus, the developmental theory for both sexes remains fixated in phallocentricism. The author traces some of the evidence for this claim in a brief overview of the literature, a study of the relevant aspects of the case of Little Hans, and a look at the history of medical teaching, in particular illustrations from the first dissections of female bodies in the sixteenth century, which demonstrate a view of the female body as essentially male. A puzzle remains about the marked tendencies that both males and females had, and still have, to distort the female body image. The author offers a clinical example, and the suggestion that the plasticity of the female form in all its developmental phases may underlie the paradoxical requirement that stable mental representations be established upon an elusive set of shifting images.     

Core conflictual relationship themes of men and women who are violent toward their partners

The Core Conflictual Relationship Themes of men and women violent toward their partners and entering psychotherapy, students violent toward their partners, and nonviolent students (n = 84; n = 14 in each of the six groups) were compared. Men and women entering psychotherapy more often had negative Wish elements than others. The wish element was "to be loved" for 11 of the 14 student women violent toward their partners and 5 of the 14 nonviolent student women.     

Listening comprehension and working memory are impaired in attention-deficit hyperactivity disorder irrespective of language impairment

This study investigated listening comprehension and working memory abilities in children with attention-deficit hyperactivity disorder (ADHD), presenting with and without language impairments (LI). A 4-group design classified a community sample (n = 77) of boys aged 9–12 into ADHD, ADHD + LI, LI, and Normal groups. Children completed tests of basic language and cognitive skills, verbal and spatial working memory, and passage-level listening comprehension. Multivariate analyses and post hoc comparisons indicated that ADHD children who did not have co-occurring LI comprehended factual information from spoken passages as well as normal children, but were poorer at comprehending inferences and monitoring comprehension of instructions. ADHD children did not differ from normal children in verbal span, but showed significantly poorer verbal working memory, spatial span, and spatial working memory. The ADHD + LI and LI groups were most impaired in listening comprehension and working memory performance, but did not differ from each other. Listening comprehension skills were significantly correlated with both verbal and spatial working memory, and parent–teacher ratings of inattention and hyperactivity/impulsivity. Findings that children with ADHD but no LI showed subtle higher-level listening comprehension deficits have implications for both current diagnostic practices and conceptualizations of ADHD.