Incivility at Academic Conferences: Gender Differences and the Mediating Role of Climate

In a survey study of 458 U.S. women and men, we examined experiences of incivility at an academic conference, a context that represents an important extension of the academic/professional workplace. We hypothesized and found that women reported more incivility, perceived the climate to be more sexist, and reported more conference exclusion than men. Counter to our prediction, men and women did not differ in how negatively they viewed the climate or their conference satisfaction. Since incivility may be a subtle form of bias that targets women more than men, women’s experiences of incivility may lead them to view the environment as more sexist. We found support for this, such that the relationship between incivility and sexist climate perceptions were stronger for women than men. Finally, we proposed that incivility would be related to negative conference outcomes through more negative perceptions of the conference climate for both genders, and through sexist climate perceptions only for women. Results of our path analyses indicated that positive, but not sexist, climate perceptions mediated the relationship between incivility and conference satisfaction for both genders. Further, both sexist and positive climate perceptions mediated the relationship between incivility and conference exclusion for both genders. We discuss incivility as a gendered phenomenon related to sexist contexts, as well as reasons for the observed mediated relationships. Additionally, we discuss the significant role that conference experiences may play for women and men in academia and professional settings, and implications for conference organizers.     

Age- and education-adjusted normative data for the Montreal Cognitive Assessment (MoCA) in older adults age 70–99

The original validation study for the Montreal Cognitive Assessment (MoCA) suggests a cutoff score of 26; however, this may be too stringent for older adults, particularly for those with less education. Given the rapidly increasing number of older adults and associated risk of dementia, this study aims to provide appropriate age- and education-adjusted norms for the MoCA. Data from 205 participants in an ongoing longevity study were used to derive normative data. Individuals were grouped based on age (70–79, 80–89, 90–99) and education level (≤12 Years, 13–15, ≥16 Years). There were significant differences between age and education groups with younger and more educated participants outperforming their counterparts. Forty-six percent of our sample scored below the suggested cutoff of 26. These normative data may provide a more accurate representation of MoCA performance in older adults for specific age and education stratifications.     

Type D personality and cardiac output in response to stress

Type D personality is predictive of adverse clinical outcome and psychological distress in cardiac patients. However, the mechanisms by which Type D affects health are largely unknown. This study (1) investigated the relationship between Type D and cardiovascular reactivity to experimentally induced stress and (2) tested the influence of Type D on subjective feelings of stress. Eighty four healthy young adults (50% males, mean (SD) age 22 (6.84) years), completed measures of Type D personality, stress arousal and a stress-inducing procedure involving a taxing mental arithmetic task. Cardiovascular measures were recorded throughout the experiment. Mixed measures ANOVA showed a significant main effect of Type D and a significant group by time effect of Type D on cardiac output in male participants. Type D males exhibit significantly higher cardiac output during the stressor phase compared to non-Type D males. However, there was no relationship between Type D and cardiovascular reactivity in females. In addition, Type D individuals exhibited significantly higher feelings of subjective stress compared to non-Type D's. These findings provide new evidence on Type D and suggest that Type D may affect health through increased cardiac output and higher subjective feelings of stress following acute stress.     

REM Sleep Bout Duration and Frequency in PTSD

The few pharmacological treatments shown to be effective in reducing sleep disturbance in posttraumatic stress disorder (PTSD) might work through normalization of rapid eye movement (REM). However, evidence of REM sleep disturbance in PTSD has been inconsistent and the definition of REM bout has varied as well. In this study, we compared polysomnographic findings in adults with PTSD to both normal sleepers and insomniacs. We found no differences between those with and without PTSD on REM bout frequency or duration. We did, however, find gender differences within our PTSD sample as consistent with a previous review suggesting that males with PTSD are more likely to demonstrate REM sleep disturbance. Consensus on REM bout definition is needed, in addition to studies powered to detect gender differences.     

Who is Having Sex Inside Prison?

Using data from one Midwestern state, the present study focuses on the demographics and incarceration experience of 620 adult males confined inside prisons in order to identify the types of inmates who participate in consensual sex during their incarceration. Overall, findings reveal that there were few differences between inmates who were sexually active behind bars and inmates who were not sexually active behind bars. Limitations, directions for future research, and implications for policy and practice are discussed.     

Actual Versus Perceived Knowledge of Child Development in a Therapeutic Context: A Survey of Therapists

The present study investigates the relationship between therapists' perceived knowledge level in the area of child development and their actual knowledge level, as measured by an assessment instrument developed to measure child development knowledge within a therapeutic setting. Results revealed that respondents felt that they were knowledgable in the area of child development, as well as comfortable working with children in a therapeutic context. However, as a group, the respondents only averaged 68% on the child development assessment scale. Implications of the study's findings, as well as recommendations for clinical training programs and future research, are discussed.     

Social Trait Information in Deep Convolutional Neural Networks Trained for Face Identification

Faces provide information about a person's identity, as well as their sex, age, and ethnicity. People also infer social and personality traits from the face — judgments that can have important societal and personal consequences. In recent years, deep convolutional neural networks (DCNNs) have proven adept at representing the identity of a face from images that vary widely in viewpoint, illumination, expression, and appearance. These algorithms are modeled on the primate visual cortex and consist of multiple processing layers of simulated neurons. Here, we examined whether a DCNN trained for face identification also retains a representation of the information in faces that supports social‐trait inferences. Participants rated male and female faces on a diverse set of 18 personality traits. Linear classifiers were trained with cross validation to predict human‐assigned trait ratings from the 512 dimensional representations of faces that emerged at the top‐layer of a DCNN trained for face identification. The network was trained with 494,414 images of 10,575 identities and consisted of seven layers and 19.8 million parameters. The top‐level DCNN features produced by the network predicted the human‐assigned social trait profiles with good accuracy. Human‐assigned ratings for the individual traits were also predicted accurately. We conclude that the face representations that emerge from DCNNs retain facial information that goes beyond the strict limits of their training.     

Striving to do Good Things: Teaching Humanities in Canadian Medical Schools

We provide the results of a systematic key-informant review of medical humanities curricula at fourteen of Canada's seventeen medical schools. This survey was the first of its kind. We found a wide diversity of views among medical educators as to what constitutes the medical humanities, and a lack of consensus on how best to train medical students in the field. In fact, it is not clear that consensus has been attempted - or is even desirable - given that Canadian medical humanities programs are largely shaped by individual educators' interests, experience and passions. This anarchic approach to teaching the medical humanities contrasts sharply with teaching in the clinical sciences where national accreditation processes attempt to ensure that doctors graduating from different schools have roughly the same knowledge (or at least have passed the same exams). We argue that medical humanities are marginalized in Canadian curricula because they are considered to be at odds philosophically with the current dominant culture of evidence-based medicine (EBM). In such a culture where adhering to a consensual standard is a measure of worth, the medical humanities - which defy easy metrical appraisal - are vulnerable. We close with a plea for medical education to become more comfortable in the borderlands between EBM and humanities approaches.     

Reading First kindergarten classroom instruction and students' growth in phonological awareness and letter naming–decoding fluency

This study investigated the role of the amount, content, and implementation of reading instruction provided by 17 kindergarten teachers in eight Reading First elementary schools as it related to students' progress (n = 286 students) on early reading assessments of phonological awareness and letter naming–decoding fluency. Children's phonological awareness and letter naming–decoding fluency grew significantly from fall to spring. On average, across the three 60 min observations, teachers provided over 30 min a day of phonological awareness and phonics instruction and 15 min a day of vocabulary and comprehension instruction. Global ratings of instructional quality revealed two implementation factors: explicit and individualized implementation and meaningful interactions around text. Hierarchical linear modeling revealed that the amounts of specific instructional content, as well as how this instruction was implemented, was related to students' letter knowledge and phonological awareness skill growth.