Preschoolers' and adults' attributions of who causes interpersonal events

Adults and 4‐year‐olds explained who caused prosocial or antisocial interactions between two characters who differed in two dimensions that underlie interpersonal traits. Participants saw pictures depicting every pairwise combination of four characters (good/powerful, good/weak, bad/powerful or bad/weak) as initiators or recipients of six actions. Both children and adults made causal attributions to ‘good’ characters for prosocial behaviours and to ‘bad’ characters for antisocial behaviours. Potency influenced the frequency of attributions. Adults and children differed in the justifications of their attributions and in their reconciliations of contradictory information, e.g. a positive character initiating an antisocial act. Explanations of social events are based on characteristics of both interactants in combination with whether the event is prosocial or antisocial. The findings thus extend work on children's ‘theory‐of‐mind’ to the realm of interpersonal interactions, where beliefs, desires or dispositions of either of two characters can cause an event. Copyright © 2003 John Wiley & Sons, Ltd.     

How stigma interferes with mental health care

Many people who would benefit from mental health services opt not to pursue them or fail to fully participate once they have begun. One of the reasons for this disconnect is stigma; namely, to avoid the label of mental illness and the harm it brings, people decide not to seek or fully participate in care. Stigma yields 2 kinds of harm that may impede treatment participation: It diminishes self-esteem and robs people of social opportunities. Given the existing literature in this area, recommendations are reviewed for ongoing research that will more comprehensively expand understanding of the stigma-care seeking link. Implications for the development of antistigma programs that might promote care seeking and participation are also reviewed.     

The effects of interactive staff training on staff programing and patient aggression in a psychiatric inpatient ward

Interactive staff training (IST) uses principles of organizational psychology to help line-level staff members design and implement social learning programs for severely mentally ill inpatients. IST is a training package that includes assessment of staff perceptions regarding programatic needs, selection of appropriate social learning strategies to meet these needs, appointment of a program committee from within the ward to champion development of the social learning strategy, and participative decision making about aspects of the social learning strategy. Staff on an extended care ward at a state hospital participated in IST for 15 months as part of a pilot study of its effects. Ongoing examination of ward programing showed that IST significantly increased staff and patient participation in rehabilitation programing and decreased the rate of physical restraints and aggression-related. Changes in staff attitudes about rehabilitation programing were noted on a subsample of IST participants. Implications for more controlled research into IST are discussed.     

Estimating stimuli from contrasting categories: truncation due to boundaries

In this article, the authors present and test a formal model that holds that people use information about category boundaries in estimating inexactly represented stimuli. Boundaries restrict stimuli that are category members to fall within a particular range. This model posits that people increase the average accuracy of stimulus estimates by integrating fine-grain values with boundary information, eliminating extreme responses. The authors present 4 experiments in which people estimated sizes of squares from 2 adjacent or partially overlapping stimulus sets. When stimuli from the 2 sets were paired in presentation, people formed relative size categories, truncating their estimates at the boundaries of these categories. Truncation at the boundary of separation between the categories led to exaggeration of differences between stimuli that cross categories. Yet truncated values are shown to be more accurate on average than unadjusted values.     

How Do Children Stigmatize People With Mental Illness?

A way to promote eliminating stigma surrounding mental illnesses is targeting the phenomenon in children. This study's purpose is to validate models of mental illness stigma on children in Grades 6–8. Children completed the revised Attribution Questionnaire in a pretest of a larger study on a mental health education program. Data from this study permitted testing of roles of demographics in these social cognitive models. Subsequent analyses using manifest model structural equations were mixed, but mostly showed adequate fit for multiple versions of the models. These results suggest that models of blame and dangerousness are relevant to the way 10 to 13-year-olds stigmatize mental illness. Demographics were not found to fit these models satisfactorily. Implications of these findings for stigma-change agenda are discussed.     

The internal structure of English transitive sentences

A major question in psychology is whether the same mechanisms are required for language learning and processing as for other cognitive tasks. A substantial body of literature has shown that natural categories are organized around a prototype, with other category members resembling the prototype to a greater or lesser amount based on the degree of shared properties. In order to investigate whether the prototype notion could be extended to linguistic phenomena, adult students (N=148) rated 512 sentences on a 7-point scale as to their goodness of fit to the categoryEnglish transitive sentence. Sentences differed in the animacy fo their actors and patients, the noun pairs used as actor/patient exemplars, and the hypothesized prototypicality of their verbs. Each of the identified factors showed the spread in ranking across different exemplars that is typical of other natural categories, but the factors interacted with each in complex ways to determine the overall ranking of the sentence. Not all sentences were equally representative of the categoryEnglish transitive sentence. In general, sentences with animate actors, high-prototypicality verbs, and animate patients were the most prototypical, followed closely by sentences with animate actors high-prototypicality verbs, and inanimate patients. Results were consistent with the suggestion that language and other types of cognitive tasks require the same basic processes and structures.