Stability of the personality and symptom scales of the Millon Clinical Multiaxial Inventory

This study examines the stability of the basic and pathological personality and symptom scales of the Millon Clinical Multiaxial Inventory (MCMI) in three clinical samples. Consistent with the theory upon which the MCMI is based, higher stability estimates were found among basic personality scales in comparison with symptom scales. However, stability estimates which included initial MCMI administrations at intake into treatment were generally lower than those based upon administrations which occurred later in the treatment process. This later finding suggests the need to consider timing of administration when interpreting the MCMI.     

An examination of the relationship between personality patterns and symptom/mood patterns

Relationships between various personality styles measured by the basic and pathological personality scales of the Millon Clinical Multiaxial Inventory (MCMI) and mood or symptom states measured by the Profile of Mood State scales were examined. The MCMI personality scale-POMS symptom/mood scale relationships found in this study are compared with MCMI personality scale-MMPI and SCL-90 symptom/mood scale relationships reported in the MCMI manual. Consistent associations of moderate strength were found between: (a) the MCMI Compulsive-Conforming and Passive-Aggressive (Negativistic) scales (negative and positive associations, respectively) and various measures of depression, anxiety and hostility; (b) the MCMI Avoidant, Schizotypal and Borderline-Cycloid scales and various measures of depression and anxiety; (c) the MCMI Schizoid-Asocial scale and various measures of depression; and (d) the Histrionic-Gregarious scale and various measures of high energy-activity. These MCMI personality scale-symptom/mood scale relationships are generally consistent both with the underlying theory of personality and psychopathology upon which the MCMI is based and with the personality-symptom scale relationships found within the MCMI.     

Evaluation of evidence for sufficiency, for necessity, and for necessity-and-sufficiency

We report two experiments with 120 undergraduate subjects. The tasks presented clearly articulated hypotheses concerning necessity, sufficiency, and necessity-and-sufficiency, together with possible combinations of treatment conditions, and required subjects to judge whether, according to the hypotheses, the relevant outcomes will occur, will not occur, or might occur. The patterns of responses reveal how subjects understand the extensions of the concepts, i.e. what each hypothesis permits, requires, and excludes. Only necessity-and-sufficiency hypotheses generally led to logically adequate responses, and the most typical error for both necessity hypotheses and sufficiency hypotheses was to treat them as extensionally equivalent to necessity-and-sufficiency. This error tendency was more evident for necessity than for sufficiency hypotheses. Further, although responses to both necessity hypotheses and sufficiency hypotheses were affected by the complexity of the hypothesized conditions, responses to necessity-and-sufficiency hypotheses were not. We argue that the results are not a function of a response bias but reflect differences in the way the hypotheses are understood. Implications for the causal attribution literature are discussed.     

Activation of semantic and phonological codes during reading

Three experiments used a new paradigm to examine word-coding processes during reading. Subjects read text passages and occasionally responded to lexical-decision probes. Experiment 1 focused on semantic and surface codes. The activation of semantic codes appeared to increase over time, whereas surface codes did not. In addition, subjects who were instructed to remember the exact wording of the passages showed stronger activation of surface codes than did subjects who read for comprehension. Experiments 2 and 3 explored the role of phonological codes. Experiment 2 showed that phonological codes were activated by specific words in a passage. In contrast, Experiment 3 found no evidence that phonological codes were activated by the more general passage context. Taken together, the experiments suggest some of the roles semantic and phonological codes may play during reading.     

The Role of Basic, Self-Conscious and Self-Conscious Evaluative Emotions in Children’s Memory and Understanding of Emotion

In past research, emotion has been classified as basic, self-conscious or self-conscious evaluative, with each type of emotion being progressively more difficult for children to understand (Lewis, M. (2000a). In M. Lewis & J. M. Haviland-Jones (Eds.), Handbook of emotions (2nd ed., pp. 265–280), New York, NY: The Guilford Press). Although researchers have examined children’s understanding of individual emotions (e.g., guilt), researchers have not assessed children’s understanding and memory for emotions based on this classification. In the present research, 6-, 8- and 10-year-old children’s memory and understanding of basic, self-conscious and self-conscious evaluative emotions were examined. Although a memory advantage was found for emotions, this effect was less so for the younger children and less so for non-basic emotions. In fact, 6-year-old children and, to a lesser extent 8-year-old children, were more likely than older children to recall self-conscious and self-conscious evaluative emotions with basic emotion labels, and were more likely to explain them using basic emotion labels. Overall, negative emotions (e.g., mad, guilt) were better recalled than positive emotions (e.g., happy, pride), regardless of type of emotion. Gender differences were found as girls were more likely to remember emotion than boys, especially when the emotion action was specifically labeled and a female character experienced it. Proportions of this research were presented at the biennial meeting of the Society for Research in Child Development (2005), Atlanta, Georgia and the meeting of the Cognitive Development Society (2005), San Diego, CA.     

Power and Action in Critical Theory Across Disciplines: Implications for Critical Community Psychology

Although critical scholarship and community psychology share similar aspirations, the links between them remain unexplored and under-theorized. In this article we explore the implications of critical scholarship in various specialties for the field of community psychology. To understand the contributions of critical scholarship to a theory of power and action for social change, we conducted a systematic analysis of a ten-year period of publications in seven journals associated with the critical scholarship tradition. We created precise criteria for the concepts of power and action and applied them to the publications. Results indicate an interesting paradox at play. Whereas community psychology is more action oriented than critical scholarship, its actions fall short of challenging institutionalized power structures and the status quo; and whereas critical scholarship is more challenging of the status quo than community psychology in theory, it has failed to produce viable actions that challenge the status quo. We discuss the implications of this state of affairs for the development of a more critical community psychology.