ASSESSING WOMEN'S FEMINIST IDENTITY DEVELOPMENT Studies of Convergent, Discriminant, and Structural Validity

Researchers have called for increasing sophistication in the assessment of women's feminist identity development (Enns & Hackett, 1990; Hackett, Enns, & Zetzer, 1992) to understand important psychological processes. This series of studies examined recent efforts to operationalize Downing and Roush's (1985) model of feminist identity development. Specifically, the psychometric properties of two existing measures—the Feminist Identity Development Scale (Bargad & Hyde, 1991) and the Feminist Identity Scale (Rickard, 1987)—were examined in two studies with separate samples of women (total N = 486). Results of Study 1 indicated the strengths and significant limitations associated with each scale (e.g., low internal consistency for some subscales, item-subscale inconsistency). A composite measure (derived from these scales) with better overall psychometric properties is described. In Study 2, we found good support for the composite instrument's internal consistency, as well as convergent, discriminant, and factorial validity in a sample that included a wide age range and nonstudent community residents.     

The influence of suggestions on children's reports of a unique experience versus an instance of a repeated experience

In Experiment 1 we compared the influence of misleading suggestions on 4‐, 6‐, and 8‐year‐olds' reports of details of an instance of a repeated experience versus a unique experience. For children who experienced the event repeatedly, some components remained constant across instances (fixed) whereas others varied (variable). Relative to children who had experienced the event only once, those who had experienced it repeatedly were less affected by suggestions regarding fixed details and more affected by suggestions regarding variable details. In Experiment 2 a misinformation effect was observed in responses to questions about variable details but not in responses to questions about fixed details. Copyright © 2001 John Wiley & Sons, Ltd.     

Choices and opportunities: another effect of framing on decisions

Many decisions can be framed either as ‘choices’ between alternative courses of action (e.g. Should I move to New York or stay in Chicago?) or as ‘opportunities’ to pursue a particular course of action (i.e. Should I move to New York?). Although there is no logical difference between these two different decision frames, there may be important psychological differences between them. In four studies, we explore the differences between ‘choices’ and ‘opportunities’. The results of Studies 1 and 2 show that college students view many of the decisions they typically face as opportunities, rather than choices. Further, the results of Study 2 suggest that the frame students adopt is systematically related to the preferences they express. The latter finding led to Studies 3 and 4, where we show that preferences can be influenced by encouraging people to adopt one decision frame rather than another. © 1998 John Wiley & Sons, Ltd.     

Issues in the treatment of depressed children

Basic research into the cognitive, behavioral, familial, and physiological disturbances associated with depressive disorders during childhood is reviewed. Implications for the development of a treatment program are discussed and a comprehensive treatment model is proposed. The proposed model includes intervention strategies for the child, parents, family, and school. The child component consists of intervention strategies for the affective, cognitive, behavioral, and physiological disturbances that are evident from the existing research. The parent training component is designed to address disturbances in parenting due to cognitive disturbances and skills deficits. The family therapy component emphasizes changing interaction patterns that communicate schema-consistent maladaptive interactions. A school consultation component is proposed in which school personnel support the skills training through prompting use of the skills and reinforcement of the use of the coping skills.     

Ages of Mankind

As we move through life in the world, the quality of our participation changes. Initially, as newborns, we are not even aware of a difference between ourselves and everything, everyone else. In the small domestic world (“home”), we experience parental care and accept being taught how to behave, how to be. This process continues into school years and the adjustments that allow life with our peers. Ultimately, in adolescence there is felt a beginning need for independence of action and feeling. With adulthood, making a life in the bigger world requires the force of will against obstacles and for goals. At midlife, there comes another gradual shift to the question of meaning in life and of old age and death. All these changes reflect a procession of ways in which the ego or consciousness relates to inner and outer worlds.     

Personal Images of the Sacred

Jung’s works on religion focus on images of the divine, which people experience in various ways. Here, we consider a variety of such numinous experiences, ranging from childhood dreams to experiences of Christian saints and of 20th-century cult leaders, all of which can be described as images of God in the human psyche.     

“When Righteousness and Bliss Can Kiss”: Working with Our Inner Opposites

The problem of conflicting energies and desires is basic to human beings. Starting with earliest childhood, whenever some instinctual impulses and feelings are forbidden or unacceptable, they become unconscious. Thus, a part of the personality is lost to us, expressed only in projection onto others. Gaining psychological wholeness then requires the hard work of becoming conscious of these unconscious parts of oneself, and of accepting them.     

Why does impression management positively influence interview ratings? The mediating role of competence and warmth

Though interviews assess job applicants' skills and abilities, they can be influenced by extraneous factors, including impression management (IM) tactics. Interviewees’ self‐promotion and ingratiation IM tactics predict higher interview ratings; however, researchers have yet to determine why these tactics work. We assessed whether two fundamental dimensions of social perception, competence and warmth, mediate the relationship between IM tactics and interview ratings. We hypothesized that interviewee competence mediates the relationship between self‐promotion and interview ratings, and interviewee warmth mediates the relationship between ingratiation and interview ratings. Using real employment interviews, we found that competence mediates the relationship between self‐promotion and interview ratings, but warmth did not mediate the relationship between ingratiation and interview ratings in the way we expected.     

Children's Understanding of the Instrumental Value of Products and Brands

Gelman and Echelbarger (2019—this issue) provide a valuable discussion about children's understanding of the inferred or nonobvious features of objects, which has implications for how children value products. We further this conversation by examining how children value products and brands as a means for meeting important goals, which we refer to as instrumental valuation. Specifically, we examine developmental trends in instrumental valuation for three goals—self‐concept development, self‐presentation, and happiness. Across these areas, we find that children place greater value on products and brands for meeting these goals as they grow older, particularly during late childhood and early adolescence. We conclude with a discussion of how age differences in instrumental valuation add to the general conversation about how children of different ages value objects.     

Retrospective Predictors of Successful Career Change Among Older Workers: Perceived Objective Success Versus Perceived Subjective Success

An increasing number of older workers are attempting career changes; however, little is known about the antecedents or outcomes of these changes. Results indicate that perceived objective and perceived subjective career‐change success are predicted by different combinations of variables. Implications for both future research and practice are discussed.