Predicting Re-Victimization of Battered Women 3 Years After Exiting a Shelter Program

This study examined interpersonal and ecological predictors of re-victimization of a sample of women with abusive partners. All women (N = 124) had sought refuge from a battered women’s shelter 3 years earlier, and half the sample had been randomly assigned to receive free, short-term advocacy services immediately upon exit from the shelter. Results 2 years post-intervention revealed positive change in the lives of participants (C. M. Sullivan & D. Bybee, 1999), including a decrease in abuse for women who had worked with advocates. The current study examined intervention effects 3 years after the program ended, as well as other predictors of re-abuse. Nineteen percent of the original sample had experienced domestic violence between 2 and 3 years after shelter exit (65% by current partners, 35% by ex-partners). The advocacy program’s effect on risk of re-victimization did not continue 3 years post-intervention. However, having worked with an advocate 3 years prior continued to have a positive impact on women’s quality of life and level of social support. The risk of being abused 3 years post-shelter stay was exacerbated by a number of factors present 1 year prior, including women’s (1) having experienced abuse in the 6 months before that point; (2) having difficulties accessing resources; (3) having problems with the state welfare system; and (4) having people in their social networks who made their lives difficult. Women were at less risk of abuse if, 1 year earlier, they (1) were employed; (2) reported higher quality of life; and (3) had people in their networks who provided practical help and/or were available to talk about personal matters. These findings support the hypothesis that access to resources and social support serve as protective factors against continued abuse.     

Measuring direct and indirect aggression: behavior of is there a response bias?

Critics of self-report methods suggest that participants are likely to underreport their own negative behaviors given concerns about social desirability. The current study examined the problem of self-report bias by comparing individuals' estimates of their own and others' aggressive behavior. Undergraduate students (95 women, 50 men) completed the Richardson Conflict Response Questionnaire with regard to either their own behavior or that of another person of the same sex. As expected, participants reported significantly less aggression for themselves than for others. However, self and other ratings showed the same pattern of sex differences. These results suggest that, although individuals may underreport their own aggressive behaviors, this tendency may not affect relationships among variables.     

Consequences of Child Exposure to War and Terrorism

Acts of war and terrorism are increasingly prevalent in contemporary society. Throughout history, weaponry has become more efficient, accurate, and powerful, resulting in more devastation and loss of human life. Children are often overlooked as victims of such violence. Around the world, children are exposed to violence in multiple forms, frequently developing traumatic stress reactions. Such reactions are best understood within the context of social-emotional and cognitive development, as children respond differently to the stress of violence depending on their developmental level. Furthermore, the violence of war and terrorism often results in a multitiered cascade of negative life events including loss of loved ones, displacement, lack of educational structure, and drastic changes in daily routine and community values. These numerous losses, challenges, and stresses affect children's brains, minds, and bodies in an orchestrated whole-organism response. This paper describes these effects, synthesizing the current state of research on childhood traumatic stress reactions from the fields of neuroscience, clinical psychology, and pediatric diagnostic epidemiology.     

Cognitive correlates of medial temporal lobe development across adolescence: a magnetic resonance imaging study

Adolescent development involves progressive changes in brain structure and cognitive function, but relatively few studies have documented the cognitive correlates of differences in structural brain volumes in this age group. We examined the relations among age, cognitive processing, and mesial temporal lobe volume in 37 children and adolescents. Participants completed a brief cognitive assessment battery and underwent volumetric structural magnetic resonance imaging. For the sample as a whole, amygdala volume correlated positively with age, and larger volumes of both the left and right amygdala were significantly associated with better performance on several cognitive tasks assessing academic skills and acquired knowledge in long-term memory. In contrast, hippocampal volumes did not correlate with adolescents' age and were less frequently correlated with cognitive performance. Amygdala volumes were most predictive of cognitive abilities in boys, whereas for girls, the volume of the hippocampus contributed more frequently to the prediction of cognitive abilities. These data suggest that measurable differences in mesial temporal volumes during adolescence are reliably associated with long-term cognitive abilities, particularly academic skills and the acquisition of intellectual knowledge, and that these relationships may differ as a function of the sex of the child.     

From covariation to causation: a test of the assumption of causal power

How humans infer causation from covariation has been the subject of a vigorous debate, most recently between the computational causal power account (P. W. Cheng, 1997) and associative learning theorists (e.g., K. Lober & D. R. Shanks, 2000). Whereas most researchers in the subject area agree that causal power as computed by the power PC theory offers a normative account of the inductive process. Lober and Shanks, among others, have questioned the empirical validity of the theory. This article offers a full report and additional analyses of the original study featured in Lober and Shanks's critique (M. J. Buehner & P. W. Cheng, 1997) and reports tests of Lober and Shanks's and other explanations of the pattern of causal judgments. Deviations from normativity, including the outcome-density bias, were found to be misperceptions of the input or other artifacts of the experimental procedures rather than inherent to the process of causal induction.     

Social preferences of developing guinea pigs (Cavia porcellus) from the preweaning to the periadolescent periods

Preference tests in a novel environment (Experiment 1) and unobtrusive observations in a specialized living environment (Experiment 2) examined the attractiveness of various classes of conspecifics for maturing guinea pigs (Cavia porcellus). It was found that (a). the young continued to remain near the mother well beyond weaning; (b). there was increased time spent with unrelated adult females, but not males, after weaning; (c). male and female offspring behaved similarly; and (d). littermates spent considerable time with each other. These results provide no evidence that guinea pigs approaching sexual maturity begin to associate preferentially with novel animals or potential breeding partners. Choices were largely predictable from earlier findings of the ability of various classes of conspecifics to reduce hypothalamic-pituitary-adrenal activity of the young.     

From power to action

Three experiments investigated the hypothesis that power increases an action orientation in the power holder, even in contexts where power is not directly experienced. In Experiment 1, participants who possessed structural power in a group task were more likely to take a card in a simulated game of blackjack than those who lacked power. In Experiment 2, participants primed with high power were more likely to act against an annoying stimulus (a fan) in the environment, suggesting that the experience of power leads to the performance of goal-directed behavior. In Experiment 3, priming high power led to action in a social dilemma regardless of whether that action had prosocial or antisocial consequences. The effects of priming power are discussed in relation to the broader literature on conceptual and mind-set priming.     

A mind to blame: new views on involuntary acts

This article examines the legal implications linked to recent scientific research on human consciousness. The article contends that groundbreaking revelations about consciousness expose the frailties of the criminal law's traditional dual dichotomies of conscious versus unconscious thought processes and voluntary versus involuntary acts. These binary doctrines have no valid scientific foundation and clash with other key criminal law defenses, primarily insanity. As a result, courts may adjudicate like individuals very differently based upon their (often unclear) understanding of these doctrines and the science that underlies them. This article proposes a compromise approach by recommending that the criminal law's concept of voluntariness consist of three parts: (i) voluntary acts, (ii) involuntary acts, and (iii) semi-voluntary acts. The semi-voluntary acts category, which is new, incorporates modern ideas of consciousness and also advances the law. Using some actual criminal cases, this article applies this new three-part grouping and demonstrates how it enhances a more just outcome for defendants, victims, and society.     

Motor sequence learning and reading ability: is poor reading associated with sequencing deficits?

Although it is widely assumed that children with learning disabilities have "sequencing problems," these have not been well specified. A non-verbal serial reaction time (SRT) paradigm was used to evaluate motor sequence learning in 422 children between ages 7 and 11 in relation to reading, cognitive ability level, and attention problems. The children demonstrated the response profile typically associated with motor sequence learning, but the component of the profile indicative of implicit sequence learning was not reliably associated with any of the predictors. Cognitive ability predicted overall response time; cognitive ability, reading, and attention problems each predicted overall accuracy. Explicit learning was predicted by cognitive ability, but not by reading or attention problems. Thus, we found no evidence that poor reading is preferentially associated with a domain general deficit in sequential learning.