Uncertainty Avoidance Influences Choices for Potential Gains but not Losses

Uncertainty of outcomes is a primary dimension underlying human judgment and decision making, and is a defining feature of risk. Even though uncertainty almost always exists in decision making contexts, individuals and cultures vary in their preference for avoiding uncertainty. This study examines how uncertainty avoidance influences judgments involving uncertain and risky alternatives. Participants were presented with problems that involve potential gains or losses and contain options reflecting uncertain or certain outcomes. Greater uncertainty avoidance predicted choices for uncertain outcomes that involved gains, which tend to promote risk aversion, but not for uncertain outcomes that led to losses, which tend to promote risk seeking. These results demonstrate that culturally-relevant dispositions such as uncertain avoidance can have complex effects on judgment.     

Identifying Youth at Risk for Treatment Failure in Outpatient Community Mental Health Services

We developed predicted change trajectories and a warning system designed to identify psychotherapy cases at risk for treatment failure as observed in archival Youth Outcome Questionnaire data (parent/guardian-report) from 363 children and adolescents (ages 4–17) served in an outpatient community mental health system. We used multilevel modeling procedures to develop models of predicted change based on demographic information. Controlling for the effects of age on intercept, no other variables were significant in the model. The warning system we created from half of the sample (n = 181) correctly identified 71% of treatment failures in the other half of the sample (n = 182), defined as cases whose symptoms were significantly higher at the end of treatment compared to symptoms at intake. As over half of youth cases in this usual care setting did not demonstrate reliable improvement in symptoms, these results further emphasize the value of patient-focused research in monitoring patient progress and prompting changes in the treatment approach if suitable progress is not observed.     

Conspicuous donation behaviour: scale development and validation

• This paper builds on the concept of conspicuous donation behaviour (CDB) through further conceptualisation and operationalisation of this construct. The paper reports on developing the CDB scale via a three‐stage process, which includes five data collections using a total of 1311 respondents. The data analysis indicates that the resulting eight‐item (two factor) CDB scale has face, content, convergent, discriminant and predictive validity and the CDB scale is reliable across samples. The CDB scale has the potential for significant usage in the development and testing of theory, as well as in practical applications.

Copyright © 2009 John Wiley & Sons, Ltd.     

Developmental changes in neural activity to familiar words and gestures

Infants younger than 20 months of age interpret both words and symbolic gestures as object names. Later in development words and gestures take on divergent communicative functions. Here, we examined patterns of brain activity to words and gestures in typically developing infants at 18 and 26 months of age. Event-related potentials (ERPs) were recorded during a match/mismatch task. At 18 months, an N400 mismatch effect was observed for pictures preceded by both words and gestures. At 26 months the N400 effect was limited to words. The results provide the first neurobiological evidence showing developmental changes in semantic processing of gestures.     

Using Experiential Learning Theory to Train Career Practitioners

Effective instructional strategies are needed for career practitioner training. Experiential learning theory (ELT; A. Y. Kolb & Kolb, 2009) provides an instructional foundation from which awareness of the various components of career development can be enhanced. Support for ELT as an effective method of instruction exists in various fields (Hoover, Giambatista, Sorenson, & Bommer, 2010; Ti et al., 2009). ELT integrates 6 shared propositions derived from John Dewey, Jean Piaget, William James, Carl Jung, and Carl Rogers (A. Y. Kolb & Kolb, 2009). This article outlines components of ELT and their application in training career service practitioners.     

Children's perceptions of gender differences in social approval for playing electronic games

Gender differences characterize children's commitment to playing electronic games. These gender differences are consistent with common stereotypes that may be triggered by the context and content of electronic games. If conforming to gender stereotypes in electronic game playing maintains social approval, then those children who choose alternate playing patterns risk social sanction. The present study was designed to characterize children's views of gender differences in social approval for electronic game playing. A questionnaire was administered to 364 fourth- and fifth-grade students (203 females) in a midwestern suburban school district. Approximately 12% of the students represented minorities, and the majority were African-American. Children responded to fourteen statements describing the social acceptability by gender of certain playing habits. Chi-square analyses identified important gender and grade differences. Many children endorsed statements indicating that social approval for game playing is consistent with common gender stereotypes. The most striking gender differences in perceived social approval were found in statements referencing fighting games. Children whose game playing deviates from approved patterns may represent a group of high-risk electronic game players.