Sex,Education, Age,and Cautiousness: Implications for Counselors

A cross‐sectional study of educated men and women showed that cautiousness, as measured by perceived problem‐solving ability, does not increase with age. Sex differences were nonsignificant. The results are discussed in terms of R. Schultz and J. Heckhausen's (1996) Life Span Model of Successful Aging.     

Chills and thrills: Does radio harm our children? The controversy over program violence during the age of radio

A review of the popular and scientific periodical for the 1930s and 1940s revealed that the controversy surrounding the radio “thriller” and its possible harmful effects on young listeners was one of radio's most highly publicized issues during its golden years of broadcasting. Many of the questions raised concerning this issue were similar to those asked later during the age of television. Relying heavily upon the psychoanalytic emphasis on emotion, catharsis, and intrapsychic dynamics, expert opinion voiced in various popular periodicals and newspapers of the day suggested that the violence and excitement portrayed in many of the crime and adventure programs was harmless, and perhaps beneficial, for most listeners. However, research in support of this conclusion was sparse, and psychologists evidenced little interest in the issue. Not until the advent of television, and the emergence of social learning theory in the early 1960s, did psychologists direct significant research effort towards evaluating the effects of media violence. © 1998 John Wiley &Sons, Inc.     

Response to Geis on anti-corporate polemics

This article responds to Geis's (1998) critique of Fox's (1996) article “The Law Says Corporations are Persons, but Psychology Knows Better.” It clarifies points of disagreement, emphasizes the importance of placing in broader context the debate over the corporate legal form's benefits and drawbacks, calls for fundamental change in the sociopolitical status quo so as to better meet human needs and values, and defends advocacy of such changes by psychologists. It suggests, contrary to Geis's view, that the possibility of false consciousness about corporate society and other components of the status quo should be investigated rather than dismissed out of hand. © 1998 John Wiley & Sons, Ltd.     

Socially Valued Roles,Self‐Determination,and Community Participation among Individuals Living with Serious Mental Illnesses

Decades after deinstitutionalization, individuals living with serious mental illnesses remain isolated, socially disengaged, and devalued members of communities. Burgeoning research and services need conceptual clarity to improve such social conditions. This qualitative inquiry used grounded theory and participatory approaches to conduct an in‐depth exploration of community participation for individuals living with serious mental illnesses based on key stakeholder perspectives (n = 45). Results revealed that community participation is a multifaceted construct with layers of meaning for individuals living with serious mental illnesses. Overarching themes are contextualized in Self‐Determination Theory and presented with deidentified illustrations. Implications for services, research, and policy are discussed.     

Changes in meaning in life across the course of psychodynamic psychotherapy

Using the Meaning in Life Questionnaire (MLQ), we studied Presence and Search for meaning for 34 adult clients in psychodynamic psychotherapy. Clients completed the MLQ and Outcome Questionnaire (OQ) before intake and after every eight sessions. Variance in Presence scores was mostly attributable to clients; variance in Search scores was mostly attributable to clients and therapists. Clients initially high in Presence decreased and then increased back to initial levels; clients initially low in Presence increased and then decreased back to initial levels. Clients initially low in Search increased and then leveled off; clients initially high in Search decreased and then leveled off. In lagged cross panel analyses, when clients decreased in psychological distress during one eight-week time period, they increased in Presence during the next eight-week time period; when they increased in psychological distress during one eight-week time period, they increased in search in the next time period. Excerpts from post-therapy interviews illustrate the process of working with meaning in life in psychotherapy. Implications for practice and training are discussed.     

Effects of an adapted physical education training package on special education teacher instruction

This study investigated the impact of an adapted physical education training package on functional motor skill instruction of three special education teachers who instructed secondary students with low‐incidence disabilities. The training package emphasized teachers' use of systematic prompting and specific reinforcement teaching strategies plus adapted physical education consultation. We used a multiple baseline design and collected data on the three teachers' use of systematic prompting and specific reinforcement plans during videotaped teaching trials. We also collected data on how teachers documented their instructional strategies, and we analyzed personal reflections that teachers wrote in the journals. Results indicated that with each of the three teachers, correctly implemented functional motor skill instructional performance improved after they completed the training package.     

Semantic detail in the developing verb lexicon: An extension of Naigles and Kako (1993)

Verbs are often uttered before the events they describe. By 2 years of age, toddlers can learn from such an encounter. Hearing a novel verb in transitive sentences (e.g. The boy lorped the cat), even with no visual referent present, they later map it to a causative meaning (e.g. feed) (e.g. Yuan & Fisher, 2009 ). How much semantic detail does their verb representation include on this first, underinformative, encounter? Is the representation sparse, including only information for which they have evidence, or do toddlers make more specific guesses about the verb's meaning? In two experiments (N = 76, mean age 27 months), we address this using an event type studied by Naigles and Kako ( 1993 ); they found that when toddlers hear a novel transitive verb while simultaneously viewing a non‐causative referent—a contact event such as patting—they map the verb to the contact event. In Experiment 1 we replicated this basic result. Further, toddlers’ representations persisted over a 5‐minute delay, manifesting again during a retest. In Experiment 2, toddlers heard the verbs while watching two actors converse instead of while seeing contact events. At test, they showed no evidence of mapping the verbs to contact events, either initially or after a 5‐minute delay, despite that in prior work they mapped verbs to causative events under identical circumstances. We infer that on hearing a novel verb in a transitive frame, absent a relevant visual scene, toddlers posit a more specific representation than the evidence requires—one that incorporates causative semantics. A video abstract of this article can be viewed at: https://youtu.be/aRCqSTbr6Bw     

Same face,same place,different memory: manner of presentation modulates the associative deficit in older adults

One of the more severe and consequential memory impairments experienced by older adults is the loss of the ability to form and remember associations. Although the associative deficit is often assumed to be unitary, memory episodes may contain different types of associations (e.g., item–item, item–context). Research in younger adults suggests that these different association types may involve different neural mechanisms. This raises the possibility that different association types are not equally affected by aging. In order to investigate this, the current study directly compared memory across item–item and item–context associations in younger and older adults by manipulating the manner of presentation of the associations. Results indicate that the associative deficit in aging is not uniform and that aging has a greater impact on item–context compared to item–item associations. The results have implications for theories of associative memory, age-related cognitive decline, and the functional organization of the medial temporal lobe in aging.