A Cell Is Not Just a Cell

ABSTRACT

Two brief case reports are utilized to illustrate phenomena that arise as women seek known individuals to donate sperm cells for the purposes of assisted reproductive technology. Intrapsychic and interpersonal dynamics arise and, at times, collide. Close scrutiny reveals a number of fantasies on the part of all participants: those seeking a donor, potential donors, and the parents of women seeking a donor. These very human forces play out in the context of highly controlled biomedical procedures. I caution that human beings bring the depths of their very human minds to these procedures, and infuse cells with meaning far beyond the technical procedures involved in ART.     

Personality,self-regulated learning,and academic entitlement

The current study explored the relation between the Big-Five personality domains, self-regulated learning, and academic entitlement. Academic entitlement is defined as the tendency to possess expectations of unearned academic success, unearned/undeserved academic services, and/or the expectation of unrealistic accommodation (Chowning and Campbell in J Indiv Diff 101(4): 982, 2009; Singleton-Jackson et al. in Innov Higher Educ, 2010. doi: 10.1007/s10755-010-9151-y). Academic entitlement is a pervasive problem in today’s university environment (Twenge and Campbell in The narcissism epidemic: living in the age of entitlement. Simon and Schuster, New York, 2009), making it important to understand risk factors for academic entitlement. Previous research on academic entitlement has reported a relation between personality factors and academic entitlement (Chowning and Campbell 2009), and between academic entitlement and self-regulated learning (Achacoso 2002). The current study explores the relations among these three constructs from a multivariate perspective using canonical correlation analysis. Results suggested two significant canonical correlations that accounted for approximately 48% of the variance in the academic entitlement subscales.     

Debt and Subjective Well-being: The Other Side of the Income-Happiness Coin

To spur research on the topic of debt and its consequences, we conducted a systematic review to integrate the different conceptualizations of debt and to develop a conceptual model explaining mechanisms through which debt influences subjective well-being (SWB). Our conceptual model weaves two common themes from the prior literature: (a) a bottom-up spillover perspective where debt affects SWB via the financial domain (and possibly other life domains that are negatively affected through spillover); and (b) a resource perspective wherein debt is a strain on financial resources which, in turn, lowers SWB. Further, we review past empirical studies assessing the linkage between debt and SWB. A majority of associations (90 %), from 20 studies, revealed at least one significant negative effect between debt and SWB. Further, a random effects meta-analysis of seven studies showed a small relationship between debt and SWB (r = ?.07), although there also appear to be critical moderators such as levels of debt, source of debt, and overall financial resources. To test our conceptual model, we conduct a moderated mediation analysis of a large scale representative sample of college graduates with Internet access in the United States (N = 2781) to examine the effects of student loans on SWB. Debt and income accounted for 40 and 60 % of the predicted variance of life satisfaction, respectively. In addition, the bottom-up perspective and resource perspectives were supported. One critical limitation is that there are not many studies on debt and SWB. Future areas for research are discussed.     

Gender differences in visual attention to television form and content

Formal features (i.e., rapid action, dialogue, and animation) and content variables (i.e., violence, theme, and sex of characters) were analyzed as possible determinants of gender differences in children's television viewing. Two studies are reported. In Study 1, 5- and 7-year-old boys' and girls' visual attention was observed during four animated programs representing four combinations of high and low action with high and low violence. Boys' visual attention was greater than girls'. Attention was higher to high violence than to low violence. Boys' attention did not vary across treatments, but girls attended more to programs with low action than with high action. In Study 2, nine earlier laboratory studies, each with an independent sample, were subjected to a secondary analysis. The procedures were similar to Study 1; the samples ranged from 3 to 11 years old. Across experiments, boys attended significantly more than girls. The secondary analysis was designed to identify program form and content variables that might account for gender differences. Most content and form attributes failed to account for the pattern of gender differences in attention across or within studies. There was weak support for the notion that violent content and animation appeals more to boys than girls. Boys' greater visual attention was not associated with greater comprehension relative to girls'. It was proposed that girls focus more on the verbal auditory content of television, and boys focus more on the visual content.     

There is a Road,No Simple Highway: Musings on Rural Community Practice

The article was delivered as an invited address to the 2019 SCRA Biennial. The author, the 2019 recipient of the Award for Distinguished Contributions to Practice in Community Psychology, discusses the application of community psychology practice competencies to rural mental health practice and reviews the challenges faced by rural and remote residents, and the rural idyllic myth. The author shares musings and observations of key lessons learned from mentors and practice across over three decades.     

Sex-specific variation in facial masculinity/femininity associated with autistic traits in the general population

Reports linking prenatal testosterone exposure to autistic traits and to a masculinized face structure have motivated research investigating whether autism is associated with facial masculinization. This association has been reported with greater consistency for females than for males, in studies comparing groups with high and low levels of autistic traits. In the present study, we conducted two experiments to examine facial masculinity/femininity in 151 neurotypical adults selected for either low, mid-range, or high levels of autistic traits. In the first experiment, their three-dimensional facial photographs were subjectively rated by 41 raters for masculinity/femininity and were objectively analysed. In the second experiment, we generated 6-face composite images, which were rated by another 36 raters. Across both experiments, findings were consistent for ratings of photographs and composite images. For females, a linear relationship was observed where femininity ratings decreased as a function of higher levels of autistic traits. For males, we found a U-shaped function where males with mid-range levels of traits were rated lowest on masculinity. Objective facial analyses revealed that higher levels of autistic traits were associated with less feminine facial structures in females and less masculine structures in males. These results suggest sex-specific relationships between autistic traits and facial masculinity/femininity.     

Paternal influences in non-organic failure to thrive: Implications for psychosocial management

Clinical experience indicates that fathers have a salient influence on the development of non-organic failure to thrive (NOFT) infants and on the feeding and attachment disturbances that often accompany this pediatric condition. As shown in case examples, fathers influence the origins and outcomes of NOFT through their participation in maladaptive patterns of parenting and/or conflicts with the child's mother, which disrupt maternal emotional adjustment and maternal-child interactions. Clinical assessment of paternal influences through interview and observation can help formulate more realistic treatment planning and family-centered interventions for NOFT children.     

Conformity: moods matter

This study examined the hypotheses that positive mood enhances conformity and that negative mood reduces it. Participants were induced to feel positive, neutral, or negative moods and then answered, in private, six mathematical questions. They observed that wrong answers were unanimously given by five bogus participants for three of the questions. Conformity was measured by whether they indicated the erroneous answers given by these bogus participants in these three questions. The results were supportive of the hypothesis. The current results are consistent with past findings about mood differences in heuristic versus elaborative processing. Copyright © 2007 John Wiley & Sons, Ltd.