Is False Belief Skin-Deep? The Agent's Eye Status Influences Infants' Reasoning in Belief-Inducing Situations

Two experiments were conducted to determine if infants attribute false beliefs to others when tested with the violation-of-expectancy procedure. In Experiment 1, the false-belief task was administered to 14- and 18-month-old infants. The procedure was identical to the one used by Onishi and Baillargeon (2005 Onishi , K. H. , & Baillargeon , R. ( 2005 ). Do 15-month-old infants understand false beliefs? Science , 308 , 255 – 258 . doi: 10.1126/science.1107621 [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]), except that two transparent boxes replaced the opaque boxes. Results revealed that infants looked longer when the agent searched in the empty box, a pattern of looking time opposite to the one typically observed with opaque boxes. It is, however, unclear whether infants' behavior was simply guided by their own visual access to the toy's location visible through the transparent box. To test this alternative explanation, Experiment 2 was conducted with 14- and 18-month-old infants. Infants were administered the same modified nonverbal false-belief task with transparent boxes, except that the agent wore a blindfold during the test phase. Contrary to Experiment 1, results revealed that infants were not surprised when the agent searched in either of the two transparent boxes and therefore appeared to treat her as ignorant. These findings demonstrate that infants' psychological reasoning system is more rigid than later forms when predicting an agent's future actions.     

A Cross-Cultural Study of Depression in the Aftermath of a Natural Disaster

This study evaluated the extent and severity of depressive symptoms among adults (n=1015) in Armenia one year after the 1988 earthquake, using an Armenian translation of the Beck Depression Inventory (BDI-Arm). Earthquake surivivors had higher levels of depression than did their non-earthquake counterparts. For both the quake and non-quake regions, women were found to have higher scores on the BDI-Arm than men, and persons between the ages of 31–55 reported significantly higher depressive ratings than individuals who were 17–30. Interactions between the quake and non-quake areas and gender indicated that women in both areas reported significantly more depressive symptoms than men. The psychometric properties of the BDI-Arm compared favorably to those defined by North American studies.     

Women Experiencing Psychological Abuse: Are They a Homogenous Group?

Dichotomizing women as “abused” versus “not abused” assumes that any psychological maltreatment results in similar outcomes. A national sample of women in conflictual relationships completed an online survey. Women with no incidence (N = 33), the lowest quartile (N = 86), and the top quartile (N = 81) of psychological maltreatment demonstrated significant differences in reactions to the maltreatment, mental health indicators, personality variables, perceived harm, problematic relationship schemas, and response styles. Women with no psychological abuse and women in the lowest quartile produced similar scores that were typically distinct from the top-quartile women. Effective treatment of women with lower amounts of psychological abuse might not require a unique intervention likely necessary for women experiencing much psychological abuse.     

Gender Differences in Reporting Psychological Abuse in a National Sample

Understanding the nature and impact of psychological abuse for males and females is crucial because it might be the precursor of other forms of violence. This study examines reported gender differences in psychologically abusive acts using a national sample of U.S. citizens. The data were collected anonymously from an online administration of the Measure of Psychological Abuse (MPAB). Other measures were included to assess outcomes that might occur due to psychological abuse. Results indicate that there are more similarities than differences in the gender reports of psychological abuse. Compared to males' reports, differences include female reports of certain behaviors leading to more negative emotional and behavioral impact and more negative outcomes due to being in a psychologically abusive relationship.     

Religious coping,stigma, and psychological functioning among HIV-positive African American women

The present study examined the role of religious coping in psychological distress and adjustment both cross-sectionally and longitudinally among 141 HIV-positive African American women. Cross-sectional analyses showed that negative religious coping was associated with poorer mental health and functioning, and greater perceptions of stigma and discrimination. Longitudinal analyses revealed that greater negative religious coping at baseline significantly predicted greater changes in mental health in a negative direction 12 months later. Positive religious coping was not associated with any measures of psychological well-being, nor did it predict any mental health outcomes at 12 months. However, participants who experienced high levels of HIV-related stigma and reported high levels of positive religious coping were less depressed than those who reported lower levels of positive religious coping. These results suggest that for this population, negative religious coping was a more salient determinant of psychological distress than positive religious coping was of psychological health.     

The Effects of the Structured Interview on Reducing Biases Against Pregnant Job Applicants

Some research has been conducted on the discrimination faced by pregnant women in the workplace. Few studies, however, have specifically investigated how this bias is manifested in employment or hiring decisions. The current study was designed to examine possible bias during structured interviews. Participants watched a videotaped scenario in which candidates were interviewed for a job. The 2 × 2 × 2 experimental conditions were varied to represent a structured or an unstructured interview, a pregnant or nonpregnant interviewee, and the open position of either a high school teacher or sales representative. Results indicate an overall bias against pregnant women and suggested that the structured interview reduces this bias.     

The Depression Anxiety Stress Scale-21: Spanish Translation and Validation with a Hispanic Sample

The English-language version of the Depression Anxiety Stress Scale-21 (DASS-21) was professionally translated into Spanish and field-tested among 98 bilingual Hispanic adults. Participants who were diagnosed with an anxiety disorder on the Anxiety Disorders Interview Schedule-IV completed the DASS-21, the Beck Depression Inventory-II, and the Beck Anxiety Inventory. Results indicated strong indices of internal consistency and expected patterns of discriminant, convergent, and structural validity. A confirmatory factor analysis compared a model fit of a first order 1-factor model, a first order 3-factor model, and a second order factor model. The latter 2 models were significantly better than the 1-factor model. Psychometric data were comparable to those of an English version. Clinicians and researchers in need of a brief, Spanish-language, screening measure of general psychopathology may want to consider this newly translated DASS-21.     

Guidelines for Writing Letters to Patients

Patient letters provide a permanent record of the genetic counseling that was provided and are unique in medical care; rarely do other health care providers send summaries written specifically to their patients and families. We surveyed genetic counseling training program directors and found that while the acquisition of patient letter-writing skills was considered important, there were no specific guidelines made available to students. To develop letter-writing guidelines, we evaluated patient letters, reviewed references on professional correspondence, surveyed the medical literature, and worked with a writing consultant. The guidelines we subsequently developed and present here include a format for writing patient letters, suggestions on presenting medical information in understandable terms, and wording considerations. These patient letter-writing guidelines are intended to serve as a guide for teaching students this important skill and as a resource for practicing health care professionals.