Reinforcing the Glass Ceiling: The Consequences of Hostile Sexism for Female Managerial Candidates

Previous research has established that benevolent sexism is related to the negative evaluation of women who violate specific norms for behavior. Research has yet to document the causal impact of hostile sexism on evaluations of individual targets. Correlational evidence and ambivalent sexism theory led us to predict that hostile sexism would be associated with negative evaluations of a female candidate for a masculine-typed occupational role. Participants completed the ASI (P. Glick & S. T. Fiske, 1996) and evaluated a curriculum vitae from either a male or female candidate. Higher hostile sexism was significantly associated with more negative evaluations of the female candidate and with lower recommendations that she be employed as a manager. Conversely, higher hostile sexism was significantly associated with higher recommendations that a male candidate should be employed as a manager. Benevolent sexism was unrelated to evaluations and recommendations in this context. The findings support the hypothesis that hostile, but not benevolent, sexism results in negativity toward individual women who pose a threat to men's status in the workplace.     

Predicting uptake of housing services: The role of self-categorization in the theory of planned behaviour

The theory of planned behaviour (TPB) and self-categorization theory (SCT) were used to predict homeless people’s (n = 80) uptake of housing support services. Homeless people’s uptake behaviour was measured one year after a TPB/SCT-based interview schedule was administered. Congruent with previous research, TPB variables were influential predictors of both intention and behaviour. However, the addition of self-categorization variables, such as friendship group norms and identification as a housing support service user, significantly increased the rate prediction for both intention and behaviour, respectively. The implications of the research are firstly, that social cognition models are useful for understanding uptake of housing support services; and secondly, the addition of self-categorization variables aids in exploring the central role that social norms play in understanding the uptake of these services. These findings are discussed in terms of their impact on theory and practice.     

Internet communication: an activity that appeals to shy and socially phobic people?

Shyness (or social anxiety) and social phobia can be viewed as two distinct conditions, and this study investigates whether they are related to use of the Internet generally, and for communication purposes. 362 participants from two schools, a college and a university in the Teesside area in England were asked to complete Mattick and Clarke's (1998) Social Phobia (SPS) and Social Interaction Anxiety (SIAS) scales and also answer a questionnaire which asked them about their use of the Internet generally and for communication purposes. The findings from these suggested that social anxiety and social phobia are not highly associated with use of the Internet either in general, or for communication purposes, although minor associations with certain aspects of Internet use are discussed.     

Laboratory analogue investigation of defusion and reappraisal strategies in the context of symbolically generalized avoidance

The present study examined and compared the effects of 2 analogues of cognitive treatments—cognitive defusion and cognitive reappraisal—on symbolically generalized avoidance established using a basic behavioral laboratory paradigm. This back‐translation design contributes to the development and validation of principle‐based definitions of the applied constructs of defusion and reappraisal. Eighty‐eight participants first underwent basic laboratory procedures designed to establish symbolically generalized avoidance in response to an arbitrary stimulus (a nonsense word). Participants were then randomized to defusion, reappraisal, or control conditions. The response variables were (a) equivalence responding—indicative of the trained relational network and analogous to the cognitive content responsible for symbolic generalization—and (b) avoidance—the behavioral impact of symbolic generalization. A between‐groups analysis revealed that defusion and reappraisal significantly increased the odds of nonavoidance responding. Discrete‐time survival mediation analyses provided preliminary support for the classification of defusion as a functional context intervention and reappraisal as a relational context intervention.     

Number gestures predict learning of number words

When asked to explain their solutions to a problem, children often gesture and, at times, these gestures convey information that is different from the information conveyed in speech. Children who produce these gesture‐speech “mismatches” on a particular task have been found to profit from instruction on that task. We have recently found that some children produce gesture‐speech mismatches when identifying numbers at the cusp of their knowledge, for example, a child incorrectly labels a set of two objects with the word “three” and simultaneously holds up two fingers. These mismatches differ from previously studied mismatches (where the information conveyed in gesture has the potential to be integrated with the information conveyed in speech) in that the gestured response contradicts the spoken response. Here, we ask whether these contradictory number mismatches predict which learners will profit from number‐word instruction. We used the Give‐a‐Number task to measure number knowledge in 47 children (M_age = 4.1 years, SD = 0.58), and used the What's on this Card task to assess whether children produced gesture‐speech mismatches above their knower level. Children who were early in their number learning trajectories (“one‐knowers” and “two‐knowers”) were then randomly assigned, within knower level, to one of two training conditions: a Counting condition in which children practiced counting objects; or an Enriched Number Talk condition containing counting, labeling set sizes, spatial alignment of neighboring sets, and comparison of these sets. Controlling for counting ability, we found that children were more likely to learn the meaning of new number words in the Enriched Number Talk condition than in the Counting condition, but only if they had produced gesture‐speech mismatches at pretest. The findings suggest that numerical gesture‐speech mismatches are a reliable signal that a child is ready to profit from rich number instruction and provide evidence, for the first time, that cardinal number gestures have a role to play in number‐learning.     

Iconicity in the speech of children and adults

Iconicity – the correspondence between form and meaning – may help young children learn to use new words. Early‐learned words are higher in iconicity than later learned words. However, it remains unclear what role iconicity may play in actual language use. Here, we ask whether iconicity relates not just to the age at which words are acquired, but also to how frequently children and adults use the words in their speech. If iconicity serves to bootstrap word learning, then we would expect that children should say highly iconic words more frequently than less iconic words, especially early in development. We would also expect adults to use iconic words more often when speaking to children than to other adults. We examined the relationship between frequency and iconicity for approximately 2000 English words. Replicating previous findings, we found that more iconic words are learned earlier. Moreover, we found that more iconic words tend to be used more by younger children, and adults use more iconic words when speaking to children than to other adults. Together, our results show that young children not only learn words rated high in iconicity earlier than words low in iconicity, but they also produce these words more frequently in conversation – a pattern that is reciprocated by adults when speaking with children. Thus, the earliest conversations of children are relatively higher in iconicity, suggesting that this iconicity scaffolds the production and comprehension of spoken language during early development.     

Relative Efficacy of Cognitive-Behavioral Therapy Administered by Videoconference for Posttraumatic Stress Disorder: A Six-Month Follow-Up

Until recently, only one study was published on cognitive-behavioral therapy (CBT) of posttraumatic stress disorder (PTSD) in individual therapy via videoconference (Germain, Marchand, Bouchard, Drouin, & Guay, 2009 Germain, V., Marchand, A., Bouchard, S., Drouin, M. S. and Guay, S. 2009. Effectiveness of cognitive behavioural therapy administered by videoconference for posttraumatic stress disorder. Cognitive Behaviour Therapy, 38: 42–53. [Taylor & Francis Online] , [Google Scholar]); however, it only assessed the posttreatment effect. This study presents the follow-up of Germain et al.'s (2009 Germain, V., Marchand, A., Bouchard, S., Drouin, M. S. and Guay, S. 2009. Effectiveness of cognitive behavioural therapy administered by videoconference for posttraumatic stress disorder. Cognitive Behaviour Therapy, 38: 42–53. [Taylor & Francis Online] , [Google Scholar]) study. The main goal was to compare the effectiveness after six months of CBT for PTSD either face-to-face (n = 24) or by videoconference (n = 12). Each participant received CBT for 16 to 25 weeks and completed various questionnaires before and after treatment and at a six-month follow-up. The two treatments had equivalent levels of symptom reduction (Modified PTSD Symptom Scale: η² < 0.01, p > .05) and proportion of patients with a clinically significant change in symptoms (42% for face-to-face vs. 38% for videoconferencing, p > .05). Thus, CBT for PTSD via videoconference seems to be a viable alternative when adequate face-to-face treatments are less available.     

Functionalism about possible worlds

Various writers have proposed that the notion of a possible world is a functional concept, yet very little has been done to develop that proposal. This paper explores a particular functionalist account of possible worlds, according to which pluralities of possible worlds are the bases for structures which provide occupants for the roles which analyse our ordinary modal concepts. It argues that the resulting position meets some of the stringent constraints which philosophers have placed upon accounts of possible worlds, while also trivializing the question what possible worlds are. The paper then discusses a range of problems facing the functionalist position.     

Martin Heidegger's principle of identity: On belonging and Ereignis

This article discusses Martin Heidegger's interpretation of Parmenides given in his last public lecture “The Principle of Identity” in 1957. The aim of the piece is to illustrate just how original and significant Heidegger's reading of Parmenides and the principle of identity is, within the history of philosophy. Thus the article will examine the traditional metaphysical interpretation of Parmenides, and consider G. W. F. Hegel and William James’ account of the principle of identity in light of this. It will then consider Heidegger's contribution, his return to and re-interpretation of Parmenides in his last lecture. Heidegger will, through the Parmenidean claim that “Thinking and Being are one”, deconstruct the traditional metaphysical understanding of the principle of identity, and in its place offer a radically different conception of how our relationship, our “belonging together” with Being can be understood.