Measuring the Ability to Express Sexual Thoughts

Ratings were obtained from 30 male college students as to the sexual stimulus relevance of a number of pictures from magazines, each depicting a man and a woman. Then a different group of 72 male students were asked to tell stories about the situations depicted in pictures representing 4 levels of rated sexual stimulus relevance. Half were given ambiguous instructions, while the other half were instructed to tell sexy stories. In general, sexier pictures elicited sexier stories, the effect being more marked with ambiguous instructions. Sexy instructions led to sexier stories except at the highest level of stimulus relevance. The results were interpreted within the framework of an abilities conception of personality.     

Influence of Rhythmic Sensory Stimuli Upon the Heart-Rate

Eighteen retarded adults, divided into three groups equated for IQ, MA, and number conservation performance, received addition-subtraction and reversibility training under either cognitive-conflict or nonconflict conditions, or received no training. Under cognitive-conflict, transformation of one of two sets of discrete elements produced a perceptual illusion, and the addition-subtraction and reversibility operations applied to that set produced conflict between its length and density. Under nonconflict, simultaneous application of the operations to both sets avoided such conflict. Both training groups made significant gains from pretest and significantly exceeded controls in posttest number conservation (ps < .05). Lack of differential gains by the training groups suggested that cognitive conflict is not essential to induce number conservation.     

Advancing the trait EI content domain: Further evidence for the distinctiveness of interpersonal facets

This investigation sought to assess the congruence of the trait emotional intelligence (EI) sampling domain, reflected in the short form of the Trait Emotional Intelligence Questionnaire (TEIQue; Petrides & Furnham, 2006), with the theoretical content of trait EI—namely, the range of personality traits implicated in emotions. First, associations of the TEIQue factors with Emotion-Oriented Coping (EOC) and Social Coping (SC) were compared. Three of the four TEIQue factors were stronger predictors of EOC than SC; only the Emotionality factor was a stronger predictor of SC. Also, Emotionality did not add to the prediction of EOC in a simultaneous regression with the other factors. Secondly, by means of Structural Equation Modelling, the 30-item composite and a theoretically altered 16-item composite were compared as mediators between the Big Five and the emotion-laden dimension of mental health. Even though all interpersonal items (i.e., those pertaining to Sociability and Emotionality) were omitted for the altered composite, it outperformed the original composite in predicting a latent mental health composite of Stress, Anxiety, and EOC. The results highlight the distinct nature of Emotionality and Sociability facets and have implications for the refinement of the trait EI content domain.     

Rushton: The great theoretician and his contribution to personality

J. Philippe Rushton has been described as one of the greatest theorists in the field of personality and individual differences and social psychology. His life history theory (Differential K Theory) was said to bring unification to the scientific study of racial differences as Einstein’s theory of relativity unified the field of physics. It was maintained that Rushton’s General Factor of Personality (GFP) meshes with both general intelligence and his Differential K Theory. The present author presented a two-pillar theory of adaptive functioning that has a heavy concentration on Rushton conceptualization.     

Marital satisfaction as a function of dyadic gender-role constellations

Abstract

Forty-eight married couples completed Snyder's Marital Satisfaction Inventory and were also categorized with the Bern Sex-role Inventory as androgynous, gender role congruent, gender role incongruent, or undifferentiated. Analyses of variance showed that androgynous couples featured more wives who were dissatisfied regarding child issues. Data are also presented for differential patterns for the individual marital satisfaction indices. Results are compared to data on individual gender-role determinants and are conceptualized in terms of gender-role and communication theory.     

Implicit Attitudes as Potential Protection From Risky Sex: Predicting Condom Use With the IAT

The Implicit Association Test (Greenwald, McGhee, & Schwartz, 1998) has become a popular tool for measuring implicit attitudes toward 2 contrasting concepts. In this study, we suggest including a neutral category (trees) to capture implicit evaluations of a single target attitude object. Using such a technique to measure implicit attitudes toward condoms, we predicted and found that explicit attitudes were related to intended condom use in situations that allow for controlled and deliberative processing, but implicit attitudes were related to intended condom use when automatic processing presides. Implications for such implicit and explicit attitude-behavior relations are discussed in the context of sexual risk-taking.     

The Impact of Race and Inclusionary Status on Memory for Ingroup and Outgroup Faces

We explore how rejection by racial ingroup or outgroup members influences the Other Race Effect (ORE; the tendency to have better memory for same-race [SR] relative to other-race [OR] faces). White and Black participants were rejected or accepted by two racial ingroup or outgroup members during an online game. Participants then completed a face recognition task assessing SR and OR targets. Those playing with ingroup members showed the classic ORE. However, inclusion by outgroup members led to the ORE, while exclusion by outgroup members eliminated this effect by increasing outgroup face memory. We discuss future work on exclusion and the ORE.     

«Grados de libertad» y el estudio de casos

RESUMEN

El desarrollo de la investigación evaluativa en la actualidad tiende a reconocer, teóricamente, la necesidad de una síntesis entre la perspectiva cuantitativa y la cualitativa. En este artículo se abandona la posición cuantitativa fuerte, mantenida por este autor en trabajos anteriores, para presentar ahora la perspectiva cualitativa como complemento necesario de la cuantitativa. Se analiza la metodología cualitativa del estudio de casos dentro del ámbito de la ciencia social y los posibles problemas que se plantean, así como, sus ventajas. También se observan una serie de sugerencias con el fin de mejorar el estudio de casos, en su validez y en su interpretación.     

Re‐framing systemic paradigms for the art of learning

Thoughtful people are increasingly concerned that the current paradigms for social, corporate, and educational activities are in disgraceful disarray. The “problem‐solving” or analytical model, the competitive or game model, the commercial or consumer model, the bureaucratic or institutional model, and the disease or illness model which prevail in public discourse are proving to be especially unwholesome. We cannot, however, educate ourselves without paradigms. A credible educational paradigm must be generally accessible without being simplistic, informative without being monothematic, and accommodating as well as discriminating. Given our disquiet with the current cognitive situation, a renewing paradigm must be somehow novel; given the character of human nature, a sustaining paradigm must be somehow familiar.

For a very long time now, professional Sciences have committed themselves to paradigms about “reality out there,” while professional Arts have devoted themselves to expressing “imagination from within here.” The more these two worldviews polarize in opposition to one another, the more room there is—and the more human heed there becomes—for mediation by an applied philosophy which accommodates the “real” as well as the “imaginary” in a complementary way. Such a philosophy would address not only “what do you know?” and “how do you do?” but also “how do you know?” and “why do you do?” In earlier times, people would have been considered neither educated nor wise unless they appreciated the Sciences and the Arts whole. In our time, we may not survive unless we can re‐integrate our fractured perceptions. How might we proceed to do so? There may be a systemological way.