Probability of relapse after recovery from an episode of depression

Examined relapse rates in those individuals who have experienced an episode of unipolar depression as a function of the number of previous episodes, gender, age at onset of the episode (less than 40 vs. greater than 40), time since a previous episode, and depression level at time of interview. From of 6,742 participants, 2,046 were interviewed; of these, 1,130 had at least one, 513 reported a second and 173 reported a third episode. The probability for relapse was positively related to number of previous episodes, being female, depression level at time of interview, but not to age at onset (less than 40 vs. greater than 40). Women were also more likely to have more severe episodes. Participants with elevated depression symptoms reported a greater number of previous episodes. Following the first episode, there was a decline in hazard rate for men but not women; following the second episode, there was no change in vulnerability for men; for women, the results were ambiguous.     

Painting Group Portraits: Studying Life Outcomes for Aggressive and Withdrawn Children

Aggression and social withdrawal have long been of interest to personality psychologists. The present article presents a longitudinal study of the development of children selected from a community sample who were high on aggression and withdrawal. The selection of outcome variables is discussed, and outcomes during adolescence are described. For both males and females, high aggressiveness was predictive of low intelligence, poor school achievement, and psychiatric problems. For females, high aggressiveness was also predictive of general health problems. High social withdrawal was predictive of poor school achievement. Females who were high on withdrawal also had an elevated rate of abortions. Individuals who were high on both aggression and withdrawal had relatively poor social competence, had general problems with behavior, had low intelligence, and were performing poorly in school.     

A Test of Bipolar and Androgyny Perspectives of Masculinity and Femininity: The Effect of Participation in an Outward Bound Program

ABSTRACT The purposes of the present investigation are to examine theoretical issues in androgyny theory by testing the effect of participation in the Outward Bound program on measures of masculinity (M) and femininity (F) Bipolar conceptualizations of MF posit that an increase in either M or F must lead to a decrease in the other, whereas androgyny theory posits M and F to be independent constructs Consistent with a priori predictions based on the nature of the Outward Bound program, participation substantially enhanced M and had a small positive effect on F The results were reasonably consistent for male and female participants, for single-sex and mixed-sex groups, and across responses to three different MF measures Results support the androgyny interpretation of MF and demonstrate the effectiveness of the Outward Bound program in changing MF The results contradict the bipolar perspective that an increase in M must be accompanied by a decrease in F     

Metamemory, memory performance, and causal attributions in gifted and average children

Fifth and seventh graders who had been teacher-selected as high- or average-achieving were tested on the Kognitiver F?higkeits Test, a standardized test of intellectual abilities for German children. Children who met preestablished criteria as gifted or average were then tested on measures of metacognitive knowledge, attributional beliefs, and performance on a sort recall task. Results indicated ability-related differences in metamemory and sort recall performances. Responses to the attributional questionnaires also varied systematically according to ability: gifted children were more likely to attribute their academic successes to high ability than were average children, who showed a stronger belief in the importance of effort in determining task outcomes. Causal modeling analyses illustrated the strength of metacognitive knowledge as a performance predictor on the memory task, especially for average children. Results are discussed in terms of the value of metacognitive theory in understanding individual performance differences.     

Effects of daily stress on negative mood

This article examines the influence of daily stressors on mental health in a community sample. Ss were 166 married couples who completed diaries each day for 6 weeks. In pooled within-person analyses, daily stressors explained up to 20% of the variance in mood. Interpersonal conflicts were by far the most distressing events. Furthermore, when stressors occurred on a series of days, emotional habituation occurred by the second day for almost all events except interpersonal conflicts. Contrary to certain theoretical accounts, multiple stressors on the same day did not exacerbate one another's effects: rather an emotional plateau occurred. Finally on days following a stressful event, mood was better than it would have been if the stressor had not happened. These results reveal the complex emotional effects of daily stressors, and in particular they suggest that future investigations should focus primarily on interpersonal conflicts.     

Effects of coping skills training on generalized self-efficacy and locus of control

A number of studies have shown that mastery experiences strengthen self-efficacy expectancies that are specific to the mastery situation. In this study I assessed the effects of cognitive-behavioral coping skills training on generalized expectancies concerning self-efficacy and locus of control in test-anxious college students. Compared with a waiting-list control group, the trained subjects exhibited significant decreases on trait and state measures of test anxiety and a higher level of academic performance on classroom tests, as well as changes in specific self-efficacy expectancies relating to test-anxiety management and academic performance. Consistent with generalization predictions derived from self-efficacy theory, the coping skills group also exhibited decreases in general trait anxiety and increased scores on a trait measure of generalized self-efficacy. Locus of control was unaffected by the program, and changes in general self-efficacy were unrelated to changes in locus of control, suggesting the possibility that different parameters of experience are related to changes in the two types of generalized expectancies.     

Rater bias in the EASI temperament scales: a twin study

Under trait theory, ratings may be modeled as a function of the temperament of the child and the bias of the rater. Two linear structural equation models are described, one for mutual self- and partner ratings, and one for multiple ratings of related individuals. Application of the first model to EASI temperament data collected from spouses rating each other shows moderate agreement between raters and little rating bias. Spouse pairs agree moderately when rating their twin children, but there is significantly rater bias, with greater bias for monozygotic than for dizygotic twins. MLE's of heritability are approximately .5 for all temperament scales with no common environmental variance. Results are discussed with reference to trait validity, the person-situation debate, halo effects, and stereotyping. Questionnaire development using ratings on family members permits increased rater agreement and reduced rater bias.     

The development of structural complexity in the child's concept of family: the effect of cognitive stage, sex, and intactness of family

Twenty-eight boys and 28 girls at each of the Piagetian preoperational, concrete operational, and formal operational cognitive stages were given an interview focusing on their concepts of family. Half of each group were from intact families, and half were from divorced families. Interviews were scored for two structural aspects of the concept of family: conceptual level, and use of dimensions that structure the concept. The complexity of children's concepts was strongly related to cognitive stage and, to a lesser degree, to sex. Frequency of use of concept dimensions was strongly affected by general developmental level, though not specifically cognitive stage, and by intactness of family, but to a lesser degree by sex. Specific information is provided on the effect of these factors on perceptions of family composition, parental roles, and breadth of family activities.     

Nonlinear and Nonmonotonic Effects of Outcome on Procedural and Distributive Fairness Judgments1

It has generally been assumed that increases in the concrete outcomes of a procedure will result in judgments of greater procedural and distributive fairness, but research on this topic has been inconsistent. Using a classic procedural justice paradigm (Walker, LaTour, Lind, &. Thibaut, 1974), the experiment tested the effects of four levels of outcome. Forty-eight male and female undergraduates were led to believe that their team had been wrongfully charged with cheating in a business simulation game. An adversary adjudication was held, purportedly to resolve the charge. The outcome of the adjudication was confiscation of all, two thirds, one third, or none of the subject's monetary winnings from the game. Both procedural and distributive fairness measures showed dear nonlinear outcome effects. The relationship between outcomes and both fairness measures showed some evidence of being nonmonotonic as well: A two-thirds loss resulted in less favorable reactions than did a total loss. Ratings on other scales suggest that the nonlinear effects are due to beliefs that the judge did not fully consider the evidence in the two-thirds loss and one-third loss conditions. The discussion focuses on the theoretical implications of the findings for procedural justice and social exchange processes and the practical implications for conflict resolution procedure.