Adult attachment to transitional objects and borderline personality disorder

Borderline personality disorder (BPD) is characterized by tumultuous, unstable personal relationships, difficulty being alone, and an inability to self-soothe. This may explain why patients with BPD tend to develop strong attachments to transitional objects such as stuffed animals. Research in hospital settings has linked the use of transitional objects to the presence of BPD. Using a nonclinical community sample (N = 80) we explored the link between attachments to transitional objects and various aspects of personality pathology, as well as to childhood trauma, and parental rearing styles. People who reported intense current attachments to transitional objects were significantly more likely to meet criteria for a BPD diagnosis than those who did not; they also reported more childhood trauma, rated their early caregivers as less supportive, and had more attachment problems as adults. Heavy emotional reliance on transitional objects in adulthood may be an indicator of underlying pathology, particularly BPD.     

Quantifying the Gender Gap: An Empirical Study of the Underrepresentation of Women in Philosophy

The lack of gender parity in philosophy has garnered serious attention recently. Previous empirical work that aims to quantify what has come to be called “the gender gap” in philosophy focuses mainly on the absence of women in philosophy faculty and graduate programs. Our study looks at gender representation in philosophy among undergraduate students, undergraduate majors, graduate students, and faculty. Our findings are consistent with what other studies have found about women faculty in philosophy, but we were able to add two pieces of new information. First, the biggest drop in the proportion of women in philosophy occurs between students enrolled in introductory philosophy classes and philosophy majors. Second, this drop is mitigated by the presence of more women philosophy faculty.     

More Than Two Choices: The Influence of Context on the Framing Effect

The framing effect demonstrates that two options with different risk levels affect people??s risk preferences, even if both options are logically equivalent. However, in reality we are almost always confronted with more than two choices, rather than a single manipulated message. In this paper, we simultaneously manipulate the framing effect and the context effect, including the attraction effect and the compromise effect, to examine the influence of context on framing. The results of two studies show that context influences the original choice preference arising from the framing effect. Moreover, the framing effect is reduced when context effects are introduced to the original choice set.     

The next generation: the value of reminding

In two experiments, we investigated the influence of repeated processing in the context of the generation effect. In both experiments, participants studied words once or twice. Once-studied words either were read or were generated from a definition. Twice-studied words were read both times, generated both times, or read once and generated once. Free recall was best (in order of decreasing performance) after generating twice, after generating plus reading, and finally after generating once; any generation was better than purely reading. Recognition showed a similar pattern, except that the benefit of generating twice was not as striking as in recall and that reading plus generating was just as effective as generating twice. The overall pattern of results is accounted for by a simple model in which a second encoding results in a reminding of the first encoding, and this additional encoding supports subsequent recollection. This reminding is, consequently, more effective in recall than in recognition, and it operates in accordance with the principles of transfer-appropriate processing.     

The Cultural Community: An Husserlian Approach and Reproach

What types of unity and disunity belong to a group of people sharing a culture? Husserl illuminates these communities by helping us trace their origin to two types of interpersonal act—cooperation and influence—though cultural communities are distinguished from both cooperative groups and mere communities of related influences. This analysis has consequences for contemporary concerns about multi- or mono-culturalism and the relationship between culture and politics. It also leads us to critique Husserl’s desire for a new humanity, one that is rational, cooperatively united, and animated by a universal philosophical culture. Reflecting on culture, a spiritually shaped and shared domain of the world, draws us to reflect also on ourselves as social and rational animals, and to ask, what should we reasonably hope for—and aim for—in a human culture that expresses and supports our shared lives of reason? Aristotle is used for occasional comparisons and contrasts.     

Methodological implications of the affect revolution: a 35-year review of emotion regulation assessment in children

This investigation analyzed the methods used over the past 35 years to study emotion regulation (ER) in children. Articles published from 1975 through 2010 were identified in 42 child clinical, developmental, and emotion psychology journals. Overall, 61.1% of published ER articles relied on one method and 23.6% used two methods. Analyses revealed (a) 82.8% of published ER research occurring within the past decade; (b) higher rates of observational methods with infant and toddler/preschool samples, but more use of self-report methodology with middle childhood and adolescent samples; (c) a longer history of published ER research with samples of infants to 5-year-olds, including the use of more longitudinal design, compared with older samples; and (d) a positive association between journal impact ratings and the use of physiological and observational measurement. Review of the measurement tools used to capture ER revealed great diversity in how emotion processes are understood and evaluated.     

The Dopamine Receptor D4 Gene (<Emphasis Type="Italic">DRD4</Emphasis>) Moderates Family Environmental Effects on ADHD

Attention-Deficit/Hyperactivity Disorder (ADHD) is a prime candidate for exploration of gene-by-environment interaction (i.e., G x E), particularly in relation to dopamine system genes, due to strong evidence that dopamine systems are dysregulated in the disorder. Using a G x E design, we examined whether the DRD4 promoter 120-bp tandem repeat polymorphism, previously associated with ADHD, moderated the effects of inconsistent parenting and marital conflict on ADHD or Oppositional-Defiant Disorder (ODD). Participants were 548 children with ADHD and non-ADHD comparison children and their parents. Homozygosity for the DRD4 promoter 120-bp tandem repeat insertion allele increased vulnerability for ADHD and ODD only in the presence of inconsistent parenting and appeared to increase susceptibility to the influence of increased child self-blame for marital conflict on ADHD inattention. DRD4 genotypes may interact with these proximal family environmental risk factors by increasing the individual’s responsivity to environmental contingencies.     

One Woman's Development and Resilience in the Face of Complex Trauma: A Relational–Cultural Study of Growth Through Counseling

Many counselors feel pressure to use manualized treatment approaches because of pressure from 3rd‐party payers. Unfortunately, this is not always the best practice, especially in cases of complex trauma, in which a very strong therapeutic relationship is a vital component of successful treatment. Relational–cultural theory provides an alternative conceptual lens for treating complex cases and is a natural fit for counselors' professional identity. This case illustrates how a counselor used a relational–cultural conceptualization as a guide in treating a client with complex presenting concerns.     

Teaching college students to pour accurately using behavioral skills training: Evaluation of the effects of peer modeling

Excessive alcohol consumption among college students is a serious problem. Alcohol education courses, during which students are taught to free‐pour accurate servings of alcohol, have been proposed as one strategy to reduce this problem. However, few studies have evaluated the effects of peer models on free‐pour skill maintenance. We used a nonconcurrent multiple‐baseline across subjects design to assess the effects of peer modeling on maintenance of college students' (N = 19) pouring skills of a standard serving of beer immediately following Behavioral Skills Training (BST). Results indicated participants who inaccurately poured a standard serving of beer at baseline (n = 17) accurately poured following receipt of BST, and all participants (N = 19) maintained accurate pouring in the presence of peer confederate models who poured inaccurately or accurately. Results suggest BST is an efficient (i.e., low to no‐cost, requires no sophisticated laboratory space or software, and makes use of available and affordable materials) and effective tool for teaching college students to pour standard servings of beer and that the immediate introduction of inaccurately pouring peer models has little or no effect on skill maintenance.