A MEDIATIONAL MODEL OF AUTONOMY, SELF-ESTEEM, AND EATING DISORDERED ATTITUDES AND BEHAVIORS

This study expands upon existing literature by examining how the relationship between autonomy deficits and low self-esteem may create a psychological environment conducive to the development of eating disordered behaviors. Findings supported a mediational model to account for eating disordered behaviors in 71 college women. In this model, lack of autonomy was related to decreased global self-esteem, which in turn was associated with bulimia, body dissatisfaction, and drive for thinness. Although only tentative and cross-sectional in nature, this study is of particular importance because it links autonomy and self-esteem in a coherent model predictive of eating disordered behaviors in college women. Developmental aspects of eating disorders and treatment implications are discussed.     

TECHNOLOGY AND THE FUTURE: ON DREAMING THE IMPOSSIBLE

Abstract. My comment on Ethics in an Age of Technology, volume 2 of Ian G. Barbour's Gifford Lectures, acknowledges the excellence of Barbour's depictions of the social-cum-technological problems facing humanity in the coming millennium. Barbour's proposed solutions, too, are reasonable—but usually presuppose fundamental reforms in social values, especially within the powerful industrialized societies. Without further analysis of technology and values, this seems to make such solutions “impossible dreams.” My thesis is that clear analysis of the ideal aspects of technology (as itself the embodiment of knowledge and values), plus clues from Alfred North Whitehead on the dynamics of social change, can reinforce hope even in “impossible” dreams. First, technology, though embodied in solid material machinery and powerful social institutions, is no more “solid” than constant reaffirmation of the values behind it (as was the case with the Berlin Wall). Second, great ideals, over time, have the power to help create the conditions of their own possibility. Social change is both “pushed” by coercive forces (e.g., climate changes) and “pulled” by great values (e.g., human dignity). Therefore there are practical benefits to be gained from attending to, and celebrating, even currently “impossible” dreams as they work to make themselves possible.     

The visual accommodation response during concurrent mental activity

Concurrent mental activity seems to be a significant, nonvisual factor affecting the human accommodation response. Two experiments were conducted to determine the direction and magnitude of this accommodation response. Experiment 1 employed a concurrent, written backwards counting task. Experiment 2 employed a concurrent, mental imagery task of “thinking near” and “thinking far.” In both experiments, the concurrent secondary task effected a cumulative accommodative shift toward the visual far point of from .25 to .75 diopter away from a near (3.0 diopter) target. This accommodative shift was observed only in the presence of a stimulus field and not in open-loop (analogous to empty-field) conditions. In addition, a long-term instability in the open-loop method of obtaining the dark focus was observed. Similarities between this accommodative shift and the pupillary response are noted. The accommodation response is discussed in relationship to both an attention-sharing and an involuntary autonomic response model.     

The logic of causal methods in social science

Two kinds of causal inference rules which are widely used by social scientists are investigated. Two conceptions of causation also widely used are explicated — the INUS and probabilistic conceptions of causation. It is shown that the causal inference rules which link correlation, a kind of partial correlation, and a conception of causation areinvalid. It is concluded anew methodology is required for causal inference.     

Pronoun disambiguation: Accessing potential antecedents

Two general classes of pronoun disambiguation processes are considered. In reading “Jack threw a snowball at Phil, but he missed,” both possible antecedents of “he” (“Jack” and “Phil”) may be accessed initially. Or, the actual antecedent alone may be accessed after sufficient semantic context is encoded. To evaluate these alternatives, a yes-no-probe recognition task was used to measure priming of the potential antecedents in sentence comprehension. Subjects read sentences similar to the example and were presented a test word immediately following each sentence. Response times for the actual antecedent (“Jack”) and nonantecedent (“Phil”) probes were obtained. Results indicated that the nonantecedent as well as the antecedent was activated (accessed) in pronoun disambiguation. This conclusion was not affected by the ordering of the antecedent and nonantecedent in the first clause.     

Male responses to female competence

This study investigated the conditions under which a male would denigrate a female because of her competence. Sixty-four male subjects either cooperated or competed on anagram tasks with high/low competence male or female co-workers in the presence of a male or a female experimenter. Subsequently, these subjects evaluated their co-workers. No evidence was found to support the notion that males rejected a female partner because of her competence. In fact, some measures revealed that competent females were valued over their male counterparts in the cooperative conditions. Unexpectedly, sex of the experimenter interacted significantly with sex of the co-worker to determine the subject's responses to his partner's competence on two of the dependent measures. The discrepancies between these findings and earlier research findings are addressed. The implications for females in a mixed-sex work context are discussed.     

Sexual experience, sex guilt, and sexual moral reasoning

Two studies are described in which the relations between sexual experience, sex guilt, and sexual moral reasoning were examined. Subjects were asked to articulate their opinions on each of six sexual activities, and then choose one of six statements (corresponding to Kohlberg's six stages of reasoning) that most clearly reflected why they had, or had not, engaged in three of those activities. An analysis of the moral reasoning present in each of the six articulated responses indicated that level of reasoning was inversely related to sex guilt. Analysis of the preference data indicated that subjects endorsed reasoning (statements) at a higher stage than they had articulated, and that this “gap” between articulation and preference was much greater for less experienced subjects. Results are discussed in terms of the utility of using situation-specific moral dilemmas when assessing moral reasoning, and in terms of the possible role that lack of sexual experience plays in inhibiting sexual moral development.     

Predicting Perceptions of Victimization

Male and female subjects rated female victims of misfortune after observing videotapes of the victims detailing their injuries to doctors. Contrary to predictions of just wortd theory, subjects derogated culpable victims more than innocent victims. When observers identified with the victim, through political ties, derogation was reduced. It was concluded that responses to victims are described by a balance theory framework in which the observer's relationships to the victim and the victimizing agent determine whether (s)he will react to victims with sympathy or derogation. It was further concluded that these relationships can be predicted from an understanding of the social and political context shared by the perceiver and the victim.     

SELF-RECORDING IN TRAINING GIRLS TO INCREASE WORK AND EVOKE STAFF PRAISE IN AN INSTITUTION FOR OFFENDERS1

Self-recording procedures were used by four adolescent girls to increase work and comments (cues) that evoked staff praise during vocational training sessions in a maximum-security institution for offenders. The girls were selected on the basis of their not responding to a staff-directed token program. The self-recording procedures were directed by a therapist who saw the girls outside the vocational training sessions. According to a multiple-baseline design, self-recording of work was introduced sequentially to each of the two or three settings the girls attended each day. A few days after work had increased, self-recording of cues was introduced. Tokens were delivered by the therapist for work and cues recorded by the girls. Work and cues increased following self-recording for three of the girls and increased cues evoked higher rates of staff praise. Girl and staff behaviors were maintained during short follow-up periods when tokens were not given for the girls' records. The procedures failed to effect desirable changes with a fourth girl's work, and self-recording of work was terminated without introducing cueing.