When rejection stings: how self-esteem constrains relationship-enhancement processes

Three experiments examined how needs for acceptance might constrain low versus high self-esteem people's capacity to protect their relationships in the face of difficulties. The authors led participants to believe that their partner perceived a problem in their relationship. They then measured perceptions of the partner's acceptance, partner enhancement, and closeness. Low but not high self-esteem participants read too much into problems, seeing them as a sign that their partner's affections and commitment might be waning. They then derogated their partner and reduced closeness. Being less sensitive to rejection, however, high self-esteem participants affirmed their partner in the face of threat. Ironically, chronic needs for acceptance may result in low self-esteem people seeing signs of rejection where none exist, needlessly weakening attachments.     

Dissociating the effects of featural and conceptual interference on multiple target processing in rapid serial visual presentation

Attentional blink (AB) describes the finding that, when subjects attend to a specified target in a rapidly presented visual stream, they show a decreased ability to process a subsequent probe item for up to 600 msec. In the present study, the roles of featural and conceptual interference in the processing of targets and probes in a rapid serial visual presentation stream were examined. In Experiment 1, featurally more complex T + 1 items produced larger AB even when the physical energy of the stimulus (e.g., the number of pixels) was held constant. In Experiment 2, the conceptual category of the T + 1 item affected target identification but not AB magnitude. These result suggest that featural interference is a major determinant of AB magnitude, whereas featural and conceptual interference both affect target identification.     

Using Artist Trading Cards as an Expressive Arts Intervention in Counseling

Artist trading cards (ATCs) are miniature works of art that are created within the dimensions of standardized trading cards or playing cards (2.5 inches × 3.5 inches). ATCs can be made with a variety of media—everything from pen and ink to oil paints, collages, mosaics, stamping, and altered photos. Using this compact art format as an expressive arts intervention in the therapeutic environment provides the counselor with most, if not all, of the same therapeutic benefits of larger art media (e.g., expressive release, creativity, artistic communication, symbolic self-expression, self-exploration, etc.). The unique benefit of the ATC format is that ATCs allow for traditional expressive arts interventions to be “better, faster, and cheaper” in many ways.     

Collectivizing Rescue Obligations in Bioethics

Bioethicists invoke a duty to rescue in a wide range of cases. Indeed, arguably, there exists an entire medical paradigm whereby vast numbers of medical encounters are treated as rescue cases. The intuitive power of the rescue paradigm is considerable, but much of this power stems from the problematic way that rescue cases are conceptualized—namely, as random, unanticipated, unavoidable, interpersonal events for which context is irrelevant and beneficence is the paramount value. In this article, I critique the basic assumptions of the rescue paradigm, reframe the ethical landscape in which rescue obligations are understood, and defend the necessity and value of a wider social and institutional view. Along the way, I move back and forth between ethical theory and a concrete case where the duty to rescue has been problematically applied: the purported duty to regularly return incidental findings and individual research results in genomic and genetic research.     

WHY RELIGION MATTERS AND THE PURPOSES OF HIGHER EDUCATION: A DIALOGUE WITH HUSTON SMITH

This article examines Huston Smith's critique of and remedy for modernity from the perspective of a college professor who adopted “Why Religion Matters” (2001) as required reading for undergraduates. Smith's heartfelt plea to consider, if not embrace, the common wisdom of traditional religious worldviews deserves a hearing. But Smith's approach is also in need of qualification, supplementation, and critique. This article, ironically, finds the needed qualification, supplementation, and critique in Huston Smith's much earlier publication, The Purposes of Higher Education (1955). This article provides the dialogue.     

Do emotions play an essential role in moral judgments?

The past few decades of moral psychology research have yielded empirical anomalies for rationalist theories of moral judgments. An increasing number of psychologists and philosophers argue that these anomalies are explained well by sentimentalism, the thesis that the presence of an emotion is necessary for the formation of a sincere moral judgment. The present review reveals that while emotions and moral judgments indeed often co-occur, there is scant evidence that emotions directly cause or constitute moral judgments. Research on disgust, anger, sympathy, and guilt indicates that people only reliably experience emotions when judging conduct that is relevant to the welfare of the self and valued others. Moreover, many recent studies have either failed to replicate or exposed crucial confounds in the most cited evidence in support of sentimentalism. Moral psychologists should jettison sentimentalism, and focus instead on how considerations of harm and welfare—the core concepts of rationalist theories— interact with empirical beliefs to shape moral judgments.     

Reactive and proactive aggression: stability of constructs and relations to correlates

The authors examined short-term temporal stability of reactive and proactive aggression, as well as short-term consistency of differential relations of reactive versus proactive aggression to 4 correlates. The authors used parent, teacher, peer, and self-report measures twice across 1 year to assess reactive aggression, proactive aggression, hyperactivity, social skills, anger expression, and depressive symptoms of 2nd-grade boys and girls (N = 57). Both subtypes of aggression remained stable across the year, even when the other subtype of aggression was explained at each assessment. Reactive aggression, but not proactive aggression, was consistently positively related to hyperactivity, poor social skills, and anger expression at each assessment.