Reading between the minds: the use of stereotypes in empathic accuracy

An ideal empathizer may attend to another person's behavior in order to understand that person, but it is also possible that accurately understanding other people involves top-down strategies. We hypothesized that perceivers draw on stereotypes to infer other people's thoughts and that stereotype use increases perceivers' accuracy. In this study, perceivers (N = 161) inferred the thoughts of multiple targets. Inferences consistent with stereotypes for the targets' group (new mothers) more accurately captured targets' thoughts, particularly when actual thought content was also stereotypic. We also decomposed variance in empathic accuracy into thought, target, and perceiver variance. Although past research has frequently focused on variance between perceivers or targets (which assumes individual differences in the ability to understand other people or be understood, respectively), the current study showed that the most substantial variance was found within targets because of differences among thoughts.     

Validity and utility of computer-based test interpretation

Computers have been important to applied psychology since their introduction, and the application of computerized methods has expanded in recent decades. The application of computerized methods has broadened in both scope and depth. This article explores the most recent uses of computer-based assessment methods and examines their validity. The comparability between computer-administered tests and their pencil-and-paper counterparts is discussed. Basic decision making in psychiatric screening, personality assessment, neuropsychology, and personnel psychology is also investigated. Studies on the accuracy of computerized narrative reports in personality assessment and psychiatric screening are then summarized. Research thus far appears to indicate that computer-generated reports should be viewed as valuable adjuncts to, rather than substitutes for, clinical judgment. Additional studies are needed to support broadened computer-based test usage.     

Ethical issues in exercise psychology

Exercise psychology encompasses the disciplines of psychiatry, clinical and counseling psychology, health promotion, and the movement sciences. This emerging field involves diverse mental health issues, theories, and general information related to physical activity and exercise. Numerous research investigations across the past 20 years have shown both physical and psychological benefits from physical activity and exercise. Exercise psychology offers many opportunities for growth while positively influencing the mental and physical health of individuals, communities, and society. However, the exercise psychology literature has not addressed ethical issues or dilemmas faced by mental health professionals providing exercise psychology services. This initial discussion of ethical issues in exercise psychology is an important step in continuing to move the field forward. Specifically, this article will address the emergence of exercise psychology and current health behaviors and offer an overview of ethics and ethical issues, education/training and professional competency, cultural and ethnic diversity, multiple-role relationships and conflicts of interest, dependency issues, confidentiality and recording keeping, and advertisement and self-promotion.     

Positive behavior support and applied behavior analysis

This article reviews the origins and characteristics of the positive behavior support (PBS) movement and examines those features in the context of the field of applied behavior analysis (ABA). We raise a number of concerns about PBS as an approach to delivery of behavioral services and its impact on how ABA is viewed by those in human services. We also consider the features of PBS that have facilitated its broad dissemination and how ABA might benefit from emulating certain practices of the PBS movement.     

Retrospective assessment of childhood sexual and physical abuse: a comparison of scaled and behaviorally specific approaches

This study compared retrospective reports of childhood sexual and physical abuse as assessed by two measures: the Childhood Trauma Questionnaire (CTQ), which uses a Likert-type scaling approach, and the Computer Assisted Maltreatment Inventory (CAMI), which employs a behaviorally specific means of assessment. Participants included 1,195 undergraduate students recruited from three geographically diverse universities. Agreement was high across the two measures in the classification of victim status (92% and 80% for sexual and physical abuse, respectively). However, the CTQ classified more participants as sexually abused than did the CAMI, whereas the opposite trend was found for physical abuse. For child physical abuse, many participants reporting abusive acts on the CAMI scored below the cut-point for physical abuse on the CTQ. Classification differences for both types of abuse were largely unrelated to demographic factors, socially desirable responding, or self-reported withholding of information. The implications of these results are discussed in light of future research using retrospective methods of assessing childhood abuse.     

A model for school psychology practice: addressing the needs of students with emotional and behavioral challenges through the use of an in-school support room and reality therapy

This article describes a treatment approach for students with emotional and behavioral challenges. The approach involves conducting reality therapy in an in-school support room. Data from this pilot study indicate that the treatment assists in developing more effective choices and in turn promotes cognitive and behavioral change in most students, while reducing the number of disciplinary actions for these students.     

The visual and haptic perception of natural object shape

In this study, we evaluated observers' ability to compare naturally shaped three-dimensional (3-D) objects, using their senses of vision and touch. In one experiment, the observers haptically manipulated 1 object and then indicated which of 12 visible objects possessed the same shape. In the second experiment, pairs of objects were presented, and the observers indicated whether their 3-D shape was the same or different. The 2 objects were presented either unimodally (vision-vision or haptic-haptic) or cross-modally (vision-haptic or haptic-vision). In both experiments, the observers were able to compare 3-D shape across modalities with reasonably high levels of accuracy. In Experiment 1, for example, the observers' matching performance rose to 72% correct (chance performance was 8.3%) after five experimental sessions. In Experiment 2, small (but significant) differences in performance were obtained between the unimodal vision-vision condition and the two cross-modal conditions. Taken together, the results suggest that vision and touch have functionally overlapping, but not necessarily equivalent, representations of 3-D shape.     

Influence of sex differences in leaders' behavior

Sex differences in influence tactics were examined with a sample of 269 followers (67 men, 202 women) at a large midwestern national insurance company who rated the downward influence tactics used by their direct supervisors. Downward influence tactics are behaviors used by leaders to gain compliance from followers. One department within the organization was identified as a source for participants in the study. Participation was voluntary. The age range for the sample was 21 to 65 years, with the largest percentage falling in the 40-49 year range (M = 3.8, SD = .8). Hierarchical linear modeling procedures were utilized to analyze the multiple level data (leader and follower) and to examine variables within the organization at different levels of analysis. Leader participants were asked to solicit their followers to complete an influence tactic measure, which consisted of the most reliable subscales taken from the Influence Behavior Questionnaire, Schriesheim and Hinkin Influence Measure, and the Profiles of Organizational Influence Strategies. The integrated measure resulted in a 45-item scale. It was hypothesized that, overall, followers would report that male leaders would use hard influence tactics more frequently than female leaders. On the other hand, followers would report that female leaders would use soft influence tactics more frequently than male leaders. When differentiating followers by sex, however, we expected that male followers would report more than female followers that their leaders use hard tactics more frequently. Also, we expected that female followers would report (more than male followers) that their leaders use soft tactics more frequently. Overall, followers reported that male leaders used significantly more personal appeal and consultation, so called "soft tactics," with their followers than did female leaders. Female followers reported that their leaders (both male and female) used consultation and inspirational appeal more frequently. In contrast, male followers reported that their leaders used exchange, so called "hard tactics," more frequently.     

Challenges of organizational learning: perpetuation of discrimination against employees with disabilities

This article examines why organizations struggle with learning how to prevent discrimination against their employees with disabilities. To explore this issue, qualitative archival data were collected and analyzed from 53 Americans with Disabilities Act (ADA) lawsuits filed against 44 organizations. Theoretical analysis of the qualitative data suggests that several organizationally based learning theories explain the difficulty organizations have with creating a disability-friendly work environment. These barriers to learning are embedded in complex defense mechanisms and discriminatory organizational routines. Furthermore, organizations have difficulties engaging in higher-order and vicarious learning. We conclude the article with examples of successful learning practices as they relate to barriers identified in the qualitative analysis.     

Intentional forgetting benefits from thought substitution

This study provides both experimental and correlational evidence that forgetting in the think/no-think paradigm (Anderson & Green, 2001) is sensitive to the substitution of thoughts about new events for thoughts that are to be suppressed. All the participants learned a list of adjective-noun pairs. Then the adjectives were presented as cues for recalling half of the nouns and as cues for suppressing the other half, 0, 2, or 12 times.Aided participants were provided with substitute nouns, to use during suppression. On a final test that requested recall of all initially learned nouns, aided participants showed evidence of below-baseline forgetting of suppressed nouns.Unaided participants produced below-baseline forgetting only if their later self-reports indicated that they had complied relatively well with instructions for suppression. Independently, forgetting in the unaided condition was more successful when the participants reportedly thought about something else during suppression trials. In general, the use of selfinitiated strategiesseems to affect the degree of forgetting in the think/no-think paradigm.