Self-Construction,Cognitive Conflicts,and Disordered Eating Attitudes in Young Women

The aim of this study is to identify cognitive variables that predict disordered eating attitudes in a nonclinical sample composed of 50 female university students. Repertory grid technique was used to assess cognitive features of self-construing and cognitive conflicts. Drive for Thinness and Body Dissatisfaction scales from the Eating Disorder Inventory–2 were used as dependent variables, as previous studies suggested that high scores on these scales are associated with the risk of developing or aggravating eating syndromes. Results suggest that drive for thinness can be associated with cognitive conflicts, whereas body dissatisfaction may be higher for those who construct themselves as inadequate and similar to others. In addition, both dependent variables were predicted by being younger and having a higher body mass index.     

Theories of reasoning and the representational level: A reply to Oaksford

Oaksford (2001) considers that the findings of Espino, Santamaría, and García Madruga (2000a) could be explained by the Probability Heuristics Model (PHM) proposed by Chater and Oaksford (1999). He specifically voices three objections, the two main ones being based on the fact that PHM is not a theory about syllogism representation. If this is the case, we consider that PHM cannot explain our data, because most of them were registered before the participants evaluated the conclusion. We argue that only a theory at the representational level can property explain these data.     

Psychological re-evaluations: A survey of practices and perceptions of school psychologists

The practice of psychologically re-evaluating students receiving special education services has been mandated by P.L. 94–142 and further operationalized by state departments of education. Intuitively, such a requirement appears sound, for psychologists occasionally make mistakes, children change over time, and efficacy of special education services is variable. Yet given the other mandated practices, such as yearly IEP updates, and the fact that many school psychologists spend a majority of their time testing, we wondered how important three-year psychological re-evaluations are considered by school psychologists. In the present study 40 psychologists across four states were surveyed concerning their perceptions and practices regarding re-evaluations. The psychologists' responses to a 16-item questionnaire indicated that re-evaluations comprised a substantial portion of their evaluations, involved a considerable amount of time, and were perceived as an important check on a child's diagnosis and placement. Re-evaluations and initial evaluations were described as involving nearly identical tests and related activities.     

Signalization and stimulus-substitution in Pavlov's theory of conditioning

The concept of conditioning as signalization proposed by Ivan P. Pavlov (1927, 1928) is studied in relation to the theory of stimulus-substitution, which is also attributed to him. In the so-called theory of stimulus-substitution a distinction must be made between an empirical principle of substitution and an actual theory of substitution, which can adopt different forms. The Pavlovian theory of substitution--which conceives substitution as a substitution of the unconditioned stimulus (US) by the conditioned stimulus (CS) in the activation of the representation of the former--can be understood as an explanation or model of signalization. Signalization and substitution are answers to different questions, and the level of analysis to which signalization corresponds, is that which concerns the nature of conditioning as an operation of the animal in the environment.     

Anticipatory concern: a study in autism

There has been substantial research on children's empathic responsiveness towards distressed people, and on the limited responsiveness of children with autism. To date, however, there have not been experimental studies to test how far children show concern towards someone who might be expected to feel badly, when that person has not (yet) expressed any negative feelings. We tested matched groups of children with autism and learning disability, and typically developing children of similar verbal mental age (approximately 6 years), with a novel procedure in which participants witnessed one person (E1) tearing the drawing of another (E2). In a comparison condition, a blank card was torn. In the torn‐drawing condition, as predicted, fewer participants with autism orientated towards E2 with an immediate look, and as a group, they were rated as showing less concern for, and fewer concerned looks towards, E2. We discuss possible implications for theoretical perspectives on the early development of empathy in typically as well as atypically developing children.