Gender and time variations in medical students' value development

A classic study by Becker and Geer proposed that medical students underwent cycles of value development during medical school. Initially, high levels of humanitarianism declined then re-emerged as students neared graduation. Declines in humanitarianism were accompanied by increased interest in extrinsic rewards. This paper examines value development in medical school for 200 men and women recent graduates. Questionnaire data collected at three times were used to develop scales of students' orientations toward humanitarianism and extrinsic rewards. We find partial verification for value-change patterns described by Becker and Geer, but gender variations are stronger than time variations. Women showed stronger humanitarianism and stronger interest in work conditions at all times than did men. Interest in extrinsic rewards increased for students of both genders but never surpassed humanitarianism in relative importance.The authors appreciate aid in data analysis from Daniel Duross and Tod Sloan and comments on earlier drafts on the paper by Camille Wortman and Roland K. Hawkes. The research was supported partially by a grant from the Spencer Foundation. An earlier version of the paper was presented at the American Sociological Association Meeting in Detroit.     

On the relation between frequency estimates and recognition memory

The paper concerns the relation between frequency estimates and recognition decisions. Theories postulating that these two measures reflect independent retrieval processes and theories that postulate that frequency estimation and recognition are mutually dependent processes are discussed. Empirical results apparently supporting both positions are also reviewed. Results of experiments in which instructions and test methods are varied factorially and results of conditional and correlational analyses establishing a dependency between frequency estimates and recognition decisions are taken as evidence supporting the dependent process view. However, the results do not permit discrimination within this class of theories.     

A test of the regulatory fit hypothesis in perceptual classification learning

This article builds a bridge between research on regulatory focus in motivation and classification learning. It tests the hypothesis that a fit between the situational regulatory focus and the reward structure of the task leads to greater cognitive flexibility than does a mismatch between situational focus and the reward structure and that the fit between the regulatory-focus-induced processing characteristics and the nature of the environment influences performance. In Experiment 1, we used a classification task for which cognitive flexibility should be advantageous and examined both gains (Experiment 1A) and losses (Experiment 1B) reward structures. In Experiments 2 and 3, we used a classification task for which cognitive flexibility should be disadvantageous. In Experiment 2, we used a gains reward structure, and in Experiment 3, we used a losses reward structure. As was predicted, when cognitive flexibility was advantageous, the participants in a regulatory fit showed faster learning and more quickly shifted toward the optimal response strategy. Also as was predicted, when cognitive flexibility was disadvantageous, the participants in a regulatory mismatch showed faster learning and more quickly shifted toward the optimal response strategy. Implications for current theories of motivation and classification learning are discussed.     

Gender differences in early risk factors for adolescent depression among low-income urban children

One component of a model by Nolen-Hoeksema and Girgus, who propose that risk factors for adolescent depression are more common in girls than in boys during childhood, was tested with 85 low-income, urban, African American and Latino kindergarten through fourth grade children who completed inventories of depression, stress, attributional style, gender role, and body image. Endorsing two of three predicted risk factors, girls reported slightly poorer body image and identified more strongly with a feminine gender role. Boys, however, reported a more negative attributional style. Feminine gender role was not associated with body image or negative attributional style. The applicability of the proposed model to a low-income, ethnic minority, urban population is discussed.     

Personal reflections: barriers and strategies in increasing diversity in psychology

In this article, six faculty and students of color who participated in a panel discussion at a symposium during the National Multicultural Conference and Summit of 2003 talk about the barriers they encountered and continue to encounter in their graduate training and places of employment. They also discuss strategies they found to be effective, enhancing, and positive and suggest other possibilities. The contributors describe their relationships with dominant-group and minority peers and talk about how issues of social class, disability, and sexual orientation as well as color have been part of their experience.     

When the heat is on: romantic partner responses influence distress in socially anxious women

This study provided a preliminary test of whether socially anxious women and their partners would show more negative social support behavior, especially among those with low relationship satisfaction, and whether this would increase the distress of the socially anxious women. Women with (n=22) and without (n=23) heightened social anxiety were observed interacting with their partners under a social-evaluative threat and support behaviors were coded. Unexpectedly, no differences were found between socially and non-socially anxious women and their partners. Although relationship satisfaction influenced this process, it was the more satisfied women who showed more negative behavior. Additionally, the more positive behaviors the partner exhibited, the greater was the distress reported by socially anxious women, particularly among women whose partners reported high relationship satisfaction. Implications for how these findings might expand theories on interpersonal processes in social anxiety are discussed.     

Expect the unexpected: ability, attitude, and responsiveness to hypnosis

Participants' expectancies and hypnotic performance throughout the course of a standardized, individually administered hypnotic protocol were analyzed with a structural equation model that integrated underlying ability, expectancy, and hypnotic response. The model examined expectancies and ability as simultaneous predictors of hypnotic responses as well as hypnotic responses as an influence on subsequent expectancies. Results of the proposed model, which fit very well, supported each of the 4 major hypothesized effects: Expectancies showed significant stability across the course of the hypnosis protocol; expectancies influenced subsequent hypnotic responses, controlling for latent ability; hypnotic responses, in turn, affected subsequent expectancies; and a latent trait underlay hypnotic responses, controlling for expectancies. Although expectancies had a significant effect on hypnotic responsiveness, there was an abundance of variance in hypnotic performance unexplained by the direct or indirect influence of expectation and compatible with the presence of an underlying cognitive ability.     

Spiritual Disposition and Understanding Illness

Although Dull and Skokan (1995) proposed a cognitive model of the effect of religion on health, they neglected to clearly identify the multi-dimensional nature of religion as a cognitive schema. The present paper identifies various aspects of spiritual disposition (defined as personality and beliefs) that can play a role in an individual’s adaptation to illness. Specifically, this paper reviews the factors of religious doctrine and affiliation, spiritual beliefs, religious orientation, God locus of control, faith and hope as aspects of a spiritual disposition and explores how they can function as resources and/or negative factors in the process of adjustment to illness. Implications for clinical health care (e.g., pastoral counsellors) are drawn from this review.     

Test-retest reliability of component process variables within the Hopkins Verbal Learning Test-Revised

Emerging data support the construct validity of component process variables of learning and memory within the Hopkins Verbal Learning Test-Revised (HVLT-R; Brandt & Benedict, 2001); however, the test-retest reliabilities of such measures are heretofore largely unknown. This study reveals generally modest-to-low 1-year test-retest stability for several key HVLT-R component process variables (e.g., semantic clustering) in 41 healthy, younger adults. These findings are discussed in relation to issues of clinical practice and research design in neuropsychological assessment.