The Relationship Between Attitudinal Ambivalence and Desire to Quit Smoking Among College Smokers1

Growing evidence shows that attitudes can exist on a bivariate rather than a bipolar plane. This conceptualization provides a more dynamic approach to studying how attitudinal ambivalence (i. e., evaluating an attitude object as both positive and negative) affects smoking‐related behaviors. Based on a sample of 157 college smokers, we obtained preliminary validational support for a smoking‐specific felt attitudinal ambivalence scale. Felt attitudinal ambivalence correlated positively with potential for ambivalence, negative attitudes, and negative as well as positive outcome expectancies related to smoking. Smokers who felt more ambivalent reported a greater desire to quit and were more likely to be contemplators, as defined by the transtheoretical model of behavioral change. In multivariate analyses, felt ambivalence toward smoking predicted desire to quit after controlling for positive and negative attitudes and negative smoking consequences. These results provide promising support for the smoking‐specific felt‐ambivalence scale, and suggest that attitudinal ambivalence should be investigated further as a motivational mechanism to affect smoking cessation.     

Parents’ Beliefs about High School Students’ Spatial Abilities: Gender Differences and Associations with Parent Encouragement to Pursue a STEM Career and Students’ STEM Career Intentions

In the present study, we investigated whether parents’ beliefs about their high school aged adolescents’ spatial abilities (i.e., spatial visualization, mental manipulation, and navigation abilities) differed based on their child’s gender. We also examined whether these beliefs related to parents’ encouragement of their child to pursue a Science, Technology, Engineering, or Mathematics (STEM) career as well as students’ actual STEM major and career intentions. Data were collected from 117 pairs of U.S. high school students and one of their parents. We found that parents of young men thought their child had higher mental manipulation and navigation abilities than did parents of young women, even after statistically controlling for adolescents’ actual spatial abilities. Parents who perceived that their child had higher mental manipulation ability were more likely to encourage their child to pursue a STEM career, and those students were more likely to report that they intended to pursue a STEM career. These findings suggest that parents’ beliefs about how good their child is at spatial tasks may be based more strongly on gender stereotypes than on their child’s actual spatial abilities. Helping to make parents aware of these beliefs could be a potential lever of intervention to increase women’s participation in STEM careers.

     

COVID-19 and Religious Ethics

The editors of the JRE solicited short essays on the COVID-19 pandemic from a group of scholars of religious ethics that reflected on how the field might help them make sense of the complex religious, cultural, ethical, and political implications of the pandemic, and on how the pandemic might shape the future of religious ethics.     

ANALYZING ALERTNESS AMONG PEOPLE WITH PROFOUND MULTIPLE DISABILITIES: IMPLICATIONS FOR PROVISION OF TRAINING

We investigated whether variations in alertness among individuals with profound multiple disabilities affected subsequent responsiveness to training programs. Three experiments were conducted involving 5 people. In Experiment 1, results indicated that alertness of 3 individuals increased with provision of skill-acquisition training programs. Results also indicated no predictive relationship between alertness levels prior to training and subsequent responsiveness to training. Experiment 2 replicated results of Experiment 1 with 2 participants from Experiment 1 and an additional participant. Results of Experiment 2 also indicated that the increased alertness levels accompanying provision of training were not a function of the participants simply being in an inactive environment prior to training. Results of Experiment 3 indicated that alertness of an additional participant increased through provision of another training intervention, involving a systematic preference assessment. Responses during the preference assessment appeared to be unrelated to previously existing alertness levels. These findings suggest the need for caution when considering the withholding of scheduled training because an individual appears to be nonalert.     

A Theory of Perceptual Objects

Objects are central in visual, auditory, and tactual perception. But what counts as a perceptual object? I address this question via a structural unity schema, which specifies how a collection of parts must be arranged to compose an object for perception. On the theory I propose, perceptual objects are composed of parts that participate in causally sustained regularities. I argue that this theory falls out of a compelling account of the function of object perception, and illustrate its applications to multisensory perception. I also argue that the account avoids problems faced by standard views of visual and auditory objects.     

A COMPREHENSIVE EVALUATION OF REINFORCER IDENTIFICATION PROCESSES FOR PERSONS WITH PROFOUND MULTIPLE HANDICAPS

We evaluated comprehensively a preference assessment for identifying reinforcers for persons with profound multiple handicaps. Four experiments were conducted involving 18 individuals. Results of Experiment 1 replicated previous findings in that the assessment identified student preferences for respective stimuli, and caregiver opinion of preferences did not coincide with the systematic assessment. Results of Experiment 2 indicated highly preferred stimuli were likely to function as reinforcers in training programs, whereas stimuli not highly preferred did not function as reinforcers. Results of Experiment 3 suggested the 12 stimuli used in the assessment represented a comprehensive stimulus set for identifying preferences, although the utility of the set sometimes could be enhanced by caregiver opinion. Results of Experiment 4 indicated the assessment identified preferences likely to be maintained over time. Overall, results are discussed in terms of identifying limits and alternatives to a behavioral teaching technology when applied to persons with profound multiple handicaps.     

Amount of reward has opposite effects on the discounting of delayed and probabilistic outcomes

Previous research has shown that the value of large future rewards is discounted less steeply than is the value of small future rewards. These experiments extended this line of research to probabilistic rewards. Two experiments replicated the standard findings for delayed rewards but demonstrated that amount has an opposite effect on the discounting of probabilistic rewards. That is, large probabilistic amounts were discounted at the same or higher rates than small amounts. Although amount had opposite effects on the discounting of delayed and probabilistic rewards, nevertheless, the same form of mathematical function accurately described discounting of both types of reward. The findings suggest that fundamentally similar, but not identical, processes are involved in decision making regarding delayed and probabilistic rewards. The implications of these findings for impulsivity and self-control are discussed.     

Literalism as a marker of hypnotic "trance": disconfirming evidence

The responses given by highly hypnotizable, hypnotic subjects and those of unhypnotizable subjects who simulated hypnosis to questions of the type, "Do you mind telling me your name?" and "Do you mind standing up?" were contrasted. The purpose was to examine Erickson's (1980) assertion that literalism (answering "yes" or "no" verbally or nonverbally without any cognitive elaboration) is a marker of hypnotic "trance." Simulators exhibited a greater rate of literalism than hypnotic "virtuosos" (i.e., extreme scorers on both group and individual hypnotizability measures). Hypnotized subjects and nonhypnotized subjects approached in the campus library responded comparably. Because less than a third of hypnotic virtuosos responded literally, our results strongly refuted Erickson's assertion that literalism is a cognitive feature of hypnosis.