Challenged Expectations: Mere Exposure Effects on Attitudes About Transgender People and Rights

Social categorization processes may be initiated by physical appearance, which have the potential to influence how people evaluate others. Categorizations ground what stereotypes and prejudices, if any, become activated. Gender is one of the first features people notice about others. Much less is known about individuals who may transgress gender expectations, including people who are transgender. Using an experiment, this study investigates whether the attitudes that people have about transgender people and rights are influenced by information and facial images. We hypothesize that mere exposure to transgender people, via information and images of faces, should be a source of prejudice reduction. We randomly provide participants with vignettes defining transgender and also randomize whether these vignettes come with facial images, varying the physical features of gendered individuals. We find our treatments have lower levels of discomfort and transphobia but have little effect on transgender rights attitudes. We further find that the impacts are stronger among Democrats than among Republicans. Our findings support the argument that people are in general unfamiliar with transgender people, and the mere exposure to outgroups can be a source of prejudice reduction.     

Women Stay Local, Men Go National and Global? Gender Differences in Political Interest

This study challenges the idea that women are less interested in politics than men by arguing that women are not less interested in politics but, rather, are interested in different issues. I decompose the concept of general political interest into interest in local, national and international issues and investigate gender differences in interest in these different issues, as well as in politics in general. Ordinary Least Squares (OLS) regression analyses, based on data collected in 2011 (British Participation Survey) on a representative sample of British citizens (N?=?1,353), reveal no substantial gender difference in interest in local issues. Once political efficacy is controlled for, however, women are more likely than men to be interested in local issues. Furthermore, women are less likely to be interested in national and international issues, as well as politics in general, than men. Further analyses demonstrate that part of the gap in general political interest may be explained by the fact that interest in politics is primarily understood as interest in national politics, an issue in which men are more likely to be interested than women. In summary, the results highlight the need to clarify the concept of ‘politics’ and to move towards the notion that women and men are interested in different issues, rather than the notion that women are less politically interested than men.     

Specifying theories of developmental dyslexia: a diffusion model analysis of word recognition

The nature of word recognition difficulties in developmental dyslexia is still a topic of controversy. We investigated the contribution of phonological processing deficits and uncertainty to the word recognition difficulties of dyslexic children by mathematical diffusion modeling of visual and auditory lexical decision data. The first study showed that poor visual lexical decision performance of reading disabled children was mainly due to a delay in the evaluation of word characteristics, suggesting impaired phonological processing. The adoption of elevated certainty criteria by the disabled readers suggests that uncertainty contributed to the visual word recognition impairments as well. The second study replicated the outcomes for visual lexical decision with formally diagnosed dyslexic children. In addition, during auditory lexical decision, dyslexics presented with reduced accuracy, which also resulted from delayed evaluation of word characteristics. Since orthographic influences are diminished during auditory lexical decision, this strengthens the phonological processing deficit account. Dyslexic children did not adopt heightened certainty criteria during auditory lexical decision, indicating that uncertainty solely impairs reading and not listening.     

Teacher–child conflict and aggressive behaviour in first grade: the intervening role of children's self‐esteem

High levels of teacher–child conflict have repeatedly been found to amplify children's aggressive behaviour. Up to now, however, research on possible mechanisms explaining this link is largely lacking. The current study aimed to test whether children's self‐esteem is an intervening mechanism. Participants were 139 children (70 boys, M age = 6.18 years) and their teachers from 35 classes in 19 schools who were followed longitudinally throughout first grade. Teacher–child conflict was measured during the first trimester (October to December), children's self‐esteem (three child interviews) during the second trimester (January to March) and children's aggressive behaviour during the first and third trimester (April to June). Teacher–child conflict had a significant indirect effect on changes in children's aggressive behaviour across first grade through its effect on children's self‐esteem. Copyright © 2011 John Wiley & Sons, Ltd.     

The Role of Teacher Behavior Management in the Development of Disruptive Behaviors: An Intervention Study with the Good Behavior Game

The role of teacher behavior management for children’s disruptive behavior development (hyperactive and oppositional behavior) was investigated using a universal classroom preventive intervention study. Five-hundred seventy children were followed from second to third grade of elementary school. Observations of teacher behavior management and children’s on-task and off-task classroom behavior and peer reports of hyperactive and oppositional behavior were available. Results showed that the reduced use of negative remarks of intervention teachers predicted children’s increase in on-task behavior and decrease in talking-out behavior. These improved children’s classroom behaviors in turn mediated the impact of the intervention on the development of hyperactive and oppositional behavior over the studied period. These results were similar for girls and boys. The results underscore the role of teachers’ classroom management strategies in improving children’s classroom behavior, which, in turn is an important component in the reduction of disruptive behavior development.     

Parenting and psychosocial development of IVF children: Review of the research literature

When in vitro fertilization is performed, the transition to parenthood takes place in a special way. Many hypotheses have been formulated about the possible (mainly negative) effects that this method of conception may have on the parent–child relationship and the child’s psychosocial development. Since the early 1990s, various studies have been carried out to investigate these assumptions. Overall, few significant differences have been found in the parent–child relationship and psychosocial development of children in IVF families and non-IVF families. Some of the studies have even determined that IVF parents experienced the relationship with the child more positively. A limited number of results indicate a more negative view of parenting in IVF families, especially in terms of allowing for autonomy and feelings of child vulnerability. In one particular study, indications were found for an increased incidence of behavioral and emotional problems in IVF children. Potential explanations for these findings (including methodological issues) and suggestions for future research are discussed.     

Bright light treatment has limited effect in subjects over 55 years with mild early morning awakening

31 subjects, age 55 yr. or older, suffering from mild early morning awakening were randomized to either a bright light (10,000 lux) or to a red dim light placebo condition (200 lux). Light exposure took place in the evening in the patients' homes, 60 to 30 min. before bedtime and lasted for 3 wk. The subjects kept a sleep diary for 2 wk. and wore an actigraph for 1 wk. both before treatment and at post-treatment. Of the eight sleep diary outcome variables, significant effects that could be attributed to the light treatment were only detected for time spent in bed after final morning awakening. None of the six actigraph outcome variables yielded any significant effect of the light therapy. Explanations for the limited therapeutic effects of bright light treatment obtained in the present study are discussed, such as the criteria defining early morning awakening, the selection procedure, problems with compliance, age of the sample, and the dose of light. The lack of an objective circadian marker in this study could represent a problem concerning the timing of the light exposure. Despite the limited success of bright light therapy in this study, bright light therapy should still be considered as a treatment option for early morning awakening.     

A Norwegian adaptation of the Penn State Worry Questionnaire: factor structure, reliability, validity and norms

A Norwegian version of the Penn State Worry Questionnaire (PSWQ) was administered to 304 undergraduate students together with the Beck Depression Inventory (BDI), the State-Trait Anxiety Inventory (STAI) and the Maudsley Obsessive Compulsive Inventory (MOCI). The PSWQ was also administered to a community sample comprising 879 subjects, together with the Beck Anxiety Inventory (BAI), the Beck Depression Inventory II (BDI II) and the White Bear Suppression Inventory (WBSI). Structural equation modeling showed that a three-factor solution of the PSWQ gave the best goodness of fit. The Norwegian version of the PSWQ demonstrated adequate psychometric properties in terms of reliability and validity in both samples. Females scored higher than males on PSWQ.