Individual differences as predictors of preference in visual art

A study was conducted to determine the value of personality and background variables (e g, emotional responsivity, anxiety, parental memories, art training) as predictors of painting preferences One set of 24 paintings was selected, holding theme (sexual or aggressive) constant while contrasting Idealized (12) with Expressionist (12) styles Another set contrasted paintings on the Representational vs Abstract (12) and Linear vs Painterly (12) stylistic dimensions Contrasting pairs of paintings were presented to 48 subjects who rated preference under two instructional sets (objective interest and subjective pleasing) Questionnaire measures of personality and background were entered into step-wise multiple regression analyses, one for each type of preference and each stimulus contrast (8 altogether) Affective characteristics of the viewer (e g, anxiety, emotional responsivity) and parental memories (e g, of maternal affection or expressivity) predicted subjective preference For example, subjects who remembered their mothers as either expressive or affectionate preferred Idealized versions of sexual and aggressive paintings Artistic training and background emerged only in relation to objective preferences     

Relationship between neuropsychological data and response to behavioral treatment in a case of carbon monoxide toxicity and dementia

The ability of learning measures to predict a behavioral treatment response was of interest in this study. A severely impaired and behaviorally disturbed female neuropsychiatric patient was unable to demonstrate any learning on "direct" tests involving multiple free recall trials or cued paired associate recall. However, she performed normally on an "indirect" test involving implicit learning of new associations. To assess whether direct or indirect measures tapped the kind of learning required by a positive reinforcement-based treatment approach, a token program was carried out. There was a 72.5% reduction in maladaptive behavior relative to baseline, indicating a positive treatment response. The results are discussed in terms of the potential treatment utility and predictive validity of indirect measures of learning and memory and the relation of neuropsychological data to intervention issues in general.     

A Comprehensive Meta-Analysis of Triple P-Positive Parenting Program Using Hierarchical Linear Modeling: Effectiveness and Moderating Variables

A meta-analysis encompassing all studies evaluating the impact of the Triple P-Positive Parenting Program on parent and child outcome measures was conducted in an effort to identify variables that moderate the program's effectiveness. Hierarchical linear models (HLM) with three levels of data were employed to analyze effect sizes. The results (N = 55 studies) indicate that Triple P causes positive changes in parenting skills, child problem behavior and parental well-being in the small to moderate range, varying as a function of the intensity of the intervention. The most salient findings of variables moderating the interventions' impact were larger effects found on parent report as compared to observational measures and more improvement associated with more intensive formats and initially more distressed families. Sample characteristics (e.g., child's age, being a boy) and methodological features (e.g., study quality) exhibited different degrees of predictive power. The analysis clearly identified several strengths of the Triple P system, most importantly its ability to effect meaningful improvement in parents and children. Some limitations pertain to the small evidence-base of certain formats of Triple P and the lack of follow-up data beyond 3 years after the intervention. Many of the present findings may be relevant to other evidence-based parenting programs.     

Delimiting the concept of research: an ethical perspective

It is important to be able to offer an account of which activities count as scientific research, given our current interest in promoting research as a means to benefit humankind and in ethically regulating it. We attempt to offer such an account, arguing that we need to consider both the procedural and functional dimensions of an activity before we can establish whether it is a genuine instance of scientific research. By placing research in a broader schema of activities, the similarities and differences between research activities and other activities become visible. It is also easier to show why some activities that do not count as research can sometimes be confused with research and why some other activities can be regarded only partially as research. Although the concept of research is important to delimit a class of activities which we might be morally obliged to promote, we observe that the class of activities which are regarded as subject to ethical regulation is not exhausted by research activities. We argue that, whether they be research or not, all the activities that are likely to affect the rights and interests of the individuals involved and impact on the rights and interests of other individuals raise ethical issues and might be in need of ethical regulation.     

Verbal responses of male college students to human figure paintings varying in collative properties, perceived sexuality, and perceived aggression

20 male undergraduates rated 60 human figure paintings on verbal scales to index collative variability (e.g., simple-complex), perceived sexuality, and perceived aggression in the stimuli. Regression equations were used to predict epistemic (interest) and diversive (pleasingness) responses to the paintings. Collative variability predicted diversive but not epistemic appreciation. Perceived aggression was the strongest predictor for both types of aesthetic reaction. Perceived sexuality was most strongly related to diversive appreciation. Both linear and nonlinear functions emerged and these were discussed in terms of consistency with Berlyne's 1971 theory of aesthetics.     

Predicting Early Sexual Activity with Behavior Problems Exhibited at School Entry and in Early Adolescence

Youth who initiate sexual intercourse in early adolescence (age 11–14) experience multiple risks, including concurrent adjustment problems and unsafe sexual practices. The current study tested two models describing the links between childhood precursors, early adolescent risk factors, and adolescent sexual activity: a cumulative model and a meditational model. A longitudinal sample of 694 boys and girls from four geographical locations was utilized, with data collected from kindergarten through high school. Structural equation models revealed that, irrespective of gender or race, high rates of aggressive disruptive behaviors and attention problems at school entry increased risk for a constellation of problem behaviors in middle school (school maladjustment, antisocial activity, and substance use) which, in turn, promoted the early initiation of sexual activity. Implications are discussed for developmental models of early sexual activity and for prevention programming.

Cultural differences in perceived social norms and social anxiety

Cultural considerations in social anxiety are a rarely investigated topic although it seems likely that differences between countries in social norms may relate to the extent of social anxiety. The present study investigated individuals' personal and perceived cultural norms and their relation to social anxiety and fear of blushing. A total of 909 participants from eight countries completed vignettes describing social situations and evaluated the social acceptability of the behavior of the main actor both from their own, personal perspective as well as from a cultural viewpoint. Personal and cultural norms showed somewhat different patterns in comparison between types of countries (individualistic/collectivistic). According to reported cultural norms, collectivistic countries were more accepting toward socially reticent and withdrawn behaviors than was the case in individualistic countries. In contrast, there was no difference between individualistic and collectivistic countries on individuals' personal perspectives regarding socially withdrawn behavior. Collectivistic countries also reported greater levels of social anxiety and more fear of blushing than individualistic countries. Significant positive relations occurred between the extent to which attention-avoiding behaviors are accepted in a culture and the level of social anxiety or fear of blushing symptoms. These results provide initial evidence that social anxiety may be related to different cultural norms across countries.