Recalled parental bonding,current attachment,and the triarchic conceptualisation of psychopathy

The current investigation examined whether attachment functioning might mediate the effects of parenting on traits associated with psychopathy. Participants completed the Parental Bonding Instrument, the Experiences in Close Relationships Scale, and the Triarchic Psychopathy Measure within a cross-sectional design. Whilst several recalled parenting variables demonstrated significant correlations with the psychopathy subscales, mediation analyses confirmed that the majority of these effects were mediated by current attachment anxiety and avoidance. Only paternal overprotection maintained a significant direct effect on levels of disinhibition. These findings provide support for the argument that attachment dysfunction may represent a potential mechanism through which parenting practices contribute to the emergence of psychopathy-related traits. Inferences regarding causality and mechanisms of effect are naturally constrained by the cross-sectional design of the current investigation, but the preliminary findings presented warrant further examination within prospective designs.     

Executive function as a function of sub-clinical psychopathy

Some aspects of executive function are thought to be dysfunctional in psychopathic individuals. We administered a small battery of neuropsychological tests (spatial alternation task, object alternation task, and Porteus Maze) to two samples of college students and obtained a measure of psychopathy via a self-report questionnaire. Psychopathic traits were related to the tests of object alternation and Porteus Maze but not to the spatial alternation task. Our results support the hypothesis of orbitofrontal cortex (OFC) dysfunction with sparing of dorsolateral prefrontal cortex (DLPFC) in psychopathy and provide a downward extension of this theory to sub-clinical levels of psychopathy.     

Rawls’s Principle of Justice as Fairness and Its Application to the Issue of Same-Sex Marriage

Abstract

This essay applies the principle of justice as fairness to the issue of same-sex marriage. I will outline Rawls’s theory of justice, including the original position and the veil of ignorance as the means by which choosers craft a just state. In considering whether same-sex marriage should be permissible, I argue that a just society, formulated in the Rawlsian context of justice as fairness, should allow them. I assert that gays and lesbians do count as equal citizens because they possess the minimum requirements of the capacity for a sense of justice, a conception of the good, and the ability to be cooperating members of society. Furthermore, within the original position gays and lesbians will be represented because choosers do not know their sexual orientation because it is one of the individual characteristics that are withheld behind the veil. Since the choosers do not know their sexual orientation, they will be unable to use that information in their construction of what counts as a just state comprised of free and equal citizens. Because the family, and the institution of marriage as a primary manifestation of the family, is one of the major social institutions within the basic structure, limitations must be carefully scrutinized.     

Addressing Sexual Assault within Social Systems: System Justification as a Barrier to College Prevention Efforts

Sexual assault perpetrated by men against women is a distressingly common occurrence, particularly on college campuses. One of the barriers to assault prevention efforts is the general perception of violence against women as an unwanted yet implicitly tolerated aspect of the status quo. Drawing on system justification theory, a concept used to explain why individuals accept aspects of their social systems that are objectively unjust, the mechanisms that perpetuate sexual assault are examined. Furthermore, this theory is used to examine current prevention efforts on college campuses and suggestions for modifications to these programs will be made.     

Responsible Conduct of Research Training and Trust Between Research Postgraduate Students and Supervisors

The federal regulations of human research were written to permit the use of discretion so that research can fit the circumstances under which it is conducted. For example, the researcher and institutional review board (IRB) could waive or alter some informed consent elements if they deem this the morally and scientifically best way to conduct the research. To do so, however, researchers and IRBs would first have to use mature moral and scientific judgment. They might also have to rely on empirical research to discover the most effective way to act on their moral sense (e.g., to discover how best to approach potential research participants and explain the nature and purpose of the research participation for which they are being recruited, to ensure comprehension and competent decision making). On discovering the most ethical way to proceed, they would then need to look to the federal regulations of human research to discover how to document their decision and justify it within that somewhat flexible regulatory structure. Unfortunately, many IRBs and researchers fail to take these sensible steps to solve ethical problems and proceed immediately to a default requirement of the regulations that places science at odds with the regulations and, ostensibly, with ethics. The following articles in this special issue are about the process of learning to engage in ethical problem solving and using the flexibility permitted by the federal regulations. These articles extricate researchers from the mindset that has gotten them into trouble, and, ideally, provoke them to use mature common sense and moral judgment.     

Impact of Physical Abuse on Internalizing Behavior Across Generations

This study investigated the multigenerational impact of mothers’ own exposure to physical maltreatment on internalizing symptoms in her child after accounting for her parenting practices, depression, and the child’s own exposure to stressful life events. Children (n?=?101, ages 5–16), predominantly African American, were recruited into this cross sectional study using ethnographic mapping and targeted sampling for high-risk neighborhoods. Mothers reported retrospectively on their own exposure to physical maltreatment in childhood, their parenting practices, as well as current depressive symptoms. Maternal report of her child’s exposure to stressful life events and child behavior was also collected. Maternal childhood exposure to physical maltreatment was significantly associated with her child’s internalizing symptoms (p?=?.004); this effect remained after accounting for child sex, maternal depressive symptoms, harsh parenting practices, and the child’s own exposure to stressful life events. Formal tests of mediation through these pathways were non-significant. Findings suggest mothers’ experience of childhood maltreatment contributes uniquely to children’s internalizing symptoms, potentially through previously uncharacterized pathways. Examination of additional behavioral, psychosocial and biological pathways may help better describe the multi-generational effects of child maltreatment.     

The education of attention as explanation of variability of practice effects: learning the final approach phase in a flight simulator

The present study reports two experiments in which a total of 20 participants without prior flight experience practiced the final approach phase in a fixed-base simulator. All participants received self-controlled concurrent feedback during 180 practice trials. Experiment 1 shows that participants learn more quickly under variable practice conditions than under constant practice conditions. This finding is attributed to the education of attention to the more useful informational variables: Variability of practice reduces the usefulness of initially used informational variables, which leads to a quicker change in variable use, and hence to a larger improvement in performance. In the practice phase of Experiment 2 variability was selectively applied to some experimental factors but not to others. Participants tended to converge toward the variables that were useful in the specific conditions that they encountered during practice. This indicates that an explanation for variability of practice effects in terms of the education of attention is a useful alternative to traditional explanations based on the notion of the generalized motor program and to explanations based on the notions of noise and local minima.