Attitudes Toward and Beliefs about Transgender Youth: A Cross-Cultural Comparison Between the United States and India

Using an internet-based survey, we examined attitudes toward transgender youth in the United States and India, two cultures with differences in conceptualizations of gender and treatment of transgender individuals in society, law, and religion. We found generally positive attitudes toward transgender youth in our U.S. (n = 218), but moderately negative ones in our Indian (n = 217), sample. Consistent with the literature on prejudice against transgender adults in many Western societies, general social conservatism in the form of religious beliefs and political ideology, gender-specific conservatism in the form of gender binary belief, and endorsement of environmental rather than biological causes of transgender identity were the best predictors of U.S. participants’ attitudes, although personal contact with gender and sexual minorities also played a role at the bivariate level. These findings suggest that the processes underlying prejudice against transgender youth are similar to those that foster adult-directed transphobia in that cultural context. In contrast, religion-based disapproval and environmental causal attributions were the best predictors of Indian respondents’ attitudes, whereas gender binary belief played only a minor role, and political conservatism and personal contact no role at all. Our regression analyses accounted for considerably more of the variability in U.S. than in Indian participants’ attitudes, highlighting the need for additional (qualitative) work to identify the factors that promote transprejudice in India. We discuss these findings in light of cross-cultural differences between the two countries in terms of our predictors and consider implications for efforts to reduce prejudice against transgender youth.     

Interkulturelle Trainings für die psychosoziale Versorgung

The psychosocial care of patients with a migration background is often related to higher access barriers. Also for professionals in mental health care service the treatment of patients with a migration background often represents a challenge. One way to overcome such barriers is to train care givers in order to enhance cross-cultural competence. In addition to knowledge transfer such training focuses on the process of self-reflection and examination of ones own, as well as the unknown cultural orientation system. Sufficient effectiveness of cross-cultural training has been proven on an international level. However, evaluation studies are lacking in the German speaking region. Additionally, guidelines or quality criteria for providers of training for psychosocial care professionals are lacking. Validated psychometric instruments which assess cross-cultural competence in individuals hardly exist. The present article gives an overview of concepts of cross-cultural competence and the effectiveness of such training. Also an outlook is given on the future prospects of development in the field.     

The effect of applicant–employee fit and temporal construal on employer attraction and pursuit intentions

Although applicant–employee fit has emerged as an important topic in recruitment research, little is known about how job seekers’ perceived similarity with the employees working for an organization affects employer attraction. In this research, we introduce temporal construal as a crucial moderating variable and study how the temporal decision context affects the weighting of applicant–employee fit. In particular, we argue that applicant–employee fit is construed in abstract, high‐level terms, and exerts a stronger influence when prospective applicants hold a distant time perspective. In contrast, instrumental attributes such as pay level represent low‐level construals and gain greater relevance when prospective applicants hold a near time perspective. Two experiments involving a student sample and a sample of unemployed job seekers supported these predictions.     

Associative memory or algorithmic search: a comparative study on learning strategies of bats and shrews

Two common strategies for successful foraging are learning to associate specific sensory cues with patches of prey ("associative learning") and using set decision-making rules to systematically scan for prey ("algorithmic search"). We investigated whether an animal's life history affects which of these two foraging strategies it is likely to use. Natterer's bats (Myotis nattereri) have slow life-history traits and we predicted they would be more likely to use associative learning. Common shrews (Sorex araneus) have fast life-history traits and we predicted that they would rely more heavily on routine-based search. Apart from their marked differences in life-history traits, these two mammals are similar in body size, brain weight, habitat, and diet. We assessed foraging strategy, associative learning ability, and retention time with a four-arm maze; one arm contained a food reward and was marked with four sensory stimuli. Bats and shrews differed significantly in their foraging strategies. Most bats learned to associate the sensory stimuli with the reward and remembered this association over time. Most shrews searched the maze using consistent decision-making rules, but did not learn or remember the association. We discuss these results in terms of life-history traits and other key differences between these species. Our results suggest a link between an animal's life-history strategy and its use of associative learning.     

Distinct discrimination learning strategies and their relation with spatial memory and attentional control in 4- to 14-year-olds

Behavioral, psychophysiological, and neuropsychological studies have revealed large developmental differences in various learning paradigms where learning from positive and negative feedback is essential. The differences are possibly due to the use of distinct strategies that may be related to spatial working memory and attentional control. In this study, strategies in performing a discrimination learning task were distinguished in a cross-sectional sample of 302 children from 4 to 14 years of age. The trial-by-trial accuracy data were analyzed with mathematical learning models. The best-fitting model revealed three learning strategies: hypothesis testing, slow abrupt learning, and nonlearning. The proportion of hypothesis-testing children increased with age. Nonlearners were present only in the youngest age group. Feature preferences for the irrelevant dimension had a detrimental effect on performance in the youngest age group. The executive functions spatial working memory and attentional control significantly predicted posterior learning strategy probabilities after controlling for age.     

"The referents of trait inferences: The impact of trait concepts versus actor-trait links on subsequent judgments": Retraction of Stapel, Koomen, and van der Pligt (1996)

Reports the retraction of "The referents of trait inferences: The impact of trait concepts versus actor-trait links on subsequent judgments" by Diederik A. Stapel, Willem Koomen and Joop van der Pligt (Journal of Personality and Social Psychology, 1996[Mar], Vol 70[3], 437-450). This retraction follows the results of an investigation into the work of Diederik A. Stapel (further information on the investigation can be found here: https://www.commissielevelt.nl/). The Drenth Committee has found evidence of fraud, leading to the conclusion that fraud is most likely in the data supplied by Diederik A. Stapel. His co-authors were unaware of his actions and were not involved in the collection of the likely fraudulent data. (The following abstract of the original article appeared in record 1996-03014-002.) The authors investigated the hypothesis that when trait inferences refer to abstract behavior labels they act as a general interpretation frame and lead to assimilation in subsequent judgments of an ambiguous target, whereas when they refer to a specific actor-trait link they will be used as a scale anchor and lead to contrast. Similar to G. B. Moskowitz and R. J. Roman's (see record 1992-31124-001) study, participants who were instructed to memorize trait-implying sentences showed assimilation, and participants who were instructed to form an impression of the actors in these sentences showed contrast. However, exposure to trait-implying sentences that described actors with real names and were accompanied with photos of the actors resulted in contrast under both memorization and impression instructions (Experiment 1). Furthermore, contrast ensued when trait-implying sentences were accompanied with information that suggested a person attribution, whereas assimilation ensued when that information suggested a situation attribution, independent of processing goals (Experiment 2). These findings are interpreted as support for referent-based explanations of the consequences of trait inferences. (PsycINFO Database Record (c) 2012 APA, all rights reserved).