Physical Attractiveness and Psychological Adjustment Among Substance Abuse Inpatients: A Longitudinal Study1

Relations between psychological adjustment and physical attractiveness were examined longitudinally in substance abuse inpatients, controlling for the effects of length of drug abuse, length of inpatient stay, age, and socioeconomic status. Measures of adjustment and attractiveness were obtained during the first week of admission and six weeks later (within two weeks of discharge). Regression analyses indicated that initial attractiveness did not predict later adjustment, and initial adjustment did not predict later attractiveness. Partial correlation analyses revealed a positive association between attractiveness and adjustment at the first time point, but not at the later time point. These results suggest that physical attractiveness exerts only a temporary effect on judgments of adjustment in an inpatient setting. Attractiveness may affect decisions made when screening patients at mental health facilities, but may not affect decisions made over the full course of inpatient treatment.     

Is Love Seen as Different for the Obese?1

In order to assess how actual obesity and stereotypes of obesity affect perceptions of love, 222 college students completed an anonymous questionnaire concerning their experiences with love, including the Love Attitudes Scale (LAS) of Hendrick and Hendrick (1986). They then saw a photograph of a male or female who appeared fat or normal weight and responded to an identical questionnaire as they thought the pictured person would. Subjects' obesity was unrelated to dating or marital experience, self-esteem, or LAS subscales. However, fatter stimulus persons were judged to be less attractive, lower in self-esteem, less likely to be dating, less Erotic, less Ludic, and more Manic on the LAS, and to deserve a fatter, uglier love partner. Gender differences were similar to those found in previous studies, with gender stereotypes generally reflecting an exaggeration of actual sex differences. These findings were consistent with the theory that obese people are stereotyped as having fewer resources to contribute to a relationship.     

The timing of psychosocial changes in women's lives: the years 25 to 45

Sixty women, aged 30, 35, 40, and 45, participated in a retrospective interview concerning psychosocial changes in their adult lives. Subjects' responses provided self-report data concerning specific psychosocial changes, and judges who read the interview protocols provided independent ratings of major psychosocial transitions. The distributions of self-reported changes and rated transitions across both chronological age and family cycle phases were examined statistically. Rated transitions were found to be reliably related to chronological age but not to family cycle phase. Specifically, 78% of the subjects manifested a major transition commencing between ages 27 and 30. That transition was characterized initially by personal disruption, followed by reassessment and finally by increased psychological well-being. Both chronological age and family cycle phase were reliably related to a variety of self-reported changes. The implications for conceptions of adult developmental changes are discussed.     

TEACHING CHILDREN WITH AUTISM TO SEEK INFORMATION-ACQUISITION OF NOVEL INFORMATION AND GENERALIZATION OF RESPONDING

A time delay procedure was used to teach 3 children with autism to ask the question “What's that?” when novel stimuli were presented during an instructional task. Once the ability to ask the question was acquired, the children's ability to learn novel information by asking the question was assessed. The children were then taught to ask the question within a less structured context. All three studies used a multiple baseline across participants. Generalization was assessed in a different room, to a new person, and to novel stimuli. All of the children learned to ask the question within the instructional context, while on a walk in the school building, and to request information about three-dimensional objects. The acquisition of novel information was consistent for receptive and expressive tests for 2 of the children, with varied results for the 3rd. These studies indicate that children with autism can be taught to ask questions that lead to the acquisition of new information.     

FAMILY, SELF, AND SOCIOCULTURAL CONTRIBUTIONS TO BODY-IMAGE ATTITUDES OF AFRICAN-AMERICAN WOMEN

This study examined factors that influenced body-image attitudes of 90 African-American college women. Participants completed two instruments assessing body image attitudes and measures of social self-esteem, racial identity attitudes, and family and personal characteristics. Data analyses indicated that self and sociocultural variables were associated with evaluations of physical appearance, fitness, and investment in health. Dissatisfaction with the total body was predicted with family variables, whereas family and self variables were related to satisfaction with body areas. Fathers' education; body mass and fathers' education; body mass and social self-esteem; internalization of racial attitudes; and social self-esteem best predicted body areas satisfaction, appearance evaluation, fitness evaluation, and health orientation, respectively. Implications for the divergence/convergence of subjective measures of body image are discussed and suggestions offered for future studies.     

Gender of Subject and Target as Mediators of Aggression1

The effects of gender of the subject and the target of aggression were studied by examining responses of 414 undergraduates to four anger-inducing scenarios. As predicted, in the three scenarios not involving dating, males tended to be more aggressive and to expect more approval of aggression from their friends than did females; more aggression was directed against a male, and friends approved more of aggression against a male than a female target. Also as predicted, in the scenario involving a romantic partner, females were more aggressive than males and expected more approval for aggression from friends; males were more likely than females to feel guilty, apologize, and speak politely to their dates. The results suggest that the relationship between gender and aggression is influenced by situational context, friends' anticipated reactions, feelings of guilt, and expectancies of successful outcomes.     

An evaluation of the long-term outcomes of small-group work for counsellor development

A questionnaire was designed which enquired into the long-term professional applications and outcomes of Rogerian small-group and Tavistock Group Dynamics training. The 92 respondents were graduates of either a Master's degree or a Diploma in Human Relations or Counselling Studies in a university course where a 'small-group' module was a compulsory element of the taught course. Respondents were drawn from graduates of these one-year full-time or two-year part-time courses over a 21-year period. All respondents were involved either directly in professional or voluntary counselling, in the application of counselling skills in their work, or in training in counselling and counselling skills at work. The respondents reported no loss of learning gains over time: ascribed the application of many specific counselling skills to the small-group training process; reported on the affective component of the learning process; and provided only minimal evidence of forms of psychological damage which could be directly ascribed to the experience. These outcomes have to be considered in the light of the relatively low response rate of 33% and the difficulties in monitoring the precise behaviour of the facilitators in the groups.     

Homework and achievement: Explaining the different strengths of relation at the elementary and secondary school levels

Four explanations were tested for why the correlation between homework and achievement is weaker in elementary school than secondary school. Eighty-two teachers answered questions about their homework practices, and their responses were related to their students' achievement test scores. No evidence was found to suggest the weaker correlation in elementary school associated with a restricted variation in amounts of homework in early grades nor that teachers assigned more homework to poor-performing classes. Evidence did suggest that teachers in early grades assigned homework more often to develop young students' management of time, a skill rarely measured on standardized achievement tests. Also consistent with this hypothesis, elementary school teachers were more likely to use homework to review class material and to go over homework in class, while secondary school teachers more often used homework to prepare for and enrich class lessons. Finally, there was weak evidence that young students who were struggling in school took more time to complete homework assignments.     

Deception by young children following noncompliance

A paradigm devised by M. Lewis, C. Stanger, and M. W. Sullivan (1989) was adapted to study deception and false-belief understanding. In Study 1, 3- and 5-year-olds were asked not to touch a toy in the experimenter's absence. Just over half of the children touched the toy, and of those children, the majority denied having done so. Of control children who were given permission to touch the toy, all touched it and admitted having done so. In Study 2, 3- and 5-year-olds were asked not to look in a box to identify its contents. Almost all children looked, most denied having looked, and a minority consistently feigned ignorance of the contents. False-belief understanding was linked to denial of looking but not to feigning ignorance. Of control children who were given permission to look, all acknowledged looking, and they almost always revealed their knowledge of the contents. The studies confirm that preschoolers deceive in the context of a minor misdemeanor but are less effective at feigning ignorance.     

Mood and prospective memory

This study considered the relationship between mood states, prospective memory, and retrospective memory among a non-clinical sample of undergraduate students. Multiple regression analyses with simultaneous entry of variables were undertaken to examine the unique contributions of the alternate memory test and the emotional states to memory test performance. As expected, retrospective free recall performance and anxiety made unique and significant contributions to performance on the prospective memory task. However, only prospective memory performance emerged as a significant predictor of retrospective free recall. It is suggested that none of the mood measures emerged as a significant predictor of retrospective memory performance because they do not account for unique variance. In contrast, the relationship between anxiety and prospective memory appears to be due to factors uniquely associated with anxiety, and unrelated to depression.