Hope as a Predictor of Interpersonal Suicide Risk

The current study hypothesized that (1) hope would negatively predict burdensomeness, thwarted belongingness, and acquired capability to enact lethal injury; (2) hope would negatively predict suicidal ideation; and (3) the interpersonal suicide risk factors would predict suicidal ideation. Results indicated that hope negatively predicted burdensomeness and thwarted belongingness, but positively predicted acquired capability to enact suicide. Contrary to our second hypothesis, hope did not predict suicidal ideation, but interpersonal risk factors for suicide predicted suicidal ideation. Results are discussed in terms of implications for hope theory and Joiner's (2005) interpersonal risk factors for suicide, and for clinical practice.     

FACTORS THAT INFLUENCE DEPRESSIVE SYMPTOMS IN MOTHERS OF INFANT

This study explored the association between interpersonal factors and depressive symptoms in first-time mothers over the first two years of parenthood. An interpersonal style characterized by dependency, recollections of rejection in childhood, and current relationship characteristics was assessed in a nonclinical sample of 133 women. The final model explained 52% of the variance in depressive symptoms at 24 months. Controlling for initial symptom levels, interpersonal variables explained 24% of the outcome variance. The findings suggest that two interpersonal attributes, peer rejection in childhood and a dependent interpersonal style, are particularly important to our understanding of depressive symptomatology.     

Gaining knowledge via other minds: Children's flexible trust in others as sources of information

In five experiments, we examined 3‐ to 6‐year‐olds’ understanding that they could gain knowledge indirectly from someone who had seen something they had not. Consistent with previous research, children judged that an informant, who had seen inside a box, knew its contents. Similarly, when an informant marked a picture to indicate her suggestion as to the content of the box, 3‐ to 4‐year‐olds trusted this more frequently when the informant had seen inside the box than when she had not. Going beyond previous research, 3‐ to 4‐year‐olds were also sensitive to informants’ relevant experience when they had to look over a barrier to see the marked picture, or ask for the barrier to be raised. Yet when children had to elicit the informant's suggestion, rather than just consult a suggestion already present, even 4‐ to 5‐year‐olds were no more likely to do so when the informant had seen the box's content than when she had not, and no more likely to trust the well‐informed suggestion than the uninformed one. We conclude that young children who can ask questions may not yet fully understand the process by which they can gain accurate information from someone who has the experience they lack.     

Adjustment in aging: the roles of life stress, hassles, and self-efficacy

This study examines the relationship of life stress, daily hassles, and perceived self-efficacy to adjustment in a community sample of 32 men and 32 women between ages 65 and 75. In a structured interview, negative life change events, daily hassles, self-efficacy, depression, psychosomatic symptoms, and negative well being were assessed. Both negative life events and daily hassles were related to psychological distress and physical symptoms for men, and hassles were associated with psychological distress and physical symptoms for women. An inverse relationship between self-efficacy and maladjustment was also found. Hassles showed the most powerful relationship to distress.     

7-11-year-old children show an advantage for matching and recognizing the internal features of familiar faces: Evidence against a developmental shift

Adults are better at recognizing familiar faces from the internal facial features (eyes, nose, mouth) than from the external facial features (hair, face outline). However, previous research suggests that this “internal advantage” does not appear until relatively late in childhood, and some studies suggest that children rely on external features to recognize all faces, whether familiar or not. We use a matching task to examine face processing in 7-8- and 10-11-year-old children. We use a design in which all face stimuli can be used as familiar items (for participants who are classmates) and unfamiliar items (for participants from a different school). Using this design, we find an internal feature advantage for matching familiar faces, for both groups of children. The same children were then shown the external and internal features of their classmates and were asked to name or otherwise identify them. Again, both age groups identified more of their classmates correctly from the internal than the external features. This is the first time an internal advantage has been reported in this age group. Results suggest that children as young as 7 process faces in the same way as do adults, and that once procedural difficulties are overcome, the standard effects of familiarity are observed.     

Book reviews

TOATES, F. Animal Behaviour: A Systems Approach. Chichester: John Wiley and Sons. 1980. Pp. 299. Hardback £17. Paper back £6.40 ISBN 0 471 27724.

DICKINSON, A. Contemporary Animal Learning Theory. Cambridge: University Press. 1980. Pp. 177. Hardback £12.50. Paperback £3.95. ISBN 0 521 23469 7.