Cross-Cultural Reactions to Academic Sexual Harassment: Effects of Individualist vs. Collectivist Culture and Gender of Participants

Male and female university students from the United States, Canada, Germany, the Netherlands, Ecuador, Pakistan, the Philippines, Taiwan, and Turkey read a standardized scenario in which a male professor was accused of sexually harassing a female graduate student. Respondents from individualist countries judged the professor to be guilty of sexual harassment more often than did those from collectivist countries. Women rendered significantly more guilty judgments and assigned more severe punishments to the accused professor than did men. Implications for the individualist–collectivist classification system and cross-cultural research are discussed.     

Priming prepositional-phrase attachment during comprehension

Strong evidence suggests that prior syntactic context affects language production (e.g., J. K. Bock, 1986). The authors report 4 experiments that used an expression-picture matching task to investigate whether it also affects ambiguity resolution in comprehension. All experiments examined the interpretation of prepositional phrases that were ambiguous between high and low attachment. After reading a prime expression with a high-attached interpretation, participants tended to interpret an ambiguous prepositional phrase in a target expression as highly attached if it contained the same verb as the prime (Experiment 1), but not if it contained a different verb (Experiment 2). They also tended to adopt the high-attached interpretation after producing a prime with the high-attached interpretation that included the same verb (Experiment 3). Finally, they were faster to adopt a high-attached interpretation after reading an expression containing the same verb that was disambiguated to the high-attached versus the low-attached interpretation (Experiment 4).     

Alexithymia and psychopathy: comparison and application of California Q-set Prototypes

Although alexithymia and psychopathy have long been linked, the relationship between the two constructs remains unclear. In this study, we used the California Q-set Alexithymia Prototype (CAQ-AP; Haviland & Reise, 1996) and Psychopathy Prototype (CAQ-PP; Reise & Oliver, 1994) to clarify the relationship between the two constructs and evaluate both in a sample of contemporary and historical political leaders (N = 42). Our data show that both individuals with prototypic alexithymia and psychopathy lack empathy and insight and are not introspective. The prototypic person with alexithymia, however, is anxious, overcontrolled, submissive, boring, ethically consistent, and socially conforming, whereas the prototypic individual with psychopathy is anxiety-free, undercontrolled, dominant, charming, deceitful, and nonconforming. Characteristics of both were relatively common among the 13 controversial and notorious leaders and relatively uncommon among the 29 generally respected leaders in the sample. The CAQ-AP and the CAQ-PP appear to be useful for evaluating alexithymic and psychopathic features in public figures.     

Recurrent Trisomies: Chance or Inherited Predisposition?

Two patients experiencing recurring trisomic pregnancies involving a different chromosome each time are presented. Mechanisms to explain recurrent trisomies include a gene or genes predisposing to nondisjunction in general or to nondisjunction of the acrocentric chromosomes, maternal age effects, and germ-line mosaicism. Genetic counseling is complicated by the lack of a clear explanation for the recurrences, difficulty in quoting a specific recurrence risk, concern regarding the risk for uniparental disomy, and the frustration, grief and guilt reactions of the patients.     

On the Interaction of Prior Knowledge and Stimulus Structure in Category Learning

Contemporary theories of categorization propose that concepts are coherent in virtue of being embedded in a network of theories about the world. Those theories function to pick out some of the many possible features of a set of objects as most salient for purposes of classification, a process that is complex and still poorly understood (Murphy & Medin, 1985). Part of what makes this account incomplete is a lack of information as to (1) what makes a feature salient on a given occasion and (2) how feature salience interacts with category structure to determine the course of learning. We report on the results of three studies of category learning using complex schematic drawings to show that (1) the contrast set defined by one's initial encounters with category exemplars can be a source of individual differences in feature salience assignments; (2) such effects are short-lived in the face of clear evidence about actual feature diagnosticity; and (3) more robust prior hypotheses interact with category structure to either enhance learning or impede it. The enhancement occurs when the hypothesis emphasizes category-relevant features, even if the hypothesis is in fact incorrect. A hypothesis that assigns high salience to irrelevant features impedes learning. Learning does occur as feedback concerning category structure leads to enhanced salience for relevant features. Salience of irrelevant features remains high, however, suggesting that such learning as occurs involves augmentation and not total revision of the (incorrect) prior hypothesis.     

Use it or lose it: examining preschoolers' difficulty in maintaining and executing a goal

Individuals with low working memory capacity (e.g. preschoolers) are more prone to goal neglect, or a failure to execute a goal even though it is understood. We examined the role of goal neglect in performance on the Dimensional Change Card Sort by including 'redundant' cards that could be sorted without attending to the rules, as well as the traditional 'conflict' cards that encouraged awareness of the rules. In Experiment 1, 4- and 5-year-old children were administered two card sorts that differed on the proportion of redundant cards presented (20% vs. 80%). Children neglected the goal more often when faced with a preponderance of redundant cards, suggesting that consistent attention to the rules leads to goal maintenance. In Experiment 2, results were replicated even when the post-switch rules were repeated on every trial. Implications for the development of working memory are discussed.