Probabilistic Justification and the Regress Problem

We discuss two objections that foundationalists have raised against infinite chains of probabilistic justification. We demonstrate that neither of the objections can be maintained. Presented by Hannes Leitgeb     

Adolescents' participation in organized activities and developmental success 2 and 8 years after high school: do sponsorship, duration, and intensity matter?

Using data from the National Education Longitudinal Study, the authors examined relations between educational, civic, and occupational success in young adulthood and the duration and intensity of participation in organized activities during high school. They also examined these relations as a function of sponsorship (i.e., school- vs. community-sponsored organized activities). They found that youths who participated in organized activities for 2 years demonstrated more favorable educational and civic outcomes in young adulthood than those who participated for 1 year. More intensive participation was also associated with greater educational, civic, and occupational success in young adulthood--particularly among youths who participated in activities for 2 years. Educational attainment often mediated the relations between temporal measures of participation and young adult civic and occupational outcomes. With the exception of analyses examining occupational success, findings varied little as a function of sponsorship. Of note, analyses revealed that both temporal measures of participation were positively associated with young adult outcomes as many as 8 years after high school.     

The roles of respect for parental authority and parenting practices in parent-child conflict among African American, Latino, and European American families

In this study, the authors examined whether parent-child conflict during the middle childhood years varied among families characterized as having different cultural traditions regarding issues of respect for parental authority and parenting practices. The sample included 133 African American, European American, and Latina girls (M age = 8.41 years) and their mothers. African American and Latina girls showed significantly more respect for parental authority than did European American girls. Furthermore, African American and Latina mothers reported significantly more intense arguments when respect was low than did European American mothers. Higher levels of discipline and better communication by mothers were both associated with reports of lower frequency of conflict; ethnicity did not moderate this association. Thus, respect for authority was most salient to group differences in conflict.     

Counselors' and Counselor Educators' Practice of Mindfulness: A Qualitative Inquiry

The Buddhist practice of mindfulness is being used more often both to help clients and to facilitate counselor effectiveness. A growing body of research supports these uses of mindfulness. Most authors also emphasize that those who teach mindfulness must also apply it themselves. However, little is known about how counselors and counselor educators incorporate mindfulness into their personal and professional lives. The current study used semistructured interviews to elicit such information from 6 counselors and counselor educators. A constant comparative method was used to analyze the data and synthesize themes. Emergent themes included practices used to cultivate mindfulness and the results of mindfulness practices.     

The Development of a Substance Abuse Treatment Program for Forensic Patients With Cognitive Impairment

The Substance Abuse and Mental Illness (SAMI) program combines cognitive rehabilitation and dual‐diagnosis substance abuse treatment within a stages of change context. This article describes the development, implementation, and preliminary outcome analysis of the SAMI program in a forensic hospital.     

Perceptions of campus climate, academic efficacy and academic success among community college students: an ethnic comparison

The present study examined whether there are ethnic differences in perceptions of campus climate, social support, and academic efficacy among community college students, and whether student perceptions were associated with academic success. A total of 475 community college students completed a questionnaire that measured students’ perceptions of cultural congruity, college environment, mentoring, peer social life and academic self efficacy. Ethnic differences were observed, as African American and Caucasian students reported higher levels of cultural congruity than Asian students and higher academic self efficacy than Asian and Latino students. There were also ethnic differences in the relationship between the students’ perceptions and GPA. Cultural congruity and efficacy correlated with GPA among Latino students, academic efficacy correlated with GPA among Asian students, peer social support and college environment correlated with GPA among Caucasians, however, none of the perceptions scales correlated with GPA among African American students. The lack of relationship between academic efficacy and GPA among African American and Caucasians students is discussed.     

Ideal Affect: Cultural Causes and Behavioral Consequences

ABSTRACT— Most research focuses on actual affect , or the affective states that people actually feel. In this article, I demonstrate the importance and utility of studying ideal affect , or the affective states that people ideally want to feel. First, I define ideal affect and describe the cultural causes and behavioral consequences of ideal affect. To illustrate these points, I compare American and East Asian cultures, which differ in their valuation of high-arousal positive affective states (e.g., excitement, enthusiasm) and low-arousal positive affective states (e.g., calm, peacefulness). I then introduce affect valuation theory, which integrates ideal affect with current models of affect and emotion and, in doing so, provides a new framework for understanding how cultural and temperamental factors may shape affect and behavior.     

Perceived teasing experiences in body dysmorphic disorder

Individuals with body dysmorphic disorder (BDD) are excessively concerned about imagined or slight defects in their appearance (e.g., asymmetrical facial features). Cognitive-behavioral models of BDD propose that several factors, including dysfunctional appearance-related beliefs and life experiences, such as teasing, contribute to the avoidance behaviors or rituals (e.g., mirror checking, grooming) characteristic of BDD. Previous research has demonstrated an association between perceived teasing and body dissatisfaction. In the current study, we examined whether individuals with BDD (n = 16) report to have been teased more often than do mentally healthy controls (n = 17). The group comprising individuals with BDD reported more appearance- and competency-related teasing than did control participants. This study provides preliminary evidence for the association between perceived teasing and BDD.     

Managing Workplace Conflict in the United States and Hong Kong

We propose that managers have norms (standards of appropriate behavior) for resolving conflict, that these norms are culturally based, and that they explain cultural differences in conflict management outcomes. We confirm that the traditionally American norms of discussing parties' interests and synthesizing multiple issues were exhibited more strongly by American managers than by their Hong Kong Chinese counterparts. In addition, we confirm that the traditionally Chinese norms of concern for collective interests and concern for authority appeared more strongly among Hong Kong Chinese managers than among their American counterparts. American managers were more likely than Hong Kong Chinese managers, to resolve a greater number of issues and reach more integrative outcomes, while Hong Kong Chinese managers were more likely to involve higher management in conflict resolution. Culture had a significant effect on whether parties selected an integrative outcome rather than an outcome that involved distribution, compromise, higher management, or no resolution at all. Conflict norms explained the cultural differences that existed between reaching an integrative outcome and reaching an outcome involving distribution, compromise, or higher management; however, conflict norms did not fully explain the cultural differences that existed between reaching an integrative outcome and reaching no resolution.     

Improving Decision Making by Means of Dissent1

Antidotes to problems associated with uniformity of viewpoints have generally involved dissent in one form or another (Katzenstein, 1996), one being “devil's advocate.” Research on authentic dissent has documented additional advantages in that it stimulates divergent and original thought (Nemeth, 1995). In this study, authentic disscnt was compared with devil's advocate and with no dissent. Findings indicate that authentic dissent was superior in (a) stimulating a greater proportion of original thoughts, (b) considering the opposite position, and (c) direct attitude change. Devil's advocate was found to stimulate cognitive boistcring of the initial position, thus raising concerns about the unintended consequences of techniques such as devil's advocate and the subtle task facing attempts to foster original thought and yet maintain cohesion.