Individual differences in the effects of spontaneous mimicry on emotional contagion

Two experiments explored the role of mimicry and self-perception processes in emotional contagion. In Study 1, 46 subjects watched two brief film clips depicting an episode of startled fear. In a separate procedure, subjects adopted facial expressions of emotion, and reported whether the expressions had caused them to feel corresponding emotions. Those who reported feeling the emotions were identified as more responsive to self-produced cues for feeling. Subjects who visibly moved to mimic the behavior of the actor were significantly more likely to be those who were more responsive to self-produced cues. In Study 2, 57 subjects watched three film clips depicting happy people. During clips when they inhibited the movements of their faces, subjects reported less happiness than during clips when they moved naturally and were able to mimic, or when they exaggerated their movements. This effect occurred only among subjects who, in a separate procedure, had been identified as more responsive to self-produced cues.The authors would like to thank Paul Ekman, Jerry Ginzburg, and an anonymous reviewer for very helpful suggestions for ways to improve the paper.     

Is guidance an applied science?: The role of theory in the careers guidance interview

Some of the findings of a study investigating careers officers' use of theoretical models in the careers guidance interview are discussed. Data were collected through visits to institutions offering Diploma in Careers Guidance courses, a large-scale questionnaire survey of careers officers, and semi-structured interviews and group discussions. There was evidence that in initial training, theory is used to support, rather than determine, the development of skills. Results also suggested that practising careers officers are familiar with a fairly wide range of theories, although in their interviewing they tend to apply broad principles of theory, rather than specific elements. Careers officers who trained some time ago were less familiar with theories than were those who trained more recently, and there was no support for the hypothesis that long service leads to a greater recognition of the relevance of theories generally. Familiarity with guidance and counselling theories appears to be more influential than knowledge of career theories on the way careers officers think about interviewing. Overall, the findings cast doubt on the view that careers guidance is an applied science.     

Predictors of Accurate and Inaccurate Memories of Traumatic Events Experienced in Childhood

How likely is it that traumatic childhood events are misremembered or forgotten? Research on children′s recollections of painful or frightening medical procedures may help answer this question by identifying predictors of accurate versus inaccurate memory. In the present study, 46 3- to 10-year-old children were interviewed after undergoing a stressful medical procedure involving urethral catheterization. Age differences in memory emerged, especially when comparing 3- to 4-year-olds with older children. Children′s understanding of the event, parental communication and emotional support, and children′s own emotional reactions also predicted accuracy. Memory did not reliably vary for children who endured the medical procedure once versus multiple times. Results are discussed in relation to possible precursors of accurate and false memories, and forgetting, of traumatic events experienced in childhood.     

Must the bearer of a right have the concept of that to which he has a right?

Stevens critiques what he calls the "conceptual possession requirement" as defined by Michael Tooley in his article, "Abortion and infanticide," Philosophy and Public Affairs 1972 Fall; 2(1): 37-65. Tooley argued that a being has a right to something only if it has the concept of that thing. He claimed that fetuses and infants do not have a serious right to life because they have no concept of a continuing self, and that therefore abortion and infanticide are morally permissible. Stevens contends that the conceptual possession requirement is not valid, offers a counterexample to Tooley's argument, and defends his reasoning against what he presumes might be Tooley's counterarguments.     

MODIFICATION OF ACTIVITY LEVEL THROUGH BIOFEEDBACK AND OPERANT CONDITIONING1

The biomotometer, an electronic device that simultaneously measures activity and provides auditory feedback to the subject, was used in combination with material reinforcers in two experiments attempting to modify activity level in children. In the first study the activity level of an 11-year-old highly active boy was decreased below mean baseline during conditioning in a classroom setting. His level of activity returned to baseline when feedback was withdrawn. In the second study, activity level of a 10-year-old hypoactive boy was increased over mean baseline level during conditioning in a free-play setting, and returned to slightly below baseline during five extinction trials. Results of these studies indicate that the biomotometer is a useful instrument for modification of activity level.     

‘Warm’ and ‘cold’ personality factors in human sexuality

Human sexual responsiveness in the coital relationship has been found to vary between sexual partners. The present study was conducted to determine: (1) the affect of ‘warm’ or ‘cold’ personalities of the sexual partners on foreplay, afterplay, pre- and post-communication, and (2) ‘warmness’ or ‘coldness’ demonstrated in acts of these criteria in the sexual relationship. Significant differences were found in each instance.     

Activity level: A comparison between actometer scores and observer ratings

Activity level of 13 boys (aged 9–13) from a day hospital program was measured using actometers in classroom, gym, woodshop, and group therapy settings. Ratings of Ss' activity were obtained from mothers using the Werry scale, and from six clinical staff familiar with the Ss using the Davids scale. It was predicted that activity ratings would have situationally specific relationships with actometermeasured activity level according to the rater's opportunities for observation. Comparisons between measures indicated that all clinical staff ratings correlated significantly with actometer activity in the classroom (r=.49 to r=.73), while mothers' ratings correlated significantly with actometer activity in gym (r=.67), and woodshop (r=.77), and with overall activity (r=.65), a combined measure derived from actometer scores in the four conditions tested. Five of six clinical staff raters showed significant interrater reliability (r=.58 to r=.83). Results are discussed in terms of their implications for solution of current problems in assessment of activity level and hyperactivity.