Parental Apologies,Empathy, Shame,Guilt, and Attachment: A Path Analysis

The authors investigated the complex relationships of parental attitudes toward apologies, empathy, shame, guilt, and the parent's attachment orientation. Survey responses were obtained from 327 parents. A path analysis of the developed model demonstrated a close model fit (root‐mean‐square error of approximation = .07; comparative fit index = .93; incremental fit index = .94; χ² = 30.71, p < .001), supporting previous research on apologies as beneficial to relationships. A parent's proclivity toward apologies, positively influenced by empathy and guilt and negatively influenced by shame‐withdraw behaviors, produced a more secure parent–child attachment.     

Teaching Early Modern Philosophy as a Bridge between Causal or Naturalistic and Conceptual Thought

It is a challenge in teaching early modern philosophy to balance historical faithfulness to the arguments and concerns of early modern philosophers and interpreting them as relevant to the kinds of thinking that contemporary undergraduate students find plausible. Early modern philosophy is unique, however, in applying modern scientific method directly to problems concerning nonphysical aspects of reality that our contemporary scientific thought, and with it mainstream contemporary culture, no longer find amenable in their own, independent right to reliable reasoned approaches. At the same time, early modern philosophy often also takes seriously purely conceptual or logically consequential thought in the investigation of these topics, as our mainstream contemporary culture does not. This kind of thought, we argue, is distinctive of philosophy in general and appropriate to nonphysical aspects of reality. Early modern philosophy, then, offers a bridge between the kind of reasoned, objective thought our mainstream culture finds plausible and thought about nonphysical reality or, in general, the thought that characterizes philosophy.     

Reward sensitivity and substance abuse in middle school and high school students

In this study, the authors investigated the relation between reward and punishment sensitivity and adolescent substance use. The sample (N = 216; 130 girls, 85 boys) was drawn from high school and middle school students enrolled in a Midwestern suburban school district. Participants completed a substance use questionnaire and the Sensitivity to Punishment and Sensitivity to Reward Questionnaire (R. Torrubia, C. Avila, J. Molto, & X. Caseras, 2001). For 13 of 15 types of substance abuse, students with high reward sensitivity and low punishment sensitivity showed the highest levels of use. This finding supports the hypothesis of an interaction effect between reward sensitivity and punishment sensitivity and suggests that individuals who are high in reward sensitivity but low in sensitivity to punishment may be at a higher risk for substance abuse.     

Working memory,math performance,and math anxiety

The cognitive literature now shows how critically math performance depends on working memory, for any form of arithmetic and math that involves processes beyond simple memory retrieval. The psychometric literature is also very clear on the global consequences of mathematics anxiety. People who are highly math anxious avoid math: They avoid elective coursework in math, both in high school and college, they avoid college majors that emphasize math, and they avoid career paths that involve math. We go beyond these psychometric relationships to examine the cognitive consequences of math anxiety. We show how performance on a standardized math achievement test varies as a function of math anxiety, and that math anxiety compromises the functioning of working memory. High math anxiety works much like a dual task setting: Preoccupation with one’s math fears and anxieties functions like a resource-demanding secondary task. We comment on developmental and educational factors related to math and working memory, and on factors that may contribute to the development of math anxiety.     

When Worlds Collide: Psychoanalysis and the Empirically Supported Treatment Movement

In this conclusion, I synthesize and elaborate on some of the central threads running through the contributions to the symposium on the implications of the empirically supported treatment (EST) controversy for psychoanalysis. I argue that the EST controversy brings increased urgency to discussions about the role that empirical research should play in the development of psychoanalysis and about the potential contributions of different research paradigms to the field. Different research paradigms are associated with different epistemologies and worldviews, and the dialogue between these worldviews is critical to the vitality and health of the field. On one hand, the EST movement embodies limited, mechanistic, and one-sided values, and psychoanalysis has an important role to play in challenging these values. On the other hand, the EST movement can offer an important corrective to the more insular and rarefied strands within psychoanalysis and to its tradition of argument on the basis of authority.     

Managing diversity in organizations: An integrative model and agenda for future research

The literature on policies, procedures, and practices of diversity management in organizations is currently fragmented and often contradictory in highlighting what is effective diversity management, and which organizational and societal factors facilitate or hinder its implementation. In order to provide a comprehensive and cohesive view of diversity management in organizations, we develop a multilevel model informed by the social identity approach that explains, on the basis of a work motivation logic, the processes by, and the conditions under which employee dissimilarity within diverse work groups is related to innovation, effectiveness, and well-being. Building on this new model, we then identify those work group factors (e.g., climate for inclusion and supervisory leadership), organizational factors (e.g., diversity management policies and procedures, and top management's diversity beliefs), and societal factors (e.g., legislation, socioeconomic situation, and culture) that are likely to contribute to the effective management of diversity in organizations. In our discussion of the theoretical implications of the proposed model, we offer a set of propositions to serve as a guide for future research. We conclude with a discussion of possible limitations of the model and practical implications for managing diversity in organizations.     

Effects of targets embedded within words in a visual search task

Visual search performance can be negatively affected when both targets and distracters share a dimension relevant to the task. This study examined if visual search performance would be influenced by distracters that affect a dimension irrelevant from the task. In Experiment 1 within the letter string of a letter search task, target letters were embedded within a word. Experiment 2 compared targets embedded in words to targets embedded in nonwords. Experiment 3 compared targets embedded in words to a condition in which a word was present in a letter string, but the target letter, although in the letter string, was not embedded within the word. The results showed that visual search performance was negatively affected when a target appeared within a high frequency word. These results suggest that the interaction and effectiveness of distracters is not merely dependent upon common features of the target and distracters, but can be affected by word frequency (a dimension not related to the task demands).     

Parent–child talk and children's understanding of beliefs and emotions

We examined the development of children's understanding of beliefs and emotions in relation to parental talk about the psychological world. We considered the relations between parent–child talk about the emotions of characters depicted in a picture book, false belief understanding and emotion understanding. Seventy-eight primarily Caucasian and middle-class parents and their 3- to 5-year-old children participated (half boys and half girls). The emotions talked about were relatively simple, but the complexity of the situation varied in terms of whether or not an understanding of beliefs was required to understand the emotion. Talk about the belief-dependent aspects of the emotions of picture book characters predicted children's false belief understanding, whereas talk about non-belief-dependent aspects of these emotions predicted children's emotion understanding. We argue that these data suggest that the development of children's understanding of beliefs and emotions is intertwined with learning to talk about the psychological world.     

Romantic relationship quality during the COVID-19 pandemic: The longitudinal associations with relationship loneliness and depression

The COVID-19 pandemic created significant strain on both mental health and romantic relationships. Therefore, we examined longitudinal associations between romantic relationship quality, relationship loneliness, and depressive symptoms over 6 months of the COVID-19 pandemic. We surveyed 122 couples (n = 244 individuals) in approximately May, September, and November 2020. Using a dyadic mediation model, findings indicated that relationship quality at Time 1 was positively associated with depression at Time 3 for men, but not for women. A significant indirect effect of relationship quality on depression via relationship loneliness at Time 2 was found for both men and women. Self-mastery, or feeling in control of one's life circumstances, was an important covariate of women's depressive symptoms. Overall, these findings highlight relationship loneliness as particularly salient for mental health and demonstrate the importance of high-quality relationships for promoting well-being during stressful events, such as global pandemics.     

Problems with using mechanisms to solve the problem of extrapolation

Proponents of evidence-based medicine and some philosophers of science seem to agree that knowledge of mechanisms can help solve the problem of applying results of controlled studies to target populations (‘the problem of extrapolation’). We describe the problem of extrapolation, characterize mechanisms, and outline how mechanistic knowledge might be used to solve the problem. Our main thesis is that there are four often overlooked problems with using mechanistic knowledge to solve the problem of extrapolation. First, our understanding of mechanisms is often (and arguably, likely to remain) incomplete. Secondly, knowledge of mechanisms is not always applicable outside the tightly controlled laboratory conditions in which it is gained. Thirdly, mechanisms can behave paradoxically. Fourthly, as Daniel Steel points out, using mechanistic knowledge faces the problem of the ‘extrapolator’s circle’. At the same time, when the problems with mechanistic knowledge have been addressed, such knowledge can and should be used to mitigate (nothing can entirely solve) the problem of extrapolation.