Classroom Interactions: Gender of Teacher,Gender of Student,and Classroom Subject

An observational study investigated the effects of gender of teacher, gender of student, and classroom subject (mathematics vs. English literature/language) on teacher–student interactions. A total of 597 high school students (294 males and 303 females) and 36 teachers (28 males and 8 females) were observed in either 18 mathematics classes or 18 literature/language classes. Students and teachers were predominately Caucasian, with the majority of students from a lower- or middle-class background. Observations were coded using the interactions for sex equity in classroom teaching (INTERSECT) observational instrument. It was found that female mathematics teachers, male literature/language teachers, and female literature/language teachers tended to interact somewhat more with male students than with female students. This tendency was not the result of male students having initiated more direct verbal interactions with teachers.     

Editor's Comment

Studies in Philosophy and Education -     

Li Zehou and Moritz Schlick on the Roots of Beauty

Beginning from the Enlightenment view that beauty or art is ＂useless,＂ the attempts to explain how aesthetic experience and judgment are possible presented by Moritz Schlick and Li Zehou are examined, compared and contrasted. The paper treats three main subjects, the anthropological origins of beauty, the origins of aesthetic judgments and the problem of the purpose or function of beauty or aesthetic experience. In the first--the historical-causal roots of beauty--the problem discussed is how to account for aesthetics in light of the practical needs and pursuits of human beings. For Schlick, the problem is couched in terms of how aesthetic experience can be made consistent with natural selection. The second main subject-the philosophical roots of beauty-is a discussion of the origin in the sense of justification of aesthetic judgments. And the third examines the problem of assigning some purpose to aesthetic feelings and attitudes. An apparent contrast is made, and perhaps resolved, between the respective views of Schlick and Li.     

Relationship between inner dialog and ideas of reference and the mediating role of dissociation

Recent lines of research have begun to concentrate on internal dialogue and its relationship to a diversity of psychopathological phenomena present in psychotic disorders. This study was intended as a preliminary exploration of the relationship of internal dialogue, dissociation and ideas of reference. To do this, a sample of 318 students filled in an internal dialogue scale (the VISQ, McCarthy‐Jones & Fernyhough), one for dissociation (DES‐II, Carlson & Putnam) and another for ideas of reference (REF, Lenzenweger, Bennett & Lilenfeld). The results confirm the hypothesis posed in the sense that internal dialogue was positively associated with dissociation and with ideas of reference. A partial mediation effect of dissociation was also found between inner speech and ideas of reference. Lines of future research this study opens and its possible integration in a model on ideas of reference are discussed.     

Turning psychology against militarism

This paper draws on material, mostly from outside psychology, which illustrates the deep rootedness of militarisation in modern culture and the numerous ways in which it permeates civic society. Children, boys especially, learn to value armed conflict. War games are now more realistic, and the distinction between gaming and military training has become blurred. War and deadly weapons are portrayed in unrealistic ways that hide their actual effects. Just war theory, widely subscribed to, justifies armed conflict by proposing that under certain conditions, war can be just with moral rules that apply to the fighting. Many psychologists have worked for the military in one way or another, implicitly or explicitly promoting militarism, and the changing nature of war and armaments is providing further temptations for psychologists to do so. Psychology has been ambivalent about militarism. Peace psychology has not taken an unambiguous position on it, often speaking disparagingly of the absence of war in the absence of social justice, referring to it as “negative peace.” Feminists, often very clear in their opposition to militarism, have sometimes advocated for women to have greater acceptance in the armed forces. The paper concludes by arguing for a more clearly identified Psychology Against Militarism. Community psychology should take a lead in advocating for Psychology Against Militarism because militarism is a good example of how the exercise of power, wreaking widespread harm on us all but especially on those who are already relatively powerless, is collectively legitimised, and hence how we become complicit in supporting it.     

Differences in attentional set between athletes and nonathletes

The purpose of this study was to determine if the ability to set attention is different between athletes and nonathletes. University volleyball players were compared with nonathletes on a spatial cuing task similar to that of C. L. Folk, R. W. Remington, and J. C. Johnston (1992). As expected, both groups showed evidence of entering into a specific attentional set because attentional cuing effects were found only when cues and targets shared a task-relevant feature (onset or color). In addition, the cuing effects when the cues matched the targets were greater for the athletes than for the nonathletes. The results are discussed in terms of the orienting of attention and athletic performance.     

The relationship between self-esteem level, self-esteem stability, and cardiovascular reactions to performance feedback

The authors examined the notion that individuals with unstable high self-esteem possess implicit self-doubt. They adopted the framework of the biopsychosocial model of challenge and threat and assessed spontaneous cardiovascular reactions in the face of success versus failure performance feedback. Study 1 revealed predicted interactions between feedback condition, self-esteem level, and self-esteem stability, such that participants with unstable high self-esteem exhibited relative threat (a negative reaction) in the failure condition, whereas those with stable high self-esteem exhibited relative challenge (a positive reaction). Study 2 replicated these results and provided additional evidence against plausible alternative explanations.     

Repetitive transcranial magnetic stimulation improves depersonalization: a case report

Depersonalization disorder is a poorly understood and treatment-resistant condition. This report describes a patient with depersonalization disorder who underwent six sessions of repetitive transcranial magnetic stimulation on the left dorsolateral prefrontal cortex. Repetitive transcranial magnetic stimulation produced a 28% reduction on depersonalization scores.     

Examining the State-Trait Anxiety Relationship: A Behavioural Genetic Approach

State and trait anxiety define different aspects of anxiety, and may represent environmentally and genetically mediated components of this phenotype. Furthermore their relationship, where trait anxiety is expressed through levels of state anxiety under threatening circumstances, may represent a process of interplay between a genetic vulnerability factor and an environmental stressor. To test these hypotheses, we explored genetic and environmental influences on measures of state and trait anxiety in a sample of 1058 twins (521 males and 537 females) aged 8–16. The results were consistent with these hypotheses. State anxiety is largely influenced by environmental factors in males and females whereas trait anxiety shows moderate genetic effects and substantial non-shared environment effects. Their association was accounted for by non-shared environmental effects, with modest genetic and shared environmental inputs. The implications of these results for vulnerability mechanisms involving stress reactivity on anxiety are discussed.     

Serial dependence in the estimation of a car's arrival time

Serial dependence of a car's arrival time. We have studied the sequential structure of data in the arrival- time estimations. Forty participants estimated the arrival-time of a vehicle under two experimental conditions: real car and video-image. Various time series regression models were fit to our data, and residuals autocorrelations were computed. For each serial-dependence model, data were fit to three functions, namely, power, logarithmic, and linear. In both experimental conditions, the response magnitude (R) on a given trial in t was a function of the stimulus intensity (S) in such a trial (t) and of the S and R on t-1 and t-2. Assimilation effect to the previous responses and contrast effect to the previous stimuli has been found.