Use of the titles Ms., Miss,or Mrs.: Does it make a difference?

In a study of sexism and language 112 persons at a shopping mall were asked to read a paragraph about an achieving woman who was either given the title Miss, Mrs., or Ms., or not given a title. Persons receiving the paragraph with the Ms. title rated the woman as less honest. No effect of the title variation was obtained on a number of other rating dimensions. The results were interpreted as reflecting public acceptance of the use of the Ms. title.     

The deep student: A thematic analysis of counsellor educators' perceptions and experiences

What does it mean when we say a person is “deep” or has a lot of “depth?” We asked counsellor educators to describe the concept of personal depth, how it manifests in counsellors' work, and whether or not it could be trained. Twenty counsellor educators responded, and we analysed their responses using thematic analysis. We unearthed seven major themes of the construct: nondual consciousness, emotions, cognitions, interpersonal attributes, self-awareness, attitude and life experiences. Participants also provided suggestions for training students to cultivate personal depth. Finally, we introduce a depth wheel to conceptualise our results and provide implications for counselling and training.     

Influence of Sexually Degrading Music on Men's Perceptions of Women's Dating‐Relevant Cues

This study examined the influence of manipulated and naturalistic exposure to sexually degrading music on young men's perceptions of women's dating‐relevant affective cues. Three hundred ninety‐seven undergraduate heterosexual men completed an affect‐identification task in which they judged whether women communicated sexual interest, friendliness, sadness, or rejection. Either sexually degrading popular music, non‐sexually degrading popular music, or no music played on headphones. Participants completed questionnaires assessing music‐listening habits and rape‐supportive attitudes. Manipulated exposure to degrading music did not affect men's sensitivities to or biases for women's cues. In contrast, men who reported greater naturalistic exposure to rap and hip‐hop music and who endorsed more rape‐supportive attitudes were more likely to perceive women's positive affect as sexual interest, if the women were provocatively dressed. On balance, these findings are largely inconsistent with theoretical expectations regarding the deleterious effects of sexually degrading music on attitudes and concurrent social perception. Copyright © 2014 John Wiley & Sons, Ltd.     

Selection for Some,Facilitation for Others? Self-Control Theory and the Gang–Violence Relationship

Although self-control theory has been thought to be entirely consistent with the gang selection model, key theoretical predictions of the general theory imply gang selection effects for those with lower self-control and gang facilitation effects for those with higher self-control. This new hypothesis is tested among a large sample of jail inmates. Results indicate that self-control did not render the gang–violence relationship spurious for the sample as a whole. Gang membership had a significantly greater impact on violent crime among those with very high self-control, but there were still statistically significant gang facilitation effects for the other three self-control groups.     

BRIDGING THE DISCONNECTION BETWEEN APPLIED RESEARCH AND PRACTICE: A REVIEW OF TREATMENTS THAT WORK: EMPIRICALLY SUPPORTED STRATEGIES FOR MANAGING CHILD BEHAVIOR PROBLEMS BY ED CHRISTOPHERSEN AND SUSAN MORTWEET

In recent years, behavior analysts have lamented a disconnection between applied research and practice. In their book, Treatments That Work: Empirically Supported Strategies for Managing Child Behavior Problems, Christophersen and Mortweet (2001) have attempted to bridge this gap for medical and behavioral health providers alike by describing empirically supported treatments, derived from behavior therapy and its application, that are specifically designed for challenging problems commonly seen in typical children. The book is clearly intended for both primary care physicians and behavior therapists, and in this article, we review the extent to which the book meets the needs of each. Discussion centers on the extent to which the book can meet the need for both technical precision and conceptual breadth in training of behavior therapists. We conclude that, in making explicit the connections between research and practice, the authors have provided a useful clinical teaching tool and have also raised important questions about how best to establish collaborative relationships with physicians and promote the use of behavioral technology in primary care.     

Understanding Why Workers Engage in Rude Behaviors: A Social Interactionist Perspective

Interpersonal deviance is a form of counterproductive workplace behavior that is directly harmful to other individuals within an organization (Bennett and Robinson 2000). We argue that an important piece to understanding why deviance occurs is to go straight to the source—by asking individuals why they did it. Using Felson and Tedeschi’s (1993) social interactionist perspective of aggression and violence as a theoretical frame, the purpose of the current study was to explore individuals’ justifications for engaging in interpersonal deviance. The sample for this study consisted of 291 full-time working individuals obtained through an online service. Constructs were measured through the use of a web-based survey. Iterative K-means cluster analyses revealed interesting patterns that demonstrate the differential importance of power, retaliation, and having “no reason” in the decision to be deviant.     

Modulation of anticipatory postural adjustments in the anticipation-coincidence task

This study was designed to (a) verify whether the time available for movement preparation and execution modulates anticipatory postural adjustments/focal movement coordination and (b) determine to what extent the coordination in an anticipation-coincidence (AC) timing task is specific. Ten subjects performed an arm-raising movement from standing position in the reaction time, self-initiated (SI), and AC conditions. In the latter condition, subjects had to synchronize movement initiation or the end of the movement to the passage of a visual mobile on a target. In AC trials, time to contact (TC), which is the time before the mobile reached the target, was varied (720, 1,200, 3,000 ms). Electromyography, kinetic, and kinematics data were collected. Results showed that the coordination patterns were modified by TC, the velocity of the mobile, and the condition in which the movement was executed. It also showed that the behavior in the AC condition came closest to the 1 observed in SI condition when TC increased. These results support the existence of different control modes triggered by the temporal pressure.     

Memory narrowing in children and adults

The memory narrowing effect posits that stress enhances memory for central information at the expense of memory for peripheral details. This effect is well established in adults, but not in children, although studies have not directly compared children's and adults' memory for central versus peripheral details of an identical distressing experience. In the present study, 9–12 year‐old and adult participants completed a laboratory stressor during which measures of self‐reported stress was collected. Two weeks later, participants returned for a surprise memory test regarding central and peripheral details of the laboratory stressor. Greater stress predicted memory narrowing in both children and adults, as indexed via decreased correct responses and increased don't know responses to questions about peripheral relative to central details. Findings have implications for theories concerning stress and memory, particularly in children, and for evaluating eyewitness memory in legal contexts. Copyright © 2010 John Wiley & Sons, Ltd.     

Young children's emerging ability to make false statements

This study examined the origins of children's ability to make consciously false statements, a necessary component of lying. Children 2 to 5 years of age were rewarded for claiming that they saw a picture of a bird when viewing pictures of fish. They were asked outcome questions ("Do you win/lose?"), recognition questions ("Do you have a bird/fish?"), and recall questions ("What do you have?"), which were hypothesized to vary in difficulty depending on the need for consciousness of falsity (less for outcome questions) and self-generation of an appropriate response (more for recall questions). The youngest children (2? to 3? years old) were above chance on outcome questions, but it was not until age 3? that children performed above chance on recognition questions or were capable of maintaining false claims across question types. Findings have implications for understanding the emergence of deception in young children.     

Getting to the Core of Close Reading: What do we Really Know and What Remains to be Seen?

Due to the Common Core State Standards, close reading is becoming a common practice in today’s elementary and middle school classrooms. Qualitative content analysis of journal publications was used to determine the (a) prevalence of close reading in the existing literature, (b) knowledge about close reading from the research literature, (c) themes about close reading in practitioner-oriented articles and (d) questions about close reading in the elementary and middle grade language arts classroom. Results reveal that the majority of articles on close reading are situated in the practitioner literature, with a notable lack of research on close reading.