The Physical Appearance Ambiguous Feedback Scale (PAAFS): a measure for indexing body image related cognitive bias

Recent conceptualizations of body image disturbance have included an information processing model that includes a focus on an interpretive information processing bias. Study 1 involved the development and validation of a measure of appearance-based cognitive bias, the Physical Appearance Ambiguous Feedback Scale (PAAFS). In Studies 2 and 3, two samples of college females (n=313) were tested and the psychometric characteristics of the PAAFS were evaluated. Reliability was acceptable and convergence with measures of body image and eating disturbance was moderate. In Study 4, 313 college females completed the PAAFS in the laboratory based on an instructional content designed to induce processing bias. Preliminary evidence indicates that the PAAFS appears to be sensitive to instructional set manipulations and dispositional level of body dissatisfaction.     

An experimental test of the effect of weight-loss dieting on bulimic pathology: tipping the scales in a different direction

Although it is widely accepted that dieting increases the risk for bulimic pathology, this hypothesis has not been tested in a randomized experiment. Accordingly, the authors conducted an experimental test of the dietary restraint model by randomly assigning nonobese women (N = 82) to either a 6-week, low-calorie diet or a waitlist control condition. The diet intervention resulted in significant weight loss, confirming that dieting was successfully manipulated. Contrary to the restraint model, dieting resulted in significant decreases in bulimic symptoms relative to the control condition. Results converge with past findings from randomized obesity prevention and treatment trials and provide evidence that dieting does not promote bulimic pathology; rather, effective decreases in caloric intake appear to reduce bulimic symptoms.     

Limits of the retrieval-inhibition construct: list segregation in directed forgetting

The authors hypothesized that retrieval inhibition in list method directed forgetting could be improved by presenting a task that maximized the segregation step of the retrieval-inhibition process. In Experiment 1, they presented lists of semantically related words in a list method directed-forgetting task to maximize retrieval inhibition. Contrary to predictions, this manipulation eliminated the directed-forgetting effect. The authors further investigated the results of Experiment 1 in Experiments 2 and 3 by manipulating recall instructions and by presenting lists that contained both a categorized and an unrelated list-half. They found directed-forgetting effects for semantically related word lists when participants were asked to recall only the TBR (to-be-remembered) items but not when participants were asked to recall both the TBF (to-be-forgotten) and TBR items. They also found that directed-forgetting effects were not produced when categorized items were presented in the 1st list.     

Knowing in advance: the impact of prior event information on memory and event knowledge

We examined the influence of newly acquired information on children's memory and general representation of a personally experienced event. Thirty-five children between the ages of 5 and 7 years participated in the novel event (Visiting the Pirate). The day before participating, children were: (1) provided with new information specific to the up-coming event; (2) engaged in a discussion generally related to the event topic based on existing knowledge; or (3) discussed an unrelated topic. Advance information specific to the event led to better recall and, in particular, to better integration of the experience into a general event representation both soon after the event and at a follow-up interview 4 months later, whereas general discussion of the topic without the event specific information neither enhanced memory reports nor facilitated the integration of event information. Providing information in advance can have significant effects on memory and knowledge acquisition although many variables, including those relating to the specific content of the information, will affect this relation.     

Prevalence of Child and Adolescent Exposure to Community Violence

Emerging as one of the most significant health issues facing American youth today, child and adolescent exposure to community violence has generated much interest across multiple disciplines. Most research to date has focused on documenting the prevalence of community violence and the emotional and behavioral ramifications. This paper provides an overview of the current literature regarding prevalence of youth exposure to community violence, and identifies those areas where further research is warranted. In addition to examining overall rates of community violence exposure, this paper reviews the prevalence of different types of community violence, such as weapon use, physical aggression, and crime-related events. Predictors of community violence exposure, including gender, age, race, socioeconomic status, behavior patterns, and geography, are discussed.     

Guest Reviewers for 2000

Authors Index

Guest Reviewers for 2000     

Representational momentum and Michotte's (1946/1963) "launching effect" paradigm

In A. Michotte's (1946/1963) launching effect, a moving launcher contacts a stationary target, and then the launcher becomes stationary and the target begins to move. In this experiment, observers viewed modifications of a launching effect display, and displacement in memory for the location of targets was measured. Forward displacement of targets in launching effect displays was decreased relative to that of targets (a) that were presented in isolation and either moved at a constant fast or slow velocity or decelerated or (b) that moved in a direction orthogonal to previous motion of the launcher. Possible explanations involving a deceleration of motion or landmark attraction effects were ruled out. Displacement patterns were consistent with naive impetus theory and the hypothesis that observers believed impetus from the launcher was imparted to the target and then dissipated.     

It takes two to fight: a test of relational factors and a method for assessing aggressive dyads.

Observations of aggressive interactions in boys' laboratory play groups were used to evaluate the relative importance of relational and individual factors in accounting for aggressive acts. A classroom peer-rating method for identifying mutually aggressive dyads was validated in 11 5-session play groups, composed of 2 mutually aggressive boys and 4 randomly selected male classmates from 11 predominately African American 3rd-grade classrooms. When the social relations model was used, relationship effects accounted for equally as much of the variance in total aggression and proactive aggression as either actor or target effects. Mutually aggressive dyads displayed twice as much total aggression as randomly selected dyads. Members of mutually aggressive dyads attributed greater hostile intentions toward each other than did randomly selected dyads, which may serve to explain their greater aggression toward each other. The importance of studying relational factors, including social histories and social-cognitive processes, is discussed.     

Pathways of Economic Influence on Adolescent Adjustment

An important part of a science aimed at the prevention of human dysfunction involves the development of empirically based models that identify processes of risk for or protection from emotional distress or behavioral problems over time. The present study developed and evaluated such a model that proposed two pathways through which family economic pressure was expected to influence change in adolescent internalizing symptoms (depression and anxiety) during the period from the eighth to the tenth grades. A total of 377 rural families in a midwestern state provided data for the analyses. The results were generally consistent with the conceptual model in that family economic pressure increased adolescent perceptions of family economic hardship, which, in turn, reduced the adolescent's sense of control or mastery over time. Lowered mastery was associated with increases in emotional distress. Also consistent with the model, prior levels of mastery appeared to reduce the magnitude of economic stress experienced by the adolescent, whereas prior emotional distress intensified the economic stress process. Although gender differences were found in these processes, the overall pattern of results suggests that girls and boys are both at risk for internalizing problems when families experience economic pressure. Implicatios of the findings for the dvelopment of effective preventive interventions with financially stressed families in rural areas are discussed.