Peer influence on event reports among adolescents and young adults

When two or more people witness an event together, the event report from one person can influence others’ reports. In the current study we examined the role of age and motivational factors on peer influence regarding event reports in adolescents and young adults. Participants (N=249) watched a short video of a robbery then answered questions with no co-witness information or with information believed to be from a co-witness. Public and private response conditions were included to explore motivations for peer influence. Co-witness information influenced participants’ responses, although the effect was equally strong in the private and the public co-witness conditions. Peer influence on event reports was steady across a large age range (11- to 25-year-olds).     

Use of the Compulsive Exercise Test With Athletes: Norms and Links With Eating Psychopathology

This study assessed the 5-factor structure of the Compulsive Exercise Test (CET) and explored the relationship between compulsive exercise and eating psychopathology in athletes. Confirmatory and exploratory factor analyses of the CET were conducted with 689 competitive athletes (18–35 years of age). Convergent validity with the Eating Disorders Examination Questionnaire (EDE-Q) was explored. The 5-factor structure showed a poor fit; an alternative 3-factor structure is proposed. Exercising for weight control and exercising to avoid a negative mood were strongly associated with eating psychopathology. Implications for using the CET with athletes are discussed.     

A Compelling Practice: Empowering Future Leaders in the Medical Humanities

Medical students and faculty explore the medical humanities for diverse reasons: as a medium for self-reflection, a means to cultivate professionalism and humanism, and a way to gain an appreciation for the broader contexts in which illness and health occur. One important area for development is increasing the exposure of learners and clinicians of various levels of training to the medical humanities and to role models in the field. Student-led programs in the medical humanities at the American Medical Student Association (AMSA) address these needs by offering unique opportunities for learning and sharing experiences. AMSA programs connect physicians-in-training using technology to create virtual communication and learning opportunities. These include monthly book discussion webinars, the Writers' Institute and the Medical Humanities Scholars Program (MHSP).     

Individuality and the prejudiced personality

Many researchers maintain that individual psychological processes related to our human evolutionary inheritance, a person's particular genetic make-up, and/or childhood learning and socialisation patterns are a root cause of prejudice. The effects of collective processes on the individual are considered to be largely in the past, producing individual personalities and social attitudes that are relatively fixed and enduring. There is, however, an alternative perspective on the impact of the collective embodied in self-categorization theory (SCT). From the SCT perspective, the self is both personal and collective, and shifts in the nature of self-categorisation produce qualitative shifts in judgements of oneself and others. Through one's identity as a group member, contemporary social forces can shape the psychology of the person. This analysis not only has direct implications for how we understand the relationship between personality and prejudice, but also offers an alternative way of thinking about personality itself. What emerges from our own and related research on prejudice is a more complex analysis of individuality, one that is ineluctably embedded in contemporary intragroup and intergroup identities and the societal and ideological realities that define group life as well as in past learning and maturation.     

Response to “Poison Cookies” Discussions

This is a response to the discussions of the case presented by this author. Responding to the discussions has allowed the author to pull together her own ideas about the case as well as about the work we do. The author sees Sheldon (Shelly) Bach's view of sadomasochism as a particular type of object relationship as informing her own point of view. Next comes a discussion centering on Steven (Steve) H. Knoblauch's emphasizing the importance of the internal symbolic world of the patient. The author makes the point that understanding the level of differentiation of the internal objects in the patient's representational world is important in thinking about the types and timing of interventions the analyst makes; for example, those which Mary-Joan Gerson describes in her comments. Finally, the author addresses Sue Grand's response, especially her emphasis on the importance of siblings in our patients’ histories and the resulting sibling transferences to the analyst.     

Shaping Medical Students' Attitudes Toward Ethically Important Aspects of Clinical Research: Results of a Randomized,Controlled Educational Intervention

The effects of research ethics training on medical students' attitudes about clinical research are examined. A preliminary randomized controlled trial evaluated 2 didactic approaches to ethics training compared to a no-intervention control. The participant-oriented intervention emphasized subjective experiences of research participants (empathy focused). The criteria-oriented intervention emphasized specific ethical criteria for analyzing protocols (analytic focused). Compared to controls, those in the participant-oriented intervention group exhibited greater attunement to research participants' attitudes related to altruism, trust, quality of relationships with researchers, desire for information, hopes about participation and possible therapeutic misconception, importance of consent forms, and deciding quickly about participation. The participant-oriented group also agreed more strongly that seriously ill people are capable of making their own research participation decisions. The criteria-oriented intervention did not affect learners' attitudes about clinical research, ethical duties of investigators, or research participants' decision making. An empathy-focused approach affected medical students' attunement to research volunteer perspectives, preferences, and attributes, but an analytically oriented approach had no influence. These findings underscore the need to further examine the differential effects of empathy-versus analytic-focused approaches to the teaching of ethics.     

Subliminal priming of winning images prompts increased betting in slot machine play

In 2 experiments (n = 327), participants played a computerized slot machine game. Some participants had the jackpot symbols repeatedly flashed for 30 ms during preliminary play. Exposure to the subliminal jackpot prime led to more betting and confidence on a final spin. In Experiment 2, this effect only occurred for those who placed their bets immediately following exposure to the primes. Betting and confidence returned to baseline levels if participants were forced to wait for 5 minutes before betting. This finding supports a category priming explanation rather than a goal activation explanation for the effect. Results are discussed in the context of research on subliminal priming, and as an example of an application of subliminal priming effects to consumer psychology.     

A self-regulatory framework for message framing

After several decades of research on message framing, there is still no clear and consistent answer to the question of when emphasizing positive or negative outcomes in a persuasive message will be most effective. Whereas early framing research considered the type of recommended behavior (health-affirming vs. illness-detection) to be the determining factor, more recent research has looked to individual differences to answer this question. In this paper, we incorporate both approaches under a single framework. The framework describes the multiple self-regulatory levels at which a message can be framed and predicts when framing at each level will be most effective. Two central predictions were confirmed across four studies: (1) messages describing the pleasures of adhering to the recommended behavior are most effective for recipients in a promotion focus (who are concerned with meeting growth needs), whereas messages describing the pains of not adhering are most effective for recipients in a prevention focus (who are concerned with meeting safety needs), and (2) the content of an advocacy message is essential, as different topics induce different regulatory orientations. By showing that different message content can induce a promotion or prevention focus, past findings and theories can be accommodated within the proposed framework, and a single set of self-regulatory principles can be used to understand message framing.     

The Development of the Conceptual Organization of Self

This study posed a cognitive-differentiation hypothesis for the development of the concept of self. Children from kindergarten through sixth grade (N = 112), divided equally between the sexes, were administered a class-inclusion task and two measures of the concept of self. The Imaginary Audience Scale for the Young Child (IAS; Elkind & Bowen, 1979) indexed two aspects of the Jamesian “I,” or self-as-subject. A newly developed instrument, the Part-of-Me Scale (PMS), measured the various constituents of the Jamesian “me,” or self-as-object. The results indicated a sex difference on the IAS subscales and a grade effect for constituents judged as integral to self-definition. The results suggest that a relational concept of self, characterized by individuation from and integration with the external world, may be a developmental achievement not apparent until middle adolescence.