LEAVING A SEXUALLY COERCIVE DATING PARTNER: A PROSPECTIVE APPLICATION OF THE INVESTMENT MODEL

In the present study, an investment model framework was applied to identify associations between partner verbal sexual coercion and dating relationship outcomes, including relationship commitment and maintenance. Undergraduate women ( N = 180) provided self-report data on investment model variables and verbal sexual coercion within their current relationships and returned 6 to 8 weeks later to report on their relationship status. About 28% of the participants endorsed partner verbal sexual coercion. Women in sexually coercive relationships reported greater investment but did not differ from other women in satisfaction, commitment, or later relationship maintenance. Results revealed indirect effects of partner sexual coercion on relationship commitment through greater perceived investment. Sustaining verbal sexual coercion in ongoing dating relationships may represent a type of relationship investment that indirectly promotes subjective commitment. Additional studies of verbal sexual coercion in committed romantic relationships are needed.     

Distinguishing representation deficits and processing deficits in a case of acquired dysgraphia

The same acquired disorder of spelling may be due to deficits affecting lexical representations of word spelling or deficits affecting the mechanisms that process those representations. This study sought to distinguish these possibilities in a dysgraphic patient. The integrity of the patient's lexical orthographic representations was assessed by having him decide whether or not pairs of words presented auditorily rhymed. Although the patient was impaired on a variety of spelling tasks and with all types of stimulus material, he showed a normal effect of spelling on the rhyme task. Like normal subjects, he was faster at deciding that words rhymed when they were spelled similarly (e.g. tool-cool) than when they were spelled dissimilarly (e.g. rule-cool) and slower at deciding that words did not rhyme when they were spelled similarly (e.g. toad-broad) than when they were spelled dissimilarly (e.g. code-broad). Therefore, as the patient's lexical representations of word spelling seemed to be generally intact, his spelling problems were probably due to difficulty in processing those representations.