GUIDELINES FOR THEORIZING ABOUT REALIZATION

Realization can be roughly understood as a kind of role‐playing, a relationship between a property that plays a role and a property characterized by that role. This rough sketch previously received only moderate elaboration; recently, however, several substantive theories of realization have been proposed. But are there any general constraints on a theory of realization? What is a theory of realization supposed to accomplish? I first argue that a view of realization is viable, in part, to the extent that physical realization under that view explains or accounts for why instances of realized properties are necessitated by how things are physically in a modally strong sense. In this sense, I claim that physical realization should explain physical supervenience. I then call into question two alternative desiderata and raise a challenge for attempts to explicate realization in terms of isomorphism or analogy. Finally, I explain how a causal‐functional account of realization, as well as less demanding accounts, can meet the preferred desideratum.     

Assessment of Social Information Processing in Early Childhood: Development and Initial Validation of the Schultz Test of Emotion Processing—Preliminary Version

Crick and Dodge’s (Psychological Bulletin 115:74–101, 1994) social information processing model has proven very useful in guiding research focused on aggressive and peer-rejected children’s social-cognitive functioning. Its application to early childhood, however, has been much more limited. The present study responds to this gap by developing and validating a video-based assessment tool appropriate for early childhood, the Schultz Test of Emotion Processing—Preliminary Version (STEP-P). One hundred twenty-five Head Start preschool children participated in the study. More socially competent children more frequently attributed sadness to the victims of provocation and labeled aggressive behaviors as both morally unacceptable and less likely to lead to positive outcomes. More socially competent girls labeled others’ emotions more accurately. More disruptive children more frequently produced physically aggressive solutions to social provocations, and more disruptive boys less frequently interpreted social provocations as accidental. The STEP-P holds promise as an assessment tool that assesses knowledge structures related to the SIP model in early childhood.     

Alcohol‐related violence defined by ultimate goals: a qualitative analysis of the features of three different types of violence by intoxicated young male offenders

Based upon a functional approach to understanding aggression, we aimed to identify the occurrence of and to describe the features of three types of alcohol‐related violence defined a priori by ultimate goals: (1) violence in pursuit of nonsocial profit‐based goals, (2) violence in pursuit of social dominance goals, and (3) violence as defence in response to threat. A sample of 149 young men with offences of violence that were alcohol related was interviewed. Cases were classified and detailed information from the first ten cases in each class (N=30) was subjected to thematic analysis. Intoxicated violence in pursuit of nonsocial profit‐based goals was opportunistic and motivated by the desire for more alcohol or drugs. Violence, in these cases, although serious, appeared to be brief. Intoxicated violence in pursuit of social dominance goals was typically precipitated by past or current insult or injury, and was accompanied by strong anger and an adrenaline rush. Attacks were ferocious, and robbing the victim was not uncommon, perhaps to inflict additional humiliation. Feelings of pride and satisfaction were typical and expressions of remorse were uncommon. Regarding intoxicated violence as defence in response to threat, attacks were often expected, and in some cases the respondent made a pre‐emptive strike. Weapon use was common in this group. Fear was experienced, but so too was anger. Feelings of excitement were not reported and remorse was common. Further validation of these types is warranted, and the potential implications of these findings for prevention and treatment are discussed. Aggr. Behav. 36:67–79, 2010. © 2009 Wiley‐Liss, Inc.     

Women’s preference of therapist based on sex of therapist and presenting problem: An analog study

An analog study was conducted to examine differences in women’s preference for and anticipated comfort self-disclosing to hypothetical therapists of different sexes based on the type of hypothetical presenting problem. The impact of general level of self-disclosure was also examined. Participants included female college students (n?=?187). Anticipated comfort self-disclosing to male or female therapist was rated by subjects when presented with therapists of each sex with the same qualifications. Women preferred and reported higher levels of anticipated comfort self-disclosing to a female therapist. The type of hypothetical presenting problem and general level of self-disclosure also impacted anticipated comfort self-disclosing. There was an interaction between general level self-disclosure and the sex of therapist on anticipated comfort self-disclosing. General level of self-disclosure only impacted anticipated comfort self-disclosing when the therapist was male. This information is relevant for therapists or organizations that provide psychosocial services to women. Organizations may want to inquire about a client’s preferences about sex of therapist beforehand and, if possible, cater to the client’s preference.     

Metamers for Hammer-With-Ability Are Not Metamers for Poke-With-Ability

Studies on dynamic (i.e., kinesthetic) touch perception have shown that perception of many properties of wielded objects are linked to variables related to the rotational inertia of those objects. The broad nature of the sensitivity to such variables invites the question of whether various perceived functional properties of wielded objects are distinct (i.e., whether they map to rotational inertia via different functions) or whether they are perceptually equivalent (i.e., whether they map to opposite extremes of the same function). Two experiments investigated whether hammer-with-ability and poke-with-ability are perceptually equivalent (i.e., metamers) using a metameric matching strategy. The results show that metamers for hammering were not metamers for poking, and vice versa. The results suggest that haptic perception of poke-with-ability and hammer-with-ability are distinct percepts.     

Longitudinal measurement invariance of psychosocial measures in physical activity research: an application to adolescent data

The current study served as a practical and substantive guide to establishing longitudinal measurement invariance of psychosocial measures commonly used in adolescent physical activity (PA) research. Psychosocial data on an initial sample of 878 adolescents (ages 11–15) recruited through primary care providers were provided at baseline, 6, 12, and 24 months. The target measures included family support, peer support, decisional balance (pros, cons), self‐efficacy, and behavioral strategies. Five of the six psychosocial measures exhibited strict longitudinal measurement invariance, with the sixth measure (self‐efficacy) exhibiting strong longitudinal measurement invariance. These findings support the equivalence of these measures across time, and provide the foundation to substantively interpret group differences and associations involving these measures and PA.     

The Sibling Resource Dilution Theory: An Analysis

In this study, I examined relationships between sibling variables and children's family educational resources at different levels of family social status and children's intellectual ability. Data were collected from 900 eleven-year-old Australian children (450 boys, 450 girls) and their parents. Relationships among the variables were examined by plotting regression surfaces generated from models that included terms to test for possible linear, interaction, and curvilinear associations. Although results from some of the regression models provided tentative support for the sibling resource dilution theory, overall results suggest that acceptance of the theory must be treated with some caution. In general, the analysis indicated the possible complexity of relationships between sibling variables and family educational resources.     

Convergent Evidence for Basic Motivational Dimensions

Subjects (N = 217) rated the attractiveness of 56 general goals and then completed 3 theory-based tests of personality or motivation. Two goal factors—labeled Social-Economic Status and Competitive Achievement—seemed to reflect two broad domains of status-seeking motivation, and two other factors—labeled Growth Orientation and Interpersonal Security—pointed to separate domains of cooperative motivation. Thus, there was confirmation for the widespread assumption of two primary types of interpersonal motivation (solidarity and status) in our culture but also for important distinctions within each type. Canonical and direct correlations with the theoretically-grounded measures strongly supported that interpretation of the factors. Meaningful relationships between factors obtained from the questionnaire and the more rationally-based test scores indicated convergence in mappings of motivational space.