Personalized and generalized comparisons: causes and consequences of variations in the focus of social comparisons

When people compare with another person they can focus on how they compare either with just that target (a personalized comparison) or with others more generally (a generalized comparison). Four studies (two event-contingent diary studies, one study of comparisons during a triathlon, and one controlled experiment) showed that personalized comparisons were more likely when the target's attribute was distinctive or there was an interaction or a close or emotional relationship with the target. Perhaps because these conditions that increase interest in the target as a distinct individual were less common during the triathlon than in everyday life, personalized comparisons were relatively uncommon during the triathlon but relatively common in everyday life. Across studies, generalized comparisons magnified the impact of upward comparisons on overall feelings (but not on interpersonal feelings about the self-target relationship), presumably because generalizing broadens the implications of comparisons, whereas personalizing restricts their relevance to the self-target relationship.     

Agentic and Communal Social Motives

People chart and navigate their social lives along two cardinal axes – agency and communion. The motives to approach communion (e.g., enhance closeness and cooperation), approach agency (e.g., gain status and control), avoid communion (e.g., limit vulnerabilities and obligations), and avoid agency (e.g., limit resentments and rivalries) can each be adaptive, depending on the person and situation. After reviewing common implicit and explicit measures of agentic and communal motives, I describe how these motives together shape (and are shaped by) diverse phenomena, such as individuals' involvements in mating and parenting and, concurrently, their testosterone and oxytocin levels. I also detail how normative models of development and maturation depict a shifting dynamic between communal and agentic motives over the lifespan: In childhood, secure attachments provide foundations for developing agency; in adulthood, the challenge becomes yoking agency (one's accumulated mental, physical, and social resources) to communal aims (nurturing others and prosocial endeavors).     

Interpersonal Moderators of the Effects of Upward Comparisons on Ability Judgments

In everyday life, the meaning—and thus the consequences—of social comparisons are shaped by the interpersonal relationship with the comparison target. In two studies, undergraduates described 1,863 naturally occurring upward social comparisons. Participants ascribed higher ability levels to themselves when they had an ongoing competition or close (but not extremely close) relationship with the upward comparison target. Participants ascribed lower ability levels to distant and disliked targets (especially when their standing relative to a disliked target was personally important). Thus, perceived differences between the abilities of the self and the target were minimized when the target was disliked, moderately close, or a rival. These findings extend and qualify findings from laboratory studies of how upward comparisons affect ability judgments.     

Narratives of quality in qualitative research: Putting them in context

This article is a commentary on ‘Assessing ‘good’ qualitative research in the work psychology field: A narrative analysis’ (Cassell & Symon, 2011).     

Helping Those Who Help Themselves: Does Counseling Enhance Retention?

This study examined how academic distress changed over the course of counseling and predicted retention. The sample comprised students receiving services at the campus counseling center (n = 404), students from a psychology department subject pool (n = 311), and students from the general campus population (n = 75,748). The analyses performed included t test, analysis of covariance, chi‐square test, and logistical regression. The results suggested that students whose academic distress did not decrease had lower retention rates than both clients whose academic distress improved and the general student body.     

Pedagogy of Possibilities: Teaching About Racism in Multicultural Counseling Courses

The topic of diversity/multiculturalism is explored in terms of how to teach about racism in counselor education programs. Issues about racism in general, how racism is handled in multicultural counseling courses, and strategies for successful teaching are explored.     

A comparison of procedures for eliminating self-injurious behavior of retarded adolescents

An attempt was made to eliminate the self-injurious behaviors of four institutionalized, profoundly retarded adolescents. Some of the behaviors studied were: face-slapping, face-banging, hair-pulling, face-scratching, and finger-biting. Three remediative approaches to self-injurious behavior were compared. Elimination of all social consequences of the self-injurious behavior was not effective with the two subjects with whom it was attempted. The same two subjects were exposed to a procedure involving reinforcement of non-self-injurious behavior which was ineffective under no food deprivation and was effective with one of the two subjects under mild food deprivation. Electric-shock punishment eliminated the self-injurious behaviors of all four subjects with whom it was attempted. The results suggested that punishment was more effective than differential reinforcement of non-self-injurious behavior which, in turn, was more effective than extinction through elimination of social consequences. However, the effects of the punishment were usually specific to the setting in which it was administered. In order to eliminate the self-injurious behaviors of severely retarded children, it is apparently necessary to carry out the treatment in many of the settings in which it occurs.     

Phonemic effects in the silent reading of hearing and deaf children

Twenty-four deaf and hearing children silently read a printed passage while crossing out all detected cases of a pre-specified target letter. Target letters appeared in phonemically modal form, a category loosely analogous to “pronounced” letters (e.g., the g in badge), and in phonemically nonmodal form, a class which included “silent” letters and those pronounced in somewhat atypical fashion (e.g., the g in rough). Hearing children detected significantly more modal than nonmodal forms, an expected pronunciation effect for individuals in whom speech and reading ordinarily are in close functional relationship. The deaf detected exactly as many modal as nonmodal letter forms, provoking the interpretation that deaf children, as a group, do not effectively mediate print with speech. The deaf also were relatively unaffected by grammatical class, while hearing subjects were considerably more likely to detect a target letter if it occured in a content word than a functor term. Questions pertaining to reading instruction in the deaf are discussed.