Social identity,group processes,and helping in emergencies

Using insights from a review of recent research on social identity approaches to helping, the Chapter sets out four key elements of a social identity approach to helping in emergencies: the salience of social identity, the boundaries of social identity, the contents of social identity, and the strategic interests of social identity. Evidence that illustrates the impact of social identity processes on group size and helping, which has traditionally focused on the inhibition of helping in the presence of others, is then reviewed. Finally, recent developments in the literature on intergroup emotions are considered, and their impact on a social identity approach to helping in emergencies is explored, highlighting the relatively neglected social identity relationship between bystanders and perpetrators. The review concludes by considering the current state of knowledge of a social identity approach to helping in emergencies, and identifies important questions that remain to be addressed.     

“Moving to the beat” improves timing perception

Here, we demonstrate that “moving to the beat” can improve the perception of timing, providing an intriguing explanation as to why we often move when listening to music. In the first experiment, participants heard a series of isochronous beats and identified whether the timing of a final tone after a short silence was consistent with the timing of the preceding sequence. On half of the trials, participants tapped along with the beat, and on half of the trials, they listened without moving. When the final tone occurred later than expected, performance in the movement condition was significantly better than performance in the no-movement condition. Two additional experiments illustrate that this improved performance is due to improved timekeeping, rather than to a shift in strategy. This work contributes to a growing literature on sensorimotor integration by demonstrating body movement’s objective improvement in timekeeping, complementing previous explorations involving subjective tasks.     

A personal construct psychology view of relapse: indications for a narrative therapy component to stuttering treatment

Relapse following treatment for stuttering is a common problem for many clients. It has often been suggested that one factor contributing to relapse is the client's difficulty in adjusting to a new role as a fluent speaker. In this tutorial article, we first present a personal construct view of relapse, which suggests that this difficulty may be addressed by increasing the meaningfulness of the fluent speaker role for the speaker. Section 3 proposes that post-treatment success for persons who stutter may be facilitated by the use of a narrative approach to counseling in which the meaningfulness of the fluent speaker role is elaborated. In this approach, clients are guided through a process of deconstructing their stuttering-dominated personal narrative, followed by the reconstruction of an alternative narrative that is more compatible with being a fluent speaker. EDUCATIONAL OBJECTIVES: The reader will (1) learn about a personal construct psychology perspective on resistance and relapse in stuttering therapy, (2) be able to describe a narrative approach to counseling for people who stutter that is directed toward the long-term maintenance of fluent speech and the steps of deconstruction of the dominant stuttering narrative and reconstruction of a new, more fluent personal narrative, and (3) be able to prepare a series of narrative interview questions with which to engage clients in conversations that may facilitate the deconstruction and reconstruction processes.     

Are Children's Concerns About Punishment Related to Their Aggression?

Although moral reasoning is recognized as an influence on students' behavior, it is often overlooked in policies and interventions developed to change their behavior. Relations between specific types of moral reasoning (i.e., imminent, probable, physical, and psychological) and teacher-reported overt aggression were examined in 203 first and second graders. Regression analyses indicated that psychological reasoning explained a significant amount of the variance in overt aggression. Follow-up analyses indicated that overtly aggressive boys demonstrated more concern for the imminent consequences of their behavior on themselves (e.g., punishment) and less concern for the psychological consequences of their actions on others (e.g., hurting others' feelings) than nonaggressive boys. Implications for the prevention and treatment of aggressive behavior are discussed.     

Equity but not Equality: Commentary on Lachance-Grzela and Bouchard

Lachance-Grzela and Bouchard (2010) review the research concerning the division of household labor that has been published between 2000 and 2009, with special emphasis placed on micro-level and macro-level perspectives and on methodological considerations. This commentary suggests that perceived fairness is an important factor that cannot be separated from the impact of division of household labor. Women perform the majority of household labor, yet the majority of both men and women view this unequal division to be fair. In the past, perceived fairness has been linked to both mental and relationship health. Perceived fairness is discussed from a micro-level and macro-level perspective and in terms of methodological considerations using research primarily published within the last decade.     

Response effects of equated values of event frequency, repetition, and alternation in one-and two-cue probability learning

An experiment using 50 college students equated cue values of frequency, repetition, and alternation in one- and two-cue partially random sequences in order to determine whether the cues were responded to independently or in combination and to test earlier results concerning cue saliency. Using improved methods of data analysis, previous findings that repetition is more salient than frequency and frequency more salient than alternation were replicated. In spite of the saliency differences, the design employed demonstrated that both cues in two-cue sequences were responded to and that responses to one-cue appeared to be independent of responses to the other.     

Enduring as Lived Experience: Exploring the Essence of Spiritual Resilience for Women in Late Life

The purpose of this study was to explore spirituality and its relationship to resilience for women in late life. Over thirty interviews with six women aged 80 and older provide a dataset allowing for the phenomenological investigation of spiritual resilience. Themes emerged illustrating the components of spiritual resilience. The components of spiritual resilience are having divine support, maintaining purpose, and expressing gratitude. These factors are essential to the women’s resilience and act as mechanisms that promote high levels of subjective well-being and an overall good quality of life. Essentially, participants articulate how their experiences of enduring hardships are informed by spiritual resilience.     

When mitigation evidence makes a difference: effects of psychological mitigating evidence on sentencing decisions in capital trials

Little empirical research has addressed the effects of psychological or psychosocial evidence on sentencing decisions. The present study found that death-qualified mock jurors were more likely to sentence a defendant to death without mitigating evidence than in a case with mitigating evidence present. Mock jurors were less likely to assign a death sentence in cases that contained one of the following types of mitigating evidence: The defendant was (i) diagnosed with schizophrenia, not medicated, and suffered from severe delusions and hallucinations, (ii) drug addicted and high at the time of the murder, (iii) diagnosed as borderline mentally retarded during childhood, or (iv) severely physically and verbally abused by his parents during childhood.     

Second to fourth digit ratio and numerical competence in children

The ratio between the 2nd and 4th fingers (2D:4D)-a potential proxy for prenatal testosterone (T) exposure-shows a sex difference, with males usually having lower mean values; the latter potentially indicates higher prenatal T exposure. We studied relations between 2D:4D and competencies in the domains of counting, number knowledge, and visual-number representation in 73 children aged 6-11 years. Significant negative correlations between numerical performance in all of these areas and right and left hand 2D:4D ratios were found for boys but not girls. To the extent that 2D:4D ratios reflects prenatal exposure to T, the implications are (i) high prenatal T may be associated with better performance on some basic numerical measures for boys, and (ii) prenatal exposure to T may affect boys and girls differently with respect to some numerical competencies.