Violence against women: is psychology part of the problem or the solution? A content analysis of psychological research from 1990 through 1999

Previous critiques of traditional psychology portrayed a discipline that examines social problems from an exceptionalistic perspective and decontextualizes the subjects of its inquiries. We analysed 10 years of psychological research on domestic violence, sexual assault, and sexual harassment to determine whether this criticism applied to violence against women research. Specifically, we examined the purpose, level of analysis, sample, and context of 1396 PsychLit abstracts. We found that almost half reported an examination of causal factors. Only one quarter reported intervention studies. Most studies focused at the individual level of analysis and few included contextual factors. Investigators explored questions about domestic violence most frequently among samples of victims and perpetrators drawn from clinical settings. Sexual assault and sexual harassment researchers depended on victims and perpetrators to a lesser extent, but tended to rely upon convenience samples from college settings. Representative community samples were used in only 9% of studies. These findings support the view that psychological research on violence against women suffers from a heavy emphasis on exceptionalism at the expense of a universalistic perspective, the latter of which we contend is critical to advancing the field and reducing a major threat to women's health and wellbeing. Copyright © 2002 John Wiley & Sons, Ltd.     

Investigating stereotype structure with empirical network models

In this work we present empirical network models as a new approach in the investigation of stereotype structure. We will argue that empirical network models can provide more insight into stereotype structure because they do not suffer from the inherent constraints of factor analysis and multidimensional scaling (e.g., group features interpreted homogeneously only on the basis of their shared variance, impossibility to adequately represent cognitive schemas, difficulties to make inferences on the basis of dimensions potentially overlapping). In the present research we show how empirical network models can represent stereotypes as dynamic cognitive structures clustered in different substructures. These structures will be based on both the stereotype content and the co-occurrence of features in each group target. Additionally, this research shows how using empirical networks can contribute to broadening the interpretation of stereotypes representing them in the framework of prejudice or intergroup attitudes.     

Exploring Diurnal Cortisol Rhythms of Kindergarten Teachers in Kosovo and Ukraine

Teachers’ stress is a dynamic combination of the individual teacher's characteristics and characteristics of the classroom and school environment. To date, there are limited studies on teachers’ stress in the context of lower‐middle‐income countries (LMICs), where working conditions as well as general political and economic circumstances might pose a considerable threat for teachers’ well‐being. This study explores whether certain combinations of individual and environmental experiences of teachers in LMICs may result in stress, assessed as patterns of diurnal cortisol rhythm. Participants were kindergarten teachers in Kosovo and Ukraine, two LMICs in Europe. Latent Profile Analysis identified three subgroups of teachers that significantly differed on teachers’ education and experience. Preliminary results of Latent Growth Modeling suggested differences between profiles in baseline waking cortisol and patterns of diurnal decline. Teachers in the profile that was characterized by the longest experience working in the field but the lowest level of education showed blunted cortisol in the morning and a flatter slope; a pattern that could indicate a maladaptive cortisol response. Future directions for studying stress processes among teachers in LMICs and implications for policy and practice on how to support teacher well‐being in low‐resource contexts are discussed.     

A Bayesian Theory of Sequential Causal Learning and Abstract Transfer

Two key research issues in the field of causal learning are how people acquire causal knowledge when observing data that are presented sequentially, and the level of abstraction at which learning takes place. Does sequential causal learning solely involve the acquisition of specific cause‐effect links, or do learners also acquire knowledge about abstract causal constraints? Recent empirical studies have revealed that experience with one set of causal cues can dramatically alter subsequent learning and performance with entirely different cues, suggesting that learning involves abstract transfer, and such transfer effects involve sequential presentation of distinct sets of causal cues. It has been demonstrated that pre‐training (or even post‐training) can modulate classic causal learning phenomena such as forward and backward blocking. To account for these effects, we propose a Bayesian theory of sequential causal learning. The theory assumes that humans are able to consider and use several alternative causal generative models, each instantiating a different causal integration rule. Model selection is used to decide which integration rule to use in a given learning environment in order to infer causal knowledge from sequential data. Detailed computer simulations demonstrate that humans rely on the abstract characteristics of outcome variables (e.g., binary vs. continuous) to select a causal integration rule, which in turn alters causal learning in a variety of blocking and overshadowing paradigms. When the nature of the outcome variable is ambiguous, humans select the model that yields the best fit with the recent environment, and then apply it to subsequent learning tasks. Based on sequential patterns of cue‐outcome co‐occurrence, the theory can account for a range of phenomena in sequential causal learning, including various blocking effects, primacy effects in some experimental conditions, and apparently abstract transfer of causal knowledge.     

Magnetoencephalography and magnetic source imaging: technology overview and applications in psychiatric neuroimaging

Magnetoencephalography (MEG) is an electrophysiologic brain imaging technology that has been applied to the study of mental illness, particularly schizophrenia. Like electroencephalography, it provides excellent temporal resolution, and in combination with magnetic resonance imaging, can also provide good spatial resolution. Studies of the auditory system in schizophrenia using MEG have demonstrated an abnormality in functional cerebral asymmetry, in which persons with schizophrenia typically show reduced, or reversed, cerebral asymmetry compared with normal subjects. This abnormality is sex-specific; it is more pronounced in males with schizophrenia. These findings have not been demonstrated using other neuroimaging strategies. Thus, MEG appears to offer a unique and valuable contribution to psychiatric neuroimaging. Current research and clinical applications of MEG are limited, however, by the high cost of instrumentation. The cost of MEG systems should improve as more applications are developed, in schizophrenia as well as other neuropsychiatric conditions, and hospitals begin to invest in the technology.     

The Animal Preference Test and its relationship to behavioral problems in young children

We compared performance on the Animal Preference Test; (APT; Van Krevelen, 1955) with parental assessment of children's behavioral problems as measured by the Achenbach Child Behavior Checklist (CBCL; Achenbach & Edelbrock, 1986). Forty Black and Hispanic 6- to 12-year-old boys were asked to name the three animals they would most like to be and the three animals they would least like to be if they could not be a human being. Reasons for animal choice were categorized into one of four theme categories: aggression, autonomy, nurturance, and pleasure-beauty. Each category had a high degree (91%) of interrater reliability. When reasons for animal choice were dichotomized into aggression/autonomy versus nurturance/pleasure-beauty, children who rejected animals because of their nurturant or aesthetic qualities displayed significantly greater aggressive (p less than .001) and depressed (p less than .05) behaviors on the CBCL. The choice of animals the subjects would most like to be was not meaningfully associated with CBCL performance. Further research with this easily administered and reliably scored projective test appears warranted.     

Spelling development in the Spanish language

This study focused on spelling development in Spanish children from elementary grades. A sample of 1045 was selected from 2nd to 6th grade belonging to four schools in Tenerife Island with an age range between 7 and 12 years old (M = 113.8, SD = 17.6). We administered a standardized writing test that includes diverse subtests to assess spelling, ruled and not ruled, and various written composition tasks (i.e., writing a story based on vignettes, describing a character and writing a story). We calculated the average of correct spellings in each variable and school level, and we also analyzed the type of misspellings that children made across different writing tasks. We found that spelling is acquired by 4th-grade children when it is not ruled, whereas the spelling of ruled words is acquired by 5th-grade children. When we analyzed the misspellings in a dictation task, we found that the children confused spelling of the graphemes c/s/z/x. Across different writing tasks, we found that students committed more misspellings with the graphemes b/v, h y c/s/z/x before they finished the 4th elementary grade.     

Effects of anisomycin on inhibitory avoidance in male and female CD1 mice

The antibiotic anisomycin inhibits protein synthesis, which much research has suggested is required for the formation of long-term memory. The present work studied the effects of acute subcutaneous administration of anisomycin on the consolidation of memory in an inhibitory avoidance task in CD1 mice of both sexes. The animals were separated by sex and randomly distributed into three groups: two groups were injected with 150 mg/kg anisomycin, one immediately after the training phase and the other 24 h later, while the control group received saline. The interval between training and test was four days. Anisomycin administrated immediately after training produced statistically significant impairment of memory, which was not observed when the drug was administered 24 h after training. No sex differences were observed in the effects of anisomycin. These results extend to female mice the memory impairing effects of anisomycin previously observed in males and endorse the hypothesis that the establishment of long-term memory depends on protein synthesis shortly after training.     

Validity evidence of the Health-Related Quality of Life for Drug Abusers Test based on the Biaxial Model of Addiction

The aim of this work is to show evidence of the validity of the Health-Related Quality of Life for Drug Abusers Test (HRQoLDA Test). This test was developed to measure specific HRQoL for drugs abusers, within the theoretical addiction framework of the biaxial model. The sample comprised 138 patients diagnosed with opiate drug dependence. In this study, the following constructs and variables of the biaxial model were measured: severity of dependence, physical health status, psychological adjustment and substance consumption. Results indicate that the HRQoLDA Test scores are related to dependency and consumption-related problems. Multiple regression analysis reveals that HRQoL can be predicted from drug dependence, physical health status and psychological adjustment. These results contribute empirical evidence of the theoretical relationships established between HRQoL and the biaxial model, and they support the interpretation of the HRQoLDA Test to measure HRQoL in drug abusers, thus providing a test to measure this specific construct in this population.