Physique Contrast Effect: Adverse Impact of Idealized Body Images for Women

Adherence to an attractiveness ideal was considered as a possible mediator of a physique contrast effect among Caucasian women. Following exposure to photographs of models typifying idealized thin physiques, women displayed decreased self-esteem and increased self-consciousness, social physique anxiety, and body dissatisfaction. Although women with low adherence to an attractiveness ideal seemed to be advantaged by having greater self-esteem, less self-consciousness, and lower physique anxiety or dissatisfaction than their high adherence counterparts, these women did not display any unique resistance to the contrast effect. High affirmation of an attractiveness ideal was associated with exceptionally high potential for disordered eating. Eating disorder potential did not show influence of the contrast effect, but long-term implications were considered.     

Input integration and input weighting in decisions on allocations of gains and losses

Although the concept of relevance (or weight) of inputs plays a central role in equity theory, it has not been clearly defined. The present investigation attempts to answer the question of when, and which, inputs are taken into account in allocation decisions. Subjects were given a stimulus story in which two fictitious persons had, through joint work, produced a monetary gain or loss; further, information was provided on the relative effort (amount of time worked intensively) and /or ability (as determined by a test) that each stimulus person had contributed. Subjects were asked how they would allocate the gain or loss. Empirical evidence for the following three codeterminants of allocation decisions was obtained: (1) the type of input—personal and behavioural characteristics are [relevant] for allocation if they are perceived as (a) causallv important for outcome production, (b) variable, and (c) under the person's volitional control; (2) the type of outcome to be allocated—more equal allocations are observed when loss as opposed to gain must be allocated; and (3) the constellation of individual inputs on given dimensions—information is given on several input dimensions, a dimension which should be [irrelevant] according to criteria (a), (b), and (c) does codetermine allocations when recipients have contributed equally with respect to this dimension. The latter finding is discussed from the perspective of [cognitive algebra].     

Future orientation of institutionalized and noninstitutionalized delinquents and nondelinquents

The present study is an analysis of the relationship between delinquency, institutionalization and future orientation, based on a social-learning theoretical framework. Two hundred and forty male adolescents (institutionalized and noninstitutionalized delinquents and nondelinquents) answered open and structured questions concerning their anticipations and evaluations of the future. The data were analysed by analyses of variance and t-tests and partly confirm the hypotheses: Delinquents structure their future in a less differentiated, less extended, and more internal way than nondelinquents. This was especially true for the institutionalized delinquents. However, delinquents structured their fears concerning their personal development more extensively than nondelinquents. Future orientation varied according to the length of institutionalization in different domains of life. These results do not support the dominant assumption of the literature that delinquents have an unrealistic future orientation. Rather, it is shown here that institutionalized delinquents anticipate rather negative future events which they expect to occur shortly after the time of their release. However, the present results have to be cautiously interpreted on account of the special selection of the sample and the rather short duration of institutionalization. Also, the method of a differentiated measurement of future orientation used here is hardly practiced in the literature though such a conceptualization as a multidimensional construct seems to be theoretically fruitful.     

An information processing system for the psychiatric emergency room

An information processing system for a psychiatric emergency room is described. Several studies are presented that show the utility of the system. In the first study, variables involved in diagnosis are explicated. The second study attempts to determine the characteristics that distinguish recidivists from nonrecidivists at an emergency room. The third study attempts to find patient variables related to success in short-term treatment programs. The final study is aimed at discovering whether there are psychopathological effects related to the use of inhalants. Together, these studies show the potential of a mental health information system for learning more about the nature of mental disorders and their treatment.     

Consulting for Change: Anatomy of an Effort That Failed

Theoretical issues concerning the process of change and the phenomenon of resistance are highlighted in this analysis of opposition observed during in-service training of high school and junior high school counselors. Behavioral examples are examined with reference to the principles found in current change theory-theory that suggests generalizations and practical considerations for the would-be change agent, whether counselor, consultant, or social psychologist.     

A symposium on the use of history in the social sciences curriculum: An introduction

A symposium on the use of history in the social sciences curriculum was held at the 1980 annual meeting of the History of Science Society. It was part of a continuing series of symposia on pedagogical topics sponsored by the Committee on Undergraduate Education of the Society. Here a brief introduction is given to the three papers and the commentary presented on that occasion and published in this issue of this journal.     

Enhancing young people's social competence and health behavior: An important challenge for educators, scientists, policymakers, and funders

Large numbers of America's young people engage in multiple high-risk behaviors that may jeopardize their health and social development. Given the gravity of this situation, many federal agencies and national organizations have called for the implementation of school-based K-12 social competence and health promotion programs. Unfortunately, there is a gap between the comprehensive programs that policymakers are asking educators to implement and the limited scope, duration, and intensity of state-of-the-art health promotion programs that scientists have developed and evaluated. As a result, most schools currently adopt well-marketed programs that lack documented effectiveness. Although current research indicates that brief, well-designed, theory-driven competence promotion and health education programs produce short-term benefits, there have been no controlled, longitudinal field studies to evaluate the long-term effects of K-12 efforts. This paper proposes that policymakers and funding agencies support long-term collaborations among educators and scientists to develop and evaluate K-12 comprehensive social competence and health education programs and identifies critical issues that funded projects should address.     

Feeling and believing: the influence of emotion on trust

The authors report results from 5 experiments that describe the influence of emotional states on trust. They found that incidental emotions significantly influence trust in unrelated settings. Happiness and gratitude--emotions with positive valence--increase trust, and anger--an emotion with negative valence--decreases trust. Specifically, they found that emotions characterized by other-person control (anger and gratitude) and weak control appraisals (happiness) influence trust significantly more than emotions characterized by personal control (pride and guilt) or situational control (sadness). These findings suggest that emotions are more likely to be misattributed when the appraisals of the emotion are consistent with the judgment task than when the appraisals of the emotion are inconsistent with the judgment task. Emotions do not influence trust when individuals are aware of the source of their emotions or when individuals are very familiar with the trustee.