Individualist and collectivist norms: when it's ok to go your own way

We conducted two studies to investigate the influence of group norms endorsing individualism and collectivism on the evaluations of group members who display individualist or collectivist behaviour. It was reasoned that, overall, collectivist behaviour benefits the group and would be evaluated more positively than would individualist behaviour. However, it was further predicted that this preference would be attenuated by the specific content of the group norm. Namely, when norms prescribed individualism, we expected that preferences for collectivist behaviour over individualist behaviour would be attenuated, as individualist behaviour would, paradoxically, represent normative behaviour. These predictions were supported across two studies in which we manipulated norms of individualism and collectivism in an organizational role‐play. Furthermore, in Study 2, we found evidence for the role of group identification in moderating the effects of norms. The results are discussed with reference to social identity theory and cross‐cultural work on individualism and collectivism. Copyright © 2002 John Wiley & Sons, Ltd.     

Picture book exposure elicits positive visual preferences in toddlers

Although the relationship between “mere exposure” and attitude enhancement is well established in the adult domain, there has been little similar work with children. This article examines whether toddlers’ visual attention toward pictures of foods can be enhanced by repeated visual exposure to pictures of foods in a parent-administered picture book. We describe three studies that explored the number and nature of exposures required to elicit positive visual preferences for stimuli and the extent to which induced preferences generalize to other similar items. Results show that positive preferences for stimuli are easily and reliably induced in children and, importantly, that this effect of exposure is not restricted to the exposed stimulus per se but also applies to new representations of the exposed item.     

Reclaiming the Idea of Truth: Some Thoughts on Theory in Response to Practice

This paper examines the idea of truth, its place in therapy and in the history of systemic theory. Beginning with some practice fragments, the theory exploration considers the idea of truth in the modernist frame, the paradox of the modernist metaphor in describing the activity of therapy, and the peculiarities of the idea of truth in the earlier systemic therapies. Postmodernist and social constructionist ideas are then explored, and meaning is identified as the concept which currently occupies the place of an idea of truth in systemic discourse. It is argued that meaning as a concept is insufficiently attached to an idea of (external) reality or to an understanding of the relationship of the individual to knowledge of her/his experience of the world. Reclaiming the idea of truth as an emotional and social process has more potential to meet the complexities of human experience in thinking about the process of therapeutic change.     

Examining the effect of practice on inhibition of return in static displays.

In a recent article, Weaver, Lupiá?ez, and Watson (1998) reported that both object-based and location-based inhibition of return effects were reduced with practice. The present study was conducted to (1) replicate the reduction of inhibition of return with practice in single-session experiments with a variety of displays and responses and (2) to examine the notion that the reduction was, at least partly, due to habituation. However, no evidence for practice-related changes in the size of the inhibitory effect were found over a series of different inhibition of return experiments using static displays (using various numbers of target locations, types of keypress responses, and number of trials). Overall, the results suggest that inhibition of return is a robust phenomenon and may not, with static displays, be especially sensitive to practice effects.     

Cognitive training in academically deficient ADDH boys receiving stimulant medication

This study evaluated the effectiveness of a 16-week intensive cognitive training program in stimulant-treated, academically deficient ADDH boys. Cognitive training focused exclusively on academic skills and tasks, and included attack strategy training as well as self-monitoring and self-reinforcement of problem-solving behaviors and response accuracy. Control groups included remedial tutoring plus medication, and medication alone. Despite the scope of the program, the results provided no support for the notion that academically based cognitive training ameliorates the performance and achievement of academically deficient ADDH youngsters. Further, this intervention did not enhance self-esteem or attributional perceptions of academic functioning. There was poor agreement between teacher ratings of academic competence and test score changes. The lack of concordance between measures, and the scarcity of academically deficient ADDH children are discussed.Preparation of this article was supported in part by National Institute of Mental Health Grant MH30822.     

Object- and location-based inhibition of return in younger and older adults

When a cued object moves to new spatial coordinates, inhibition of return (IOR) with younger adults is found at the original cued location (location-based IOR) and at the current location of the object (object-based IOR). Older adults, however, show only location-based IOR. To determine whether this pattern of results represents a general age-related deficit in object-based IOR, the authors used static displays in which the placeholders (i.e., objects) were either present (location-based IOR+object-based IOR) or absent (location-based IOR only). Both age groups showed location-based IOR, but the older adults failed to show object-based IOR, consistent with age-related differences in visual pathways.     

The use of social and salience cues in early word learning

This article explores young infants' ability to learn new words in situations providing tightly controlled social and salience cues to their reference. Four experiments investigated whether, given two potential referents, 15-month-olds would attach novel labels to (a) an image toward which a digital recording of a face turned and gazed, (b) a moving image versus a stationary image, (c) a moving image toward which the face gazed, and (d) a gazed-on image versus a moving image. Infants successfully used the recorded gaze cue to form new word-referent associations and also showed learning in the salience condition. However, their behavior in the salience condition and in the experiments that followed suggests that, rather than basing their judgments of the words' reference on the mere presence or absence of the referent's motion, infants were strongly biased to attend to the consistency with which potential referents moved when a word was heard.     

Derived stimulus relations, semantic priming, and event-related potentials: testing a behavioral theory of semantic networks

Derived equivalence relations, it has been argued, provide a behavioral model of semantic or symbolic meaning in natural language, and thus equivalence relations should possess properties that are typically associated with semantic relations. The present study sought to test this basic postulate using semantic priming. Across three experiments, participants were trained and tested in two 4-member equivalence relations using word-like nonsense words. Participants also were exposed to a single- or two-word lexical decision task, and both direct (Experiment 1) and mediated (Experiments 2 and 3) priming effects for reaction times and event-related potentials were observed within but not across equivalence relations. The findings support the argument that derived equivalence relations provides a useful preliminary model of semantic relations.     

The role of temporal and spatial factors in the covert orienting of visual attention tasks

There is a biphasic pattern in response times to peripheral uninformative cues, with faster responses to targets in cued locations when the stimulus onset asynchrony (SOA) is under 300 ms and slower responses when it is over 300 ms. The effect has typically been attributed entirely to the SOA while ignoring other aspects of the cues (duration, spatial configuration). To examine these other factors, along with SOA, the present experiments included manipulations of SOA (50, 100, 200, 400, 800 ms), inter-stimulus interval (ISI; 0, 50, 100, 150, 200, 300, 350, 400, 500, 600, 700, and 750 ms), and whether or not the cue and target overlap in the same space. The results indicate that cueing effects depend on the combination of cue duration, ISI, SOA, and the spatial configuration of the cues and targets. Three factors are used to explain these time course results.     

Counseling in Ireland

Counseling in Ireland has experienced rapid growth in the past 30 years. Public attitudes toward counseling have become more positive, especially with the increasing secularization of a once strongly religious Catholic society. Licensure is nonexistent but there are certification bodies that attempt to ensure qualified practice. There is no third‐party payment, so access to counseling for impoverished individuals is a problem. Training programs are quite varied. Efforts are being made to standardize training and to develop licensure requirements.