Sexual experience and recall of sexual vs. nonsexual information

The effects of both sex guilt and sexual experience on the ability to remember sexual and nonsexual information were examined Male and female subjects were asked to read and then recall facts from vignettes that concerned sexual and nonsexual dilemmas As expected, the sexually inexperienced subjects made more mistakes than did the experienced subjects when recalling sexual information There were no differences between the groups in recall of nonsexual information, and there were no differences associated with the sex guilt variable In addition, one subgroup of the sample was singled out as being particularly interesting from an applied perspective Previous research has identified high-guilt, high-experience women as being an at-risk group for unwanted pregnancy In fact, these women did have difficulty in remembering the sexual information Moreover, there was a clear bias in their recall pattern toward remembering information in favor of being sexually active Results are presented in terms of the relationship between sexual experience and sexual schemata, and between sex guilt and emotionality     

Avoiding malpractice suits in pastoral counseling

This article advises caution for ministers engaged in pastoral counseling and describes the necessary elements of a successful malpractice suit. Areas of special concern for the counselor are reviewed and guidelines for professional conduct and self-protection are outlined.     

Sugar consumption,locomotion, task orientation,and learning in preschool children

A challenge design was employed to investigate the effect of sucrose consumption on the behavior of 12 preschool children. On separate experimental days, subjects were tested individually with either a challenge sucrose drink (2 gm/kg body weight) or a placebo drink sweetened with aspartame. Fifteenminute observations of each child during free play were made at 15, 45, and 75 minutes after ingestion of the drink. Assessment with a paired- associate learning task was made before ingestion and at 30, 60, and 90 minutes after ingestion. This study was a partial replication and extension of one of the few studies in the literature that has found an effect of sucrose on the behavior of normal children. On all dependent measures (locomotion, task orientation, and learning), the study failed to obtain significant differences between the two conditions.     

Instructive feedback: Effects of number and type

We evaluated the effects of presenting two instructive feedback stimuli of the same and different types for each target behavior taught. Four elementary school students with mild mental retardation were taught to name photographs of places of interest in the local community using constant time delay and instructive feedback. Initially, the four students were taught one set of photographs with one instructive feedback stimulus (name of the street on which the place was located) for each target photograph. All students learned to name all photographs, and three learned to name the street on which the place was located. The three students who learned to name the street for the place in the photograph were then taught three sets of photographs. Each set included two instructive feedback stimuli for each target photograph: Set 2 had one street name and one activity that occurred in the place; Set 3 had two activities per photograph, and Set 4 had one street name and one activity. The three students learned to name the photographs, but only learned to name the activities and not the street names that were presented through instructive feedback. These finds are discussed in terms of the factors that may control acquisition of instructive feedback stimuli and the implications for practice and future research.     

Differential effects of personality traits related to the P-ImpUSS dimension on latent inhibition in healthy female subjects

An experiment was performed to investigate the effects of various personality traits (psychoticism, impulsiveness, sensation seeking) with substantial loadings on the P-ImpUSS dimension on latent inhibition (LI). LI refers to the finding that performance on a learning task is poorer for a preexposed irrelevant stimulus than for a novel stimulus. Forty-eight female subjects were tested by a rule-learning task that has been shown to reliably produce differential LI effects in low and high psychosis-prone normals. Results suggest that, besides psychoticism, the sensation seeking subfactor disinhibition is negatively associated with LI. Furthermore, stepwise regression analysis revealed that combining individual psychoticism and disinhibition scores results in a significant increase in explained variance of LI. These findings are discussed in terms of a relationship between distinct P-ImpUSS-related aspects of personality and LI.     

Attention and memory for threat in panic disorder

Recently, information processing paradigms have been utilized to explore the role of attentional and memory processes in the maintenance of clinical anxiety disorders. The present study extended these data using a dual-task paradigm to assess attentional vigilance and a cued recognition task to evaluate short-term memory effects in Panic Disorder (PD). Twenty PD patients and 20 normal controls completed a computerized task wherein they read aloud one of a pair of rapidly presented words (primary task) while simultaneously attempting to detect a small probe that appeared adjacent to one of the words (secondary task). Eighty stimulus words were chosen to represent four categories: physical panic-related threat, social threat, positive-emotional, and neutral. Reaction time and accuracy in detecting the probe were assessed, as well as psychophysiological responding (heart rate, skin conductance, EMG). Following task completion, a cued recognition task was administered to examine short-term memory of task stimuli. Results indicated that PD patients exhibited slower reaction times relative to normal controls during presentation of physical panic-related threat and positive-emotional stimuli. A similar trend emerged for social threat stimuli, although the PD and control samples responded similarly to neutral stimuli. No group differences were found on the cued recognition measure or psychophysiological responding during task performance. The data are discussed in terms of possible implications for cognitive models of PD.     

Girls' identity formation in the changing social structure of Sri Lanka.

Adolescent girls (N = 118) from diverse social backgrounds in Sri Lanka described their views of womanhood. Qualities of the ideal woman considered most important were kindness and honesty, liking children, intelligence, and having a good job. Although the traditional role of the Sri Lankan woman is that of homemaker, most girls in the study (55%) drew the ideal woman working outside the home, often as a teacher or a doctor. Nevertheless, adolescent girls emphasized traditional qualities of the woman at both work and home as self-sacrificing and serving others.     

Relapse and risk perception among members of a smoking cessation clinic

Assessed perceptions of the health risks associated with smoking in comparison with not smoking among members of smoking cessation clinics. We measured these perceptions at three different time periods during the clinic, and then again at a 6-month follow-up. Results indicated that members who were abstinent at the follow-up had lowered their perceptions of the likelihood of contracting smoking-related illnesses (e.g., emphysema) if they were not smoking. In contrast, those who had relapsed lowered their perceptions of the health risks associated with smoking, but not their perceptions of nonsmoking disease vulnerability. The implications of these changes in risk perception for therapy involvement are discussed.     

Adolescents' attitudes toward family and gender roles: An international comparison

Adolescents' attitudes toward gender and familial roles were examined using the Attitudes Toward Women Scale for Adolescents [N. L. Galambos, A. C. Petersen, M. Richards, & I. B. Gitelson (1985) “The Attitudes Toward Women Scale for Adolescents (AWSA): A Study of Reliability and Validity,” Sex Roles, Vol. 5/6, pp. 343–356] and the Historic-Sociocultural Premises scale [R. Díaz-Guerrero (1975) Psychology of the Mexican: Culture and Personality, Austin: University of Texas Press]. Participants were 265 international students (11 to 17 years of age) from 46 different countries attending schools in the Netherlands. The countries of origin were grouped into two categories of cultural values based on G. Hofstede [(1983) “Dimensions of National Cultures in Fifty Countries and Three Regions,” in J. B. Deregowski, S. Dziursawiec, & R. C. Annis (Eds.), Expiscations in Cross-Cultural Psychology, Lisse Netherlands: Swets & Zeitlinger]: Wealthier, more individualistic countries comprised Group 1 and less wealthy, more collectivist countries Group 2. Girls responded less traditionally than did boys on both scales. Students from Group 2 countries had more traditional attitudes than did students from Group 1 countries.