The roles of trauma exposure,rejection sensitivity,and callous‐unemotional traits in the aggressive behavior of justice‐involved youth: A moderated mediation model

Research has demonstrated an association between childhood trauma exposure and adolescent aggression. This association may be explained by rejection sensitivity, defined as anger, or anxiety in the anticipation of rejection, which can be a consequence of trauma exposure. Callous‐unemotional (CU) traits also are associated with trauma exposure and aggressive behavior; however, research has not yet investigated the interactive roles that rejection sensitivity and CU traits play in the relation between trauma exposure and aggression. Therefore, this study sought to investigate the role of rejection sensitivity in the association between trauma exposure and aggression, and whether this indirect effect was moderated by CU traits. Participants included 380 detained youth (98 girls, 282 boys) who completed self‐report measures of trauma exposure, angry, and anxious rejection sensitivity, CU traits, and aggression. Results of moderated mediation demonstrated that the relation between trauma exposure and aggression exhibited an indirect effect through angry rejection sensitivity, but only at moderate or high levels of CU traits. This pattern was not found for anxious rejection sensitivity. Results suggest that interventions aimed to decrease aggressive behavior in traumatized adolescents may benefit from considering how youth respond to rejection, as well as whether youth endorse CU traits, as this may help to limit further involvement in the juvenile justice system after release.

     

Awareness of the influence as a determinant of assimilation versus contrast

In the present study, subjects had to generate an evaluative judgment about a target person on the basis of his behaviour that had both positive and negative implications. In a previous phase of the study that was ostensibly unrelated to the judgment task, the relevant trait categories were primed. Subsequently, half of the subjects were reminded of the priming episode. Consistent with earlier research (e.g. Lombardi, Higgins and Bargh, 1987; Newman and Uleman, 1990) that used memory of the priming events as a correlational measure, a contrast effect was found under the ‘reminding’ condition and assimilation resulted when subjects were not reminded of the priming episode. This pattern of results is interpreted as the consequence of corrective influences.     

Innovation in health care teams

While there has been much research on organizational innovation and on individual creativity, little research has examined the social psychological factors predicting work group innovation. In this exploratory study, using a new measure of innovativeness, eight health care teams were studied. Members of five ‘innovative’ and three ‘traditional’ teams (comprising 43 health care professionals) completed questionnaires examining aspects of individual and group work experience, and produced inventories of innovation reports. On the basis of these inventories, team innovativeness was rated by experienced health care professionals. Team innovation was predicted by climate for innovation (in particular tolerance of diversity), team commitment and team collaboration. The content of health care team innovations was also examined to reveal current trends.     

Drawing the sexuality card: Teaching, researching, and living bisexuality

This essay utilizes autoethnography to understand the stigma associated with identifying as bisexual in academic contexts. I weave classroom experiences as teacher and student with academic research, social systems, and critical analysis to highlight the importance of multiple approaches to issues of sexuality. While I recognize the logic of withholding one’s sexual identity in the classroom, I also show how denying this information to students and audiences that need it most closes any potential for dialogue that could improve our social and academic understanding of sexuality. Lived experience accommodates our shifting sense of ourselves as subjects and as objects, as acting upon and being acted upon by the world, of living with and without certainty, of belonging and being estranged (Jackson, 1989: 2).     

Whatever? The effect of social exclusion on adopting persuasive messages

The aversive state of social exclusion can result in a broad range of cognitive deficits. Being unable or unmotivated to process relevant information, we assumed that social exclusion would also affect the success of persuasive attempts. We hypothesized that socially excluded people would adopt attitudes regardless of persuasion quality. In three studies using different manipulations of social exclusion and persuasion, we showed that participants who were socially excluded adopted persuasive messages regardless of argument quality. In contrast, this undifferentiated response was not shown by socially included participants who were more persuaded by high- compared to low-quality arguments. In Study 3, we moreover revealed that this pattern could only be replicated in reliable situations—that is, when the communicator appeared credible. These findings support the assumption that social exclusion can lead to reduced processing of information.     

The Association Between Sense of Humor and Trauma-Related Mental Health Outcomes: Two Exploratory Studies

Two studies (n?=?73, n?=?132) explored the association between sense of humor and trauma-related well-being outcomes. It was found that sense of humor was not associated with reports of posttraumatic growth as measured by the Posttraumatic Growth Inventory (PTGI). Self-enhancing humor was positively associated with positive changes as measured by the CiOQ-P. Benign humor styles were associated negatively with emotion regulation difficulties and negative changes (CiOQ-N). Self-defeating humor was associated positively with negative changes, avoidant states, and emotion regulation difficulties. The results suggest that self-enhancing humor could be helpful in order to cope with trauma.     

Conversational norms and the interpretation of vague quantifiers

Frequency of behaviour is often assessed by scales using relative frequencies such as ‘often’ or ‘rarely’, so‐called vague quantifiers. Previous research showed that respondents calibrate such scales according to subjective standards. Here, it is argued that respondents follow conversational norms and if possible try to figure out which calibration the researcher had in mind and adapt their responses accordingly. They may use the survey context to infer a relevant anchor for such vague quantifiers. In the present study, although respondents did not differ in absolute behaviour frequencies, their reports of relative frequencies were influenced by information about the target population and the topic of the survey. Apparently, respondents anchored the scale according to the estimated frequency in the target population and the frequency of other behaviours relevant to the topic of the survey. Copyright © 2002 John Wiley & Sons, Ltd.     

Syntactic structure and artificial grammar learning: the learnability of embedded hierarchical structures

Embedded hierarchical structures, such as "the rat the cat ate was brown", constitute a core generative property of a natural language theory. Several recent studies have reported learning of hierarchical embeddings in artificial grammar learning (AGL) tasks, and described the functional specificity of Broca's area for processing such structures. In two experiments, we investigated whether alternative strategies can explain the learning success in these studies. We trained participants on hierarchical sequences, and found no evidence for the learning of hierarchical embeddings in test situations identical to those from other studies in the literature. Instead, participants appeared to solve the task by exploiting surface distinctions between legal and illegal sequences, and applying strategies such as counting or repetition detection. We suggest alternative interpretations for the observed activation of Broca's area, in terms of the application of calculation rules or of a differential role of working memory. We claim that the learnability of hierarchical embeddings in AGL tasks remains to be demonstrated.     

Ambivalence and Unprotected Sex: Failure to Predict Sexual Activity and Decreased Condom Use1

Using a prospective design, we assessed whether ambivalence toward sexual activity is associated with decreased condom use. Undergraduates predicted whether they would have intercourse and use condoms in the next week. A week later, they reported their sexual and contraceptive behavior. Among 65 individuals who had intercourse and planned to use condoms, ambivalence toward sexual activity was negatively associated with condom use. Moreover, whether intercourse was planned mediated the relationship between ambivalence and condom use, such that ambivalence was negatively associated with accuracy in planning sex, and unplanned sex was less likely to be protected. Individuals who are ambivalent about sex may intend to use condoms, but fail to do so because they cannot predict when they will have intercourse.