Gender perspective in the context of Spanish academic psychology

The purpose of this study is to analyse the evolution of gender perspective in the context of the Spanish academic Psychology. The last three decades were analysed. In each decade, the study describes the groups and individuals who have contributed to the analysis of gender perspective in Psychology, the sponsoring institutions, and the most frequently used research strategies. Likewise, the study analyses the development of topics and areas in these three decades. The general trend shows that the interpretation of sex/gender has moved away from being considered an individual and internal factor to a more dynamic approach that analyses sex/gender through behavioural practices.     

Personality disorders and psychopathy in men convicted for severe intimate partner violence

In this paper, a study of personality disorders and psychopathy in imprisoned male batterers is carried out. A sample of 76 batterers sentenced for a severe offence of violence against their intimate partner was selected. All the participants were assessed with the MCMI-II before beginning a treatment program in prison for gender violence. Likewise, all participants were assessed with the PCL-R in order to identify psychopathic symptoms. According to the results, 86.8% of the sample showed at least one personality disorder. The most prevalent one was the Obsessive-compulsive Personality Disorder (57.8% of cases), followed by the Dependent Personality Disorder (34.2% of cases) and Paranoid Personality Disorder (25%). Regarding psychopathy, the results of PCL-R showed that there were 11 people (14.4% of the sample) who met the criteria for psychopathy or probable psychopathy. Finally, implications of this study for clinical practice and future research in this field are commented upon.     

Priming and intrusion errors in RSVP streams with two response dimensions

Loach and Marí-Beffa (Vis Cogn, 10:513-526, 2003) observed that a distractor stimulus, presented immediately after a behaviorally relevant target stimulus, negatively primed a related probe stimulus indicating that the distractor had been inhibited. They argued that "post-target inhibition" may be a mechanism for preventing interference from temporally proximal stimuli; interference that could potentially result in a binding/intrusion error. In order to test this hypothesis, the authors carried out two rapid serial visual presentation (RSVP) experiments in which participants had to report either the identity (Experiment 1) or color (Experiment 2) of a target letter surrounded by distractor letters. In Experiment 1, a close relationship between priming and errors was observed. When a distractor stimulus showed evidence of being inhibited the participant was less likely to commit a binding error. The opposite was true when a distractor stimulus showed evidence of being facilitated. The results of Experiment 2 showed limited evidence of the same relationship.     

Testing the cognitive relevance of a geometric model on a word association task: A comparison of humans, ACOM, and LSA

The general aim of this study is to validate the cognitive relevance of the geometric model used in the semantic atlases (SA). With this goal in mind, we compare the results obtained by the automatic contexonym organizing model (ACOM)—an SA-derived model for word sense representation based on contextual links—with human subjects’ responses on a word association task. We begin by positioning the geometric paradigm with respect to the hierarchical paradigm (WordNet) and the vector paradigm (latent semantic analysis [LSA] and the hyperspace analogue to language model). Then we compare ACOM’s responses with Hirsh and Tree’s (2001) word association norms based on the responses of two groups of subjects. The results showed that words associated by 50% or more of the Hirsh and Tree subjects were also proposed by ACOM (e.g., 71% of the words in the norms were also given by ACOM). Finally, we compare ACOM and LSA on the basis of the same association norms. The results indicate better performance for the geometric model.     

Father, Mother and Me: Parental Value Orientations and Child Self-identity in Asian American Immigrants

Relations between Asian American parental value orientations and children’s self-identity in the domains of achievement and relationship were examined. Sixty-nine Asian American youths (15 males) of East Asian origin (51 Chinese, 18 Koreans) interviewed their parents (30 fathers) for their life stories as first-generation Asian Americans. They also told their life stories as second-generation Asian Americans. Fathers and mothers upheld Confucian values, which were associated with children’s autonomous sense of self in achievement domain and relational sense of self in relationship domain. Furthermore, fathers and mothers had differential influences on children’s self-identity, and sons and daughters responded differently to parental value socializations. Findings are discussed with respect to parent–child relationships and continuity of ethnic values in contemporary Asian American families.     

From theory to implementation: Building a multidimensional space for face recognition

The purpose of the present study was to empirically construct a multidimensional model of face space based upon Valentine’s [Valentine, T. (1991). A unified account of the effects of distinctiveness, inversion, and race in face recognition. Quarterly Journal of Experimental Psychology, 43A, 161-204; Valentine, T. (2001). Face-space models of face recognition. In M. J. Wenger, & J. T. Townsend, (Eds.). Computational, geometric, and process perspectives on facial cognition: Contexts and challenges. Scientific psychology series (pp. 83-113). Mahwah, NJ: Erlbaum] metaphoric model. Two-hundred and ten participants ranked 200 faces on a 21-dimensional space composed of internal facial features. On the basis of these dimensions an index of distance from the center of the dimensional space was calculated. A factor analysis revealed six factors which highlighted the importance of both featural and holistic processes in face recognition. Testing the model in relation to facial distinctiveness and face recognition strengthened its validity by emphasizing the relevance of the constructed multidimensional space for face recognition. The data are discussed within the framework of theoretical models of face recognition.     

Perspective Taking and Intergroup Helping Intentions: The Moderating Role of Power Relations1

People are more willing to help those who belong to their own groups than to an out‐group. Research on perspective taking has shown that many forms of in‐group favoritism disappear when people are led to take the perspective of the other group. The current research explores the possibility of increasing the level of intergroup helping by a perspective‐taking manipulation. An experiment in a Polish‐Czech borderland community high school demonstrated that Polish students who were made to imagine that they became members of an out‐group (perspective‐taking manipulation) were more willing to help out‐group members. The moderating role of perceived power is discussed in the context of perspective‐taking theory.     

Effectiveness of instructor behaviours and their relationship to leadership

This study analysed qualitatively the nature of instructor behaviours and their relationship to leadership. The Critical Incident Technique was used to collect effective and ineffective incidents of instructor behaviour in military training from both instructors' and trainees' perspectives (total incidents = 1150, effective = 696, ineffective = 494), across the three UK Armed Services. Nine dimensions of instructor behaviour were developed with high inter‐ and intra‐coder reliability. No differences were found between instructor and trainee generated incidents or among the three Armed Services. About 82% of the incidents could be recoded with high inter‐coder reliability into categories of both transformational and transactional leadership. Strong relationships emerged between the following dimensions of both instructor behaviour and leadership respectively: Showing and Demonstrating, and Appropriate Role Model; Using Instructional Strategies and Intellectual Stimulation; Feedback, Practice and Adapting, and Individual Consideration; Forms of Punishment and Control, and Contingent and Non‐contingent Punishment. These results inform not only the relationships between instructor behaviours and leadership but also the future training of military instructors, particularly the balance between a traditional authoritarian approach and an individualised supportive one.