The role of moral identity in the aftermath of dishonesty

People lie on a regular basis. However, lying can pose a threat to the self-view of being an honest and moral person. How do people respond to their previous dishonest acts? A way to deal with psychological discomfort arisen for previous lying is reconfirming oneself to be an honest and moral person, for example, by showing subsequent moral behavior. We hypothesize that people engage in this reconfirmation depending on whether their moral identity is central to their self-concept. This was supported in three studies in which, compared to low moral identifiers, high moral identifiers engaged in more efforts to uphold a moral self-image and were more likely to show a compensatory reaction rather than a consistency reaction to their previous dishonesty. Implications for the topics of moral self-regulation and compensatory ethics and for the concept of moral identity are discussed.     

Personality Characteristics of BASE Jumpers

BASE jumping is an extreme sport, which is associated with significant risk of injury and death. We aimed to determine whether BASE jumpers have different personality characteristics to an age-matched, normal control population. An international population of BASE jumpers was examined using the Temperament and Character Inventory (TCI). Mean age was thirty-four years; fifty-nine (87%) jumpers were male; twenty-eight (41%) jumpers had sustained a significant injury. A substantial proportion of the BASE jumpers presented extremely low scores in the temperament measure of Harm Avoidance (p < 0.001); the extent of which has not been reported in any other population.     

Psychosocial correlates of immune status and disease progression in HIV-1 infected homosexual men: Review of preliminary findings,and commentary

Abstract

Behavioral factors may have an effect on the course of infection in HIV-1 infected individuals. These effects can be mediated by the immune system of the host, which, based on psychoneuroimmunologic findings, can be affected by some psychosocial factors. We present a short review of some putative psychoneuroimmunologic pathways and their possible implications for HIV-1 infected individuals. We next summarize the findings of recent psychoimmunological work with HIV-1 seropositives and discuss the methodological problems in studying the psychoneuroimmunologic aspects of HIV-1 infection. Psychoneuroimmunologic research in HIV-1 seropositives is a rapidly developing field, yielding contradictory findings so far, but which in the long run could provide important knowledge for psychoimmunologic interventions, targeted at improving or preserving immune status and retarding disease progression, as well as optimizing psychosocial functioning.     

Does maternal prenatal stress adversely affect the child's learning and memory at age six?

Prenatal maternal stress has been shown to affect postnatal development in animals and humans. In animals, the morphology and function of the offspring's hippocampus is negatively affected by prenatal maternal stress. The present study prospectively investigated the influence of prenatal maternal stress on learning and memory of 112 children (50 boys, 62 girls, Age: M=6.7 years, SD=8.4 months), with the Test of Memory and Learning (TOMAL). Maternal stress levels were determined three times during pregnancy by self-report questionnaires. Furthermore, maternal saliva cortisol samples were used as a measure of hypothalamus-pituitary-adrenal axis functioning. Results of hierarchical multivariate regression analyses showed that maternal life events measured during the first part of pregnancy were negatively associated with the child's attention/concentration index, while controlling for overall IQ, gender, and postnatal stress. No associations were found between prenatal maternal cortisol and the offspring's learning and memory.     

Does Maternal Prenatal Stress Adversely Affect the Child’s Learning and Memory at Age Six?

Prenatal maternal stress has been shown to affect postnatal development in animals and humans. In animals, the morphology and function of the offspring’s hippocampus is negatively affected by prenatal maternal stress. The present study prospectively investigated the influence of prenatal maternal stress on learning and memory of 112 children (50 boys, 62 girls, Age: M=6.7 years, SD=8.4 months), with the Test of Memory and Learning (TOMAL). Maternal stress levels were determined three times during pregnancy by self-report questionnaires. Furthermore, maternal saliva cortisol samples were used as a measure of hypothalamus-pituitary-adrenal axis functioning. Results of hierarchical multivariate regression analyses showed that maternal life events measured during the first part of pregnancy were negatively associated with the child’s attention/concentration index, while controlling for overall IQ, gender, and postnatal stress. No associations were found between prenatal maternal cortisol and the offspring’s learning and memory.     

The Dutch curve: The introduction and reception of intelligence testing in the Netherlands, 1908–1940

In the Netherlands, intelligence testing has been pragmatic and has not generated the heated controversies found in other cultures. Four historical reasons are presented for this paradoxical development. First, the Binet test was used mainly as a diagnostic instrument for professional judgments about admission to special education. Second, the eugenic use of IQ tests was moderated by the marginal position of eugenics in Dutch society. Third, the process of “pillarization” gave considerable power to denominational groups in Dutch society, and they strongly criticized deterministic ideas about the heredity of intelligence. Fourth, the educational scientist, cognitive psychologist, philosopher, and government adviser, Philip Kohnstamm, was very influential in Dutch science and politics. He rejected intelligence testing and its deterministic connotations in favor of the idea of the educability of cognitive capacities. © 1998 John Wiley & Sons, Inc.