Slow and steady wins the race: Life history,mate value,and mate settling

Life history theory explains how individuals decide to invest their limited resources, which involves several trade-offs. Particularly relevant to the current work, individuals can choose to invest in current or delayed reproduction (a slow life history strategy), which implicates a trade-off between the quantity and the quality of one’s offspring. Choosing to delay reproduction allows for increased self-investment, and previous research has demonstrated that traits requiring self-investment are related to higher mate value. As such, the current study hypothesizes that slow life history strategy will predict high personal mate value and high levels of partner mate-value within heterosexual partnerships. Similarly, those with a slow life history strategy should display fewer tendencies toward mate-settling. The current work employs both subjective and objective measures of mate value within mateships to investigate these hypothesized relationships. As hypothesized, significant positive relationships among life history and mate value were detected, suggesting that a slower life history strategy corresponds to high ratings of mate value for both self and partner. Also, life history strategy is a significant predictor of subjective, objective, and Mate Value Inventory ratings of partner and self. Further implications and potential future works are discussed.     

“I'm Not Prejudiced,but . . .”: Compensatory Egalitarianism in the 2008 Democratic Presidential Primary

The historic 2008 Democratic presidential primary race between Barack Obama and Hillary Clinton posed a difficult choice for egalitarian White voters, and many commentators speculated that the election outcome would reflect pitting the effects of racism against sexism ( Steinem, 2008 ). Because self‐reported prejudices may be untrustworthy, we used the Implicit Association Test (IAT) to assess White adults’ (1) condemnation of prejudices, and (2) attitudes toward the candidates in relation to voting decisions, as part of an online survey. Results supported the proposed compensatory egalitarianism process, such that Whites’ voting choice was consistent with their implicit candidate preference, but in an effort to remain egalitarian, participants compensated for this preference by automatically condemning prejudice toward the other candidate's group. Additional findings showed that this process was moderated by participants’ ethnicity and level of prejudice, as expected. Specifically, compensatory egalitarianism occurred primarily among Whites and individuals low in explicit prejudice. Implications for candidate support, aversive racism theory, and implicit compensation processes are discussed.     

Effects of COMT genotype on behavioral symptomatology in the 22q11.2 Deletion Syndrome.

The 22q11.2 Deletion Syndrome (DiGeorge/velocardiofacial syndrome) is associated with elevated rates of psychosis, and is also characterized by severe attentional difficulties and executive dysfunction. Behavioral manifestations of this syndrome could result from haploinsufficiency of the catechol-O-methyltransferase (COMT) gene, located within the 22q11 region. The goal of the present study was to examine COMT genotype in relation to behavioral symptomatology in this syndrome. Val158/108Met was genotyped in 38 patients (16 Met/-, 22 Val/-) with confirmed 22q11.2 deletions who had received the Child Behavior Checklist (CBCL) as part of a comprehensive evaluation. Results indicated that the Val genotype was associated with significantly greater internalizing and externalizing behavioral symptomatology in children with 22q11.2 deletions. Val allele status was associated with a greater-than-four-fold increase in risk for clinically significant behavior problems in children with this syndrome. These data are consistent with previous findings of increased psychopathology associated with the Val genotype in normal individuals and suggest that a functional genetic polymorphism in the 22q11 region may influence behavior in individuals with COMT haploinsufficiency.     

Beyond the Belmont Principles: A Community‐Based Approach to Developing an Indigenous Ethics Model and Curriculum for Training Health Researchers Working with American Indian and Alaska Native Communities

Individuals responsible for carrying out research within their diverse communities experience a critical need for research ethics training materials that align with community values. To improve the capacity to meet local human subject protections, we created the research Ethics Training for Health in Indigenous Communities (rETHICS), a training curriculum aligned within American Indian and Alaska Native (AI/AN) context, culture, and community‐level ethical values and principles. Beginning with the Belmont Report and the Common Rule that defines research with human subjects (46 CFR 45), the authors convened three different expert panels (N = 37) to identify Indigenous research values and principles common across tribal communities. The resulting culturally grounded curriculum was then tested with 48 AI/AN individuals, 39 who also had recorded debriefing interviews. Using a thematic analysis, we coded the qualitative feedback from the expert panel discussions and the participant debriefings to assess content validity. Participants identified five foundational constructs needed to ensure cultural‐grounding of the AI/AN‐specific research training curriculum. These included ensuring that the module was: (a) framed within an AI/AN historical context; (b) reflected Indigenous moral values; (c) specifically linked AI/AN cultural considerations to ethical procedures; (d) contributed to a growing Indigenous ethics; and (e) provided Indigenous‐based ethics tools for decision making. Using community‐based consultation and feedback from participants led to a culturally grounded training curriculum that teaches research ethical principles and procedures for conducting research with AI/ANs. The curriculum is available for free and the community‐based process used can be adapted for other cultural groups.     

The holding/containment function in supervision groups for group therapists

Group supervision is essential for group therapists, given the difficulty of following and reflecting on the multiplicity of processes in therapy groups and the unique opportunity of exploring them as they resonate and become enacted in the supervision group. More specifically, the paper discusses the critical function of holding/containment in supervision groups. Clinical vignettes are presented to highlight the importance of the holding/containment function and the obstacles that hinder its emergence. The role of the therapist's interpretations as a primary means for ensuring effective holding and containment is examined.     

Formation of partially and fully elaborated generalized equivalence classes

Most complex categories observed in real-world settings consist of perceptually disparate stimuli, such as a picture of a person's face, the person's name as written, and the same name as heard, as well as dimensional variants of some or all of these stimuli. The stimuli function as members of a single partially or fully elaborated generalized equivalence class when they occasion the mutual selection of each other after the establishment of some subset of relations among the stimuli. Indeed, it is these generalized relations among stimuli that enable an individual to respond appropriately to the inevitable flux of natural environments. The present experiments involved procedures for producing both types of generalized equivalence class and for evaluating their retention. Granting the formal and functional similarities that exist between generalized equivalence classes and natural categories, natural kinds, and fuzzy superordinate classes, the variables responsible for the emergence of the former might also account for the emergence of the latter three phenomena. In Experiment 1, After forming an A'-B' class, a B'-C relation was trained and generalization tests were conducted with B'-C, C-B', A'-C, and C'-A. Two of 5 participants passed the tests documenting the formation of A'-B'-C classes. Failures occurred in the A'-C and C-A' tests but not the B'-C and C-B' tests. Failures were also correlated with time between A'-B' class formation and C-based testing and with the absence of baseline confirmation when training and testing were separated by about one week. Experiment 2 replicated Experiment 1 but presented baseline confirmation probes immediatley prior to testing when training and testing were separated by one week; all participants then formed partially elaborated generalized equivalence classes. In Experiment 3, 5 of 6 participants formed fully elaborated generalized equivalence classes, represented as A' = B' = C'.