Body image dissatisfaction: gender differences in eating attitudes,self-esteem,and reasons for exercise

Two hundred and thirty-five adolescents completed a questionnaire on the subject of eating attitudes, self-esteem, reasons for exercise, and their ideal versus current body size and shape. As predicted, boys were as likely to want to be heavier as lighter, whereas very few girls desired to be heavier. Only girls associated body dissatisfaction with the concept of self-esteem. Male self-esteem was not affected by body dissatisfaction. Specific reasons for exercise were found to correlate with low self-esteem and disordered eating, regardless of sex. The results are discussed in relation to burgeoning published research in this area.     

“It's Only Other People Who Make Me Feel Black”: Acculturation,Identity, and Agency in a Multicultural Community

This article explores identity work and acculturation work in the lives of British mixed‐heritage children and adults. Children, teenagers, and parents with mixed heritage participated in a community arts project that invited them to deliberate, construct, and reconstruct their cultural identities and cultural relations. We found that acculturation, cultural and raced identities, are constructed through a series of oppositional themes: cultural maintenance versus cultural contact; identity as inclusion versus identity as exclusion; institutionalized ideologies versus agency. The findings point towards an understanding of acculturation as a dynamic, situated, and multifaceted process: acculturation in movement. To investigate this, we argue that acculturation research needs to develop a more dynamic and situated approach to the study of identity, representation, and culture. The article concludes with a discussion on the need for political psychologists to develop methods attuned to the tensions and politics of acculturation that are capable of highlighting the possibilities for resistance and social change.     

The influence of context‐specific and dispositional achievement goals on children's paired collaborative interaction

Background . Research has demonstrated that working collaboratively can have positive effects on children's learning. While key factors have been identified which influence the quality of these interactions, little research has addressed the influence of children's achievement goals on collaborative behaviour. Aims . This paper investigates the influence of mastery and performance goals on the nature of children's collaborative participation while playing a problem‐solving computer game with a peer. Sample . Forty‐eight primary schoolchildren aged 8–10 years were divided into two groups: those displaying strong personal goal preferences (dispositional group: N = 14) and those whose goal preferences were context‐dependent, displaying no consistent bias for either mastery or performance goals (context‐dependent: N = 34). Children were paired on the basis of same gender, year group, and goal orientation. Method . Context‐dependent pairs were assigned to either a mastery or a performance condition in which they received goal‐focused instructions. Dispositional pairs received only the instructions to collaborate given to all groups. Collaborative sessions were videotaped and interactions coded. Results . Children who were assigned mastery goals engaged in significantly more elaborated problem‐solving discussion whilst children who were assigned performance goals engaged in more executive help seeking and displayed lower levels of metacognitive control. Dispositional pairs shared some similar patterns, according to goal orientation, as context‐dependent pairs. Conclusions . Goal‐focused instructions can be used to influence the nature and quality of children's paired interactions. Instructing children towards mastery goals appears to promote a more collaborative style of interaction.     

Effects of daily probing on acquisition of instructive feedback responses

This study evaluated the effects of daily probes of instructive feedback stimuli on students' acquisition of two types of instructive feedback responses. Four students, two with disabilities, participated and were taught four sets of behaviors, two sets received daily probes and two sets did not. A modification of the multiple probe design across behaviors was used. The findings indicate that students acquired their target behaviors rapidly and maintained correct responding during subsequent probe conditions. Students also acquired both types of instructive feedback and maintained it across subsequent probe conditions. The daily probes of the instructive feedback stimuli did not appear to enhance acquisition or maintenance of the instructive feedback responses, but students appeared to acquire the instructive feedback responses while learning their target behaviors. The implications of this study for understanding how students learn instructive feedback responses and for practice are discussed.     

Naming impairments following recovery from herpes simplex encephalitis: Category-specific?

An apparently clear case of category-specific naming impairment selectively affecting animals was detected in a patient who had recovered from herpes simplex encephalitis. However, subsequent investigation demonstrated that these category-specific effects could be eliminated by controlling simultaneously for three factors in picture naming: word frequency, concept familiarity, and visual complexity. The results emphasize the importance of controlling for all factors pertinent to picture naming when attempting to demonstrate category specificity in picture naming. Further testing indicated that deficits were also apparent when naming to definition was required, and some impairment in the ability to answer questions about objects and living things was also noted. Theoretical implications of these data are considered.     

When Trust Fails: The Relation Between Children’s Trust Beliefs in Peers and their Peer Interactions in a Natural Setting

One hundred and forty-nine 8–11 year-old children (86 males; M?=?9 years - 4 months and SD?=?7 months) from the UK were administered the Trust Beliefs in Peers scale and were observed in the playground over one school year. Quadratic relations were found between trust beliefs in peers and peer interaction, which varied by gender. Compared to girls with the middle range of trust beliefs, girls with very low beliefs and those with very high beliefs (a) were less accepted/more rejected by the peer group (i.e., lower group interaction, and greater negatively received bids), (b) showed greater indirect aggression (engaged in and received), (c) showed greater non-engagement (i.e., being alone), and (d) showed greater concomitant distress. Compared to children with the middle range of trust beliefs, children with those extreme trust beliefs in peers demonstrated greater direct aggression (engaged in and received) and showed passive behavior (for boys only). The findings supported the conclusion that children, primarily girls, who trust peers too little and those who trust too much are at risk for psychosocial maladjustment.     

The role of perception, language, and preference in the developmental acquisition of basic color terms

When learning basic color vocabulary, young children show a selective delay in the acquisition of brown and gray relative to other basic color terms. In this study, we first establish the robustness of this finding and then investigate the extent to which perception, language, and color preference may influence color conceptualization. Experimental tasks were designed to measure different aspects of perceptual color processing (discrimination and saliency), color preference and objective counts of color term frequency in preschool-directed language (books and mothers' speech) were used to compare the acquisition of three groups of colors: primary colors, secondary colors (orange, pink, and purple) that appear at the same time as the primary colors, and secondary colors (brown and gray) that appear late. Although our results suggest that perception does not directly shape young children's color term acquisition, we found that children prefer brown and gray significantly less than basic colors and that these color terms appear significantly less often in child-directed speech, suggesting that color preference, linguistic input, and developing color cognition may be linked.     

An Investigation of Counselor Interpretations in Client-Centered Therapy

Preliminary findings by the McGill Psychotherapy Process Research Team indicate that not only are interpretations used in client-centered therapy, but they are also efficient in producing in-session client change. Using the Hill Counsellor Verbal Response Category System—Revised (Friedlander, 1982) as a guide to locate interpretations, we investigated the qualitative differences between interpretations leading to different in-session client change events in six sessions conducted by Carl Rogers. The occurrence of in-session therapeutic phenomena were assessed using the Experiencing Scale (Klein, Mathieu, Gendlin, & Keisler, 1970) and the Category System of Good Moments (Mahrer & Nadler, 1986). Results indicate that significant in-session therapeutic phenomena are preceded by interpretations and that qualitative differences exist between interpretations that precede change events and those that do not. Implications for psychotherapy theory, research, and practice are discussed.