Bulimia nervosa in undergraduate women: Factors associated with internalization of the sociocultural standard of thinness

Diverse areas of research and theory are integrated in an attempt to better understand the specific risk factors for bulimia nervosa identified in the literature. It is suspected that the interplay of risk factors may be unique to different groups of individuals who develop bulimia. Further, it is proposed that specific determinants be studied individually to determine their particular influence in the etiology of bulimia. It is suggested that the investigation of specific risk factors for bulimia in certain groups will benefit researchers and clinicians in gaining a better conceptual understanding of the process involved in the development of the disorder. This article focuses on the determinants of a specific risk factor (i.e., internalization of the sociocultural standard of thinness) for bulimia in undergraduate women, a group identified as particularly vulnerable to this disorder. Research and theory are integrated to suggest that a combination of specific individual differences, family, and social factors make some undergraduate women more vulnerable to the influence of the sociocultural standard of thinness and bulimia. Suggestions for the inclusion of these psychosocial factors in future empirical investigations and treatment programs are also discussed.     

Normativeness and individualism

Five experiments were conducted with a twofold aim: firstly, examine the normativeness of some important features of Western individualism, and secondly, determine what aspect of social value serves as the anchor for their potential normativeness. Five key constituents of individualism were studied. A questionnaire composed of five sub‐questionnaires was used, each one referring to an ‘individualistic’ constituent and to its opposing ‘collectivistic’ referent. Two main paradigms in the judgment‐norm approach were implemented, one implying self‐presentation strategies and the other implying social judgments. Together, the results revealed that only three constituents of individualism can be considered normative—self‐sufficiency, individual anchoring, and internality—and that one of the constituents—the primacy of individual goals—is not normative at all, and may be even counter‐normative. The results pointed out an individualistic pattern that is much less homogeneous than often assumed. Copyright © 2004 John Wiley & Sons, Ltd.     

Language and executive function in self-reported impulsive aggression

The present study employed a battery of verbal tests that included a broad range of executive demands to demonstrate the differential contributions of language and executive function to the performance decrement observed in individuals who display impulsive aggressive (IA) outbursts. A profile analysis revealed that despite not differing on tasks requiring limited verbal output, the IAs deviated further from nonaggressive controls as the tasks required increasing spontaneous organization. Results suggest that language ability per se is not impaired in IAs; rather inefficient executive functioning is responsible for their significantly poorer performance on complex verbal tasks.     

The validity of psychomotor vigilance tasks of less than 10-minute duration.

The 10-min psychomotor vigilance task (PVT) has often been used to assess the impact of sleep loss on performance. Due to time constraints, however, regular testing may not be practical in field studies. The aim of the present study was to examine the suitability of tests shorter than 10 min. in duration. Changes in performance across a night of sustained wakefulness were compared during a standard 10-min PVT, the first 5 min of the PVT, and the first 2 min of the PVT. Four performance metrics were assessed: (1) mean reaction time (RT), (2) fastest 10% of RT, (3) lapse percentage, and (4) slowest 10% of RT. Performance during the 10-min PVT significantly deteriorated with increasing wakefulness for all metrics. Performance during the first 5 min and the first 2 min of the PVT deteriorated in a manner similar to that observed for the whole 10-min task, with all metrics except lapse percentage displaying significant impairment across the night. However, the shorter the task sampling time, the less sensitive the test is to sleepiness. Nevertheless, the 5-min PVT may provide a viable alternative to the 10-min PVT for some performance metrics.     

Predicting Breast Self‐Examination: A Test of the Information‐Motivation‐Behavioral Skills Model1

The present research utilizes the information‐motivation‐behavioral skills (IMB) model (Fisher & Fisher, 1992, 2000) to predict breast self‐examination (BSE) and related behaviors in women. Results from a cross‐sectional survey study of 166 women found deficiencies in BSE‐related information, motivation, and behavioral skills, as well as insufficient rates of BSE‐related behaviors. Structural equation modeling indicated that IMB model variables account for significant variance in BSE and BSE‐related behaviors, and that the predicted relationships between the constructs of the 1MB model were supported. The present research extends the utility of the IMB model beyond preventive behaviors such as HIV prevention into the domain of detection behaviors such as BSE.     

Employing people with severe disabilities: The challenge remains

The authors present an update on the number of individuals with disabilities who are employed at a large federal installation that has been using a recruitment intervention designed to increase the employment rate of individuals with disabilities. The initial review of accessions (i.e., successful recruitments), published in the Journal of Job Placement (R. B. Kennedy, 1996), presented data that spanned 11 years (1984–1994). This article gives recruitment data for another 7 years (1995–2001).     

Facilitating the emergence of convergent intraverbals in children with autism

Convergent intraverbals represent a specific type of intraverbal in which multiple components of one speaker's verbal behavior control a specific verbal response from another speaker (e.g., Speaker 1: What wooly, horned animal lives in the high country? Speaker 2: Bighorn sheep). To foster the development of advanced language, Sundberg and Sundberg (2011) proposed prerequisite skills that may engender the emergence of novel, convergent intraverbals. We used a multiple‐probe design with both nonconcurrent (across participants) and concurrent (across stimulus sets) components to evaluate the effects of training these prerequisite skills on the emergence of convergent intraverbals with four children with autism. Participants showed the emergence of convergent intraverbals at mastery levels after they displayed mastery performance on all of the prerequisite skills identified by Sundberg and Sundberg, lending support to their characterization as prerequisites. We discuss these findings in terms of operant mechanisms that may facilitate the development of generative language.     

Effects of modeling rote versus varied responses on response variability and skill acquisition during discrete‐trial instruction

Despite its advantages, discrete‐trial instruction (DTI) has been criticized for producing rote responding. Although there is little research supporting this claim, if true, this may be problematic given the propensity of children with autism to engage in restricted and repetitive behavior. One feature that is common in DTI that may contribute to rote responding is the prompting and reinforcement of one correct response per discriminative stimulus. To evaluate the potential negative effects of rote prompts on varied responding, we compared the effects of modeling rote versus varied target responses during the teaching of intraverbal categorization. We also evaluated the effects of these procedures on the efficiency of acquisition of any one correct response. For all four children, any increase in varied responding was fleeting, and for two participants, acquisition was slower in the variable‐modeling condition.     

Comparing response blocking and response interruption/redirection on levels of motor stereotypy: Effects of data analysis procedures

Autism spectrum disorder (ASD) is marked by deficits in social communication and the presence of restrictive and/or repetitive behaviors or interests. Motor stereotypy is a form of repetitive behavior that is common in ASD. Response Interruption and Redirection (RIRD) and response blocking (RB) are two interventions found to be efficacious in reducing motor stereotypy. However, the current literature presents with inconsistencies regarding the relative efficacy of these two procedures. Thus, we sought to replicate and extend previous literature by evaluating the efficacy of both interventions on reducing motor stereotypy among 3 individuals with ASD. We also sought to evaluate how variations in data analysis affected the interpretation of treatment outcomes. Results indicated that both interventions were equally efficacious at reducing stereotypy when analyzing data exclusive of treatment‐implementation time. However, when analyzing total session time data, RB produced greater and more sustained reductions in stereotypy across all participants. These results emphasize the importance of data analysis decision‐making in evaluating intervention outcomes.