The costs and benefits of practical and emotional support on adjustment: A daily diary study of couples experiencing acute stress

Emotional support from intimate partners has been shown to have both costs and benefits for daily anxious and depressed moods (N. Bolger, A. Zuckerman, & R. C. Kessler, 2000). We examine whether similar costs and benefits are found for practical support, and when fatigue, vigor, and anger are outcomes. Results are based on daily diary reports from 68 recent law school graduates and their intimate partners during the month before the New York State bar examination. Partners’ reports of practical support provision to the examinee were beneficial in that they were associated with decreased examinee fatigue and increased examinee vigor. In contrast, examinees’ recognition of emotional support receipt was costly in that it was associated with increases in anger, as well as anxious and depressed mood. Results highlight the distinction between emotional and practical support and are consistent with findings that suggest that invisible (provided but not recognized) support leads to the best outcomes.     

Developmental differences in children's understanding of epistemic authority

An experiment was carried out to examine age differences in children's understanding of epistemic authority and its role in conversation. Two hundred and forty-six children from two age groups (6–7 and 11–12 years) were asked to make an independent judgement as to the equality or inequality of two lines in an optical illusion. Experimental conditions varied; ‘expertise’ in the task was given by training in a measurement algorithm and ‘familiarity with related stimuli’ by being shown illusions other than the test stimulus in training. Subjects who had answered independently that the lines were equal in length were paired with a same-age subject who had responded that they were unequal, and the two were then asked to arrive at agreement. Results showed that younger children rely on external features of a situation in justifying their beliefs. Gender differences in conversations suggest younger children have difficulty differentiating status and knowledge attributes of authority. Older children displayed an awareness of self as a necessarily autonomous element in the process of knowledge acquisition. Unexpected gender effects of stimulus familiarity in the process of persuasion are probably due to differences in subjects' behavioural styles.     

Nietzsche Was No Darwinian

John Richardson (2002, 2004) argues that Nietzsche's use of teleological notions, such as the "will to power" and psychological "drives," can be naturalized within the Darwinian framework of natural selection. Although this ambitious project has merit, the Darwinian framework does not provide the strong teleology necessary to interpret Nietzsche's explanatory project. Examining the logic of selection, the conceptual limitations on biological functions, and the evidential demands that must be met to deploy evolutionary theory show that Nietzsche's explanatory project does not cohere with the Darwinian framework. Thus, coherence with currently accepted evolutionary theory should not constrain the philosophical project of interpretation in this case.     

Graduate attributes of the 4‐year Australian undergraduate psychology program

This paper outlines the background, process and outcomes for a project that delineated a set of graduate attributes of the 4‐year Australian undergraduate psychology program. The nature of the current undergraduate psychology program and its quality assurance system is described, followed by a consideration of current issues in psychology education and training. The processes involved in delineating the six graduate attributes (i.e., knowledge and understanding, research methods, critical thinking, values, communication, and application) are then described. Some issues and suggestions related to their implementation are then outlined. Finally, the authors summarise what has been accomplished in delineating the graduate attributes, and what still needs to be achieved.     

The efficacy of teaching psychology students exposure and response prevention for obsessive-compulsive disorder

The aim of the study was to investigate whether inexperienced student therapists could successfully learn exposure and response prevention for obsessive-compulsive disorder. Twenty out of 21 outpatients completed treatment as delivered by ten psychology students. A total of 60 hours group supervision and approximately 30 hours with individual supervision was given to the students over the course of three semesters. Large effect sizes were observed for measures of symptoms and depression. Sixty-two percent ( N = 13) of the intent to treat group achieved clinical significant change and 81% no longer met the diagnosis criteria ( N = 17). The treatment effects observed at the 6 month follow-up period were promising. The results are encouraging for training students in evidence based treatment for specific disorders.     

ST. THOMAS AQUINAS ON DEATH AND THE SEPARATED SOUL

Since St. Thomas Aquinas holds that death is a substantial change, a popular current interpretation of his anthropology must be mistaken. According to that interpretation – the ‘survivalist’ view – St. Thomas holds that we human beings survive our deaths, constituted solely by our souls in the interim between death and resurrection. This paper argues that St. Thomas must have held the ‘corruptionist’ view: the view that human beings cease to exist at their deaths. Certain objections to the corruptionist view are also met.     

Divorce and personality development across middle adulthood

This study tested whether divorce helps explain individual differences in personality development in the years that follow a divorce. The sample consisted of 526 middle‐aged adults aged 42–46 years at the beginning. Personality traits were measured using the NEO‐Five‐Factor Inventory at three measurement occasions over 12 years. First, personality development was characterized by individual differences in change. Second, those individuals who experienced a divorce showed a decrease in extraversion and positive affect over time although nondivorced individuals did not change on these traits. Third, divorce was associated with a decrease in dependability. Fourth, divorce was associated with a decrease in orderliness for individuals who were remarried. The results of this study indicated that divorce had little influence on personality development.