Ontogeny of early event memory: I. Forgetting and retrieval by 2- and 3-month-olds

In 2 experiments, 2-month-olds, trained in the mobile conjugate reinforcement paradigm for two daily sessions, showed retrieval deficits relative to 3-month-olds. In Experiment 1, tests of simple forgetting administered to 2-month-olds after retention intervals of 1, 3, 6, and 9 days (a period over which 3-month-olds remember the contingency) indicated that their forgetting was complete after delays greater than 1 day. In Experiment 2, reactivation treatments administered to 2- and 3-month-olds alleviated forgetting after a retention interval of 28, but not 35, days in the 3-month-old group only. Previously, alleviated forgetting by a reactivation treatment had been demonstrated in 2-month-olds after a delay of 18 days. In both of the present experiments, performance of the two age groups did not differ during the immediate retention test at the end of training. These results suggest that neither the age of the infant nor the age of the memory determines memory retrieval after long delays; instead, it appears to be determined by the length of time that a memory has been inaccessible (i.e., forgotten). We propose that factors which delay simple forgetting will correspondingly increase the length of the interval over which a retrieval cue can still be effective in a reactivation paradigm, irrespective of the age of the infant or the age of the memory.     

The School and Community Study: Characteristics of Students Who Have Emotional and Behavioral Disabilities Served in Restructuring Public Schools

We present selected initial results from a study investigating the effects of school restructuring and reform activities on outcomes for students who are identified as having serious emotional and behavioral disabilities. A review of the literature revealed six key areas of reform for investigation: accountability, governance, parent involvement, includedness, curriculum and instruction, and pro-social discipline. Ten schools (five elementary, two K-8, one middle, and two high schools) actively engaged in school restructuring and reform efforts were selected to participate in the study, and their status related to these six areas is presented. Characteristics of the students identified as having emotional and behavioral disabilities and served in these schools in special education settings (N = 116) are described. Results from the administration of standardized assessments revealed that these students have significant levels of emotional and behavioral disabilities that impair their functioning at school and at home. Further, school staff are providing the majority of counseling services to these students during the school day, with non-school professionals providing services to 25% of the students.     

Depictions of Gender Across Eight Decades of Disney Animated Film: The Role of Film Producer,Director, and Writer Gender

Depictions of gender in media are often scrutinized for stereotypical patterns. Disney films are of particular interest, as they are often watched by children and may play a role in children’s gender socialization. The purpose of this paper is twofold: first, to assess gender depictions of characters in animated Disney films (released between 1937 and 2019; 61 films with 323 characters total), and second, to explore depictions of gender in Disney animated films coupled with an analysis of the gender of those involved in the production of these films (producers, directors, and writers). We found a significant difference in the number of male and female characters (roughly 60% male, 40% female), which did not significantly differ by decade. Female characters were more consistently depicted as attractive compared to male characters, although character’s intelligence, ability, popularity, activity level, family role, story role, and romantic engagement did not differ by gender. Male characters were more often represented as parents or children in films written by women, and female characters were more often represented as the antagonist in films written by men. Male characters were over-represented as overly active in films produced by women, and female characters were over-represented as grandparents in films produced by women. These findings revealed few stereotypical gendered depictions of characters in Disney films over nine decades and that the inclusion of women in the production process resulted in more nuanced depictions of both male and female characters.

     

Aggravated and mitigated opening utterances

Four types of aggravated opening utterances (insult, command, accusation, refusal without a reason) and four types of mitigated opening utterances (request, indication of shared responsibility, reaffirmation, and refusal with a reason) were investigated. Ordinary social actors rated each of the mitigated opening utterances higher than aggravated opening utterances on specific appropriateness, general appropriateness, and effectiveness. Hence, the type of opening employed to initiate an argumentative episode influences judgments of appropriateness and effectiveness.     

Employee reactions to supervision and work evaluation as a function of subordinate and manager sex

The influence of sex of manager and sex of subordinate on subordinates' reactions to supervision and work evaluation was examined. Attitude data from 463 office employees were analyzed within an ANOVA framework. There were 296 female subordinates and 35 male subordinates working under women managers and 111 female subordinates and 21 males subordinates working under men managers. The hypothesized interaction effect for sex of manager and sex of subordinate on reactions to supervision and work evaluation was supported in only one of four tests. Male subordinates working for male managers were least likely to understand how their performance was evaluated. There were no significant results when subordinate ratings of general supervision, performance ratings, and manager favoritism were used as dependent variables. The results are discussed in terms of sex-role stereotypes and actual job behaviors of men and women managers.     

Eating disorder diagnoses: empirical approaches to classification

Decisions about the classification of eating disorders have significant scientific and clinical implications. The eating disorder diagnoses in the Diagnostic and Statistical Manual of Mental Disorders (4th ed.; DSM-IV; American Psychiatric Association, 1994) reflect the collective wisdom of experts in the field but are frequently not supported in empirical studies and do not capture the disorders of eating experienced by most people with an eating disorder. Statistical approaches to classification such as latent class analysis and taxometrics can help to create a classification system with greater scientific validity and clinical utility. The field would benefit from direct empirical comparisons of different classification schemes with various clinical and scientific validators. Such studies would enable the creators of the next DSM eating disorder classification to increase understanding of the advantages and disadvantages associated with choosing various diagnostic criteria sets for the eating disorders.     

Subliminal exposure to faces and racial attitudes: Exposure to Whites makes Whites like Blacks less

Despite recent social and political advances, most interracial contact is still superficial in nature, and White individuals interact mainly with other Whites. Based on recent mere exposure research, we propose that repeated exposure to Whites may actually increase prejudice. In a series of experiments, White participants were subliminally exposed to White faces or nothing (control) and then completed various explicit and implicit measures of racial attitudes. Exposure to White faces consistently led to more prejudice by making attitudes toward Blacks more negative, rather than by making attitudes toward Whites more positive. A final experiment demonstrated that the pattern of increased prejudice following exposure to Whites was moderated by the strength of participants’ attitudes toward Whites. Only when White attitudes were strong did Black attitudes became more negative after exposure to White faces.     

Sher’s defense of blame

In his In Praise of Blame, George Sher aims to provide an analysis and defense of blame. In fact, he aims to provide an analysis that will itself yield a defense by allowing him to argue that morality and blame “stand or fall together.” He thus opposes anyone who recommends jettisoning blame while preserving (the rest of) morality. In this comment, I examine Sher’s defense of blame. Though I am much in sympathy with Sher’s strategy of defending blame by providing an analysis that shows its connection to our commitment to morality, I question his execution of this strategy. Sher hopes to defend our blaming practices by showing our dispositions to them to be a merely contingent consequence of a belief–desire pair that is itself justified by whatever justifies our commitment to morality. I doubt our blaming practices can be defended in this way. In explaining my doubts, I provide a short comparison of Sher’s approach with that of P. F. Strawson in “Freedom of Resentment.” I suggest that we might do better by exploring the connection between our commitment to morality and our blaming practices themselves.

Children's self-presentations with infants: Gender and ethnic comparisons

The assumption of differential socialization experiences lead to the hypothesis that African American children would be less stereotyped in their responses to infants than White American children. This study of fifty-three 8–10-year-old children from African American and White American working-to-middle class families supported the hypothesis. The children were photographed with a peer, an infant, and with an infant while acting as a parent. All children stood significantly closer to the infant in the role condition and exhibited more attraction behavior. As predicted, gender differences were evident between White girls and boys, but not between African American girls and boys. Findings suggested that social preferences for infants cannot be necessarily linked to gender. Discussion of the findings from earlier study with younger children (Reid et al., 1989) supported this conclusion.We gratefully acknowledge Carol S. Tate for her assistance in data collection and analysis, and Jeannie M. Shook for coding. This research was supported in part by a faculty research grant given to the first author by the University of Chattanooga Foundation (R04-106830)     

Psychological Distress in Australian Clients Seeking Family and Relationship Counselling and Mediation Services

There is little published data on the prevalence of psychological distress among individuals and couples seeking counselling and mediation services from non‐government organisations (NGOs). This national cross‐sectional study establishes the prevalence of psychological distress among clients seeking family and relationship counselling and mediation services from Relationships Australia. A national sample of 1,365 clients attending services in April to May 2012 completed the 10‐item Kessler Psychological Distress Scale (K10) after their first counselling or mediation session. Individual counselling (M = 23.01, SD = 8.97, 95% CI [22.05–23.97]) and couple counselling (M = 21.63, SD = 8.10, [20.86–22.41]) clients reported a mean K10 score comparable to those reported by clinical studies of clients with anxiety or affective disorders. One quarter to one fifth of these clients reported very high psychological distress. Clients accessing mediation services had a mean score of 18.13 (SD = 7.76; [17.51–18.75]), and one tenth of clients reported very high distress. These elevated rates of very high psychological distress suggest that mental health issues may be a significant problem for a large proportion of clients accessing counselling and mediation NGO services provided under Family Support Programs (FSP) funding. Implications for screening for mental health and appropriate treatment planning are discussed.