Influence of Gender Roles on Perceptions of Teacher/Adolescent Student Sexual Relations

In this study we explored the effects of respondent gender and the specific gender combination (i.e., cross- and same-gender dyads) on perceptions of a sexual encounter between a teacher and an adolescent student. Respondents (120 male and 120 female undergraduates) read a brief scenario and answered questions about their perceptions of the encounter. Significant interactions emerged between teacher gender and student gender. For example, the male teacher/male student dyad was viewed as the least normative, and the female teacher/male student dyad was perceived as the most normative. Significant interactions also were found between teacher gender and respondent gender. Results generally were consistent with gender role stereotypes.     

人格认同和人格概念

哲学家从两个维度上探讨人格概念.在伦理学和政治哲学中,它经常被看作是基本的,或至少是为人熟知的,并不需要阐明,但当进一步考察时,持续的探索和困难的问题就成为不可避免的.     

The future of health psychology interventions.

Progress in health psychology interventions was reviewed to manage chronic illness, treat psychophysiological disorders, and provide complementary treatment for difficult medical symptoms. A closer synergy between research, clinical applications and public policy, and education and training was advocated to guide future work in these areas. Further, the importance of clinical input informing research directions, the need for interventions to focus on a broader range of individual difference and contextual factors, and for effectiveness studies to influence the adoption of treatments in clinical settings was emphasized. In accordance, greater effort should be devoted to disseminating information on treatment effectiveness to professional and lay groups to maximize the public health benefit of established intervention approaches.     

Individual differences in the obligatory activation of addition facts

In two experiments, we found evidence for individual differences in the obligatory activation of addition facts. Subjects were required to verify the presence of a target digit (e. g., 4) in a previously presented pair (e. g., 5 + 4). Subjects rejected targets that formed the sum of the initial pair (e. g., 5+4 and 9) more slowly than they rejected unrelated targets (e. g., 5+4 and 7). This interference of the sum was largest for subjects who were relatively skilled at multidigit arithmetic. Less skilled subjects did not show statistically significant effects of obligatory activation. In comparison with less skilled subjects, skilled subjects showed differential interference on plus-one (e. g., 34 1) and standard (e. g, 2+3) problems when the plus sign was presented, and on ties (e. g., 22) when the plus sign was omitted. These results suggest that network models of arithmetic fact retrieval are appropriate for skilled subjects, but that alternative models need to be considered for less skilled individuals.     

Book Reviews

M eckel , D. J. and M oore , R. L. (eds). Self and Liberation: The Jung/Buddhism Dialogue
L angs , R obert . Science, Systems and Psychoanalysis
A lvarez , A. Live Company: Psychoanalytic Psychotherapy with Autistic, Borderline, Deprived and Abused Children
T atham , P. The Makings of Maleness: Men, Women, and the Flight of Daedalus.
J ack , D. C. Silencing the Self
W right , K. Vision and Separation: Between Mother and Baby
R yce M enuhin , J. Jungian Sandplay: The Wonderful Therapy     

Book Reviews

B eebe , J ohn . Integrity in Depth
S edgwick , D avid . Jung and Searles: A comparative study
R uszczynski , S tanley (ed.). Psychotherapy with Couples: Theory and Practice at the Tavistock Institute of Marital Studies
K elly , S ean . Individuation and the Absolute: Hegel, Jung, and the Path Toward Wholeness
S egal , R obert A. The Gnostic Jung: Including 'Seven Sermons to the Dead'
H aule , J ohn R. Divine Madness: Archetypes of Romantic Love     

Interpretation of instructions: A source of individual differences in analogical reasoning

Two studies were conducted to identify individual differences in the effect of instruction on strategies used to solve figural/numerical analogies. In Study 1, students aged 9, 11, 13, and 19 years were given incomplete instructions and then were assessed for (a) consistent use of an appropriate rule for solving analogies and (b) the type and number of stimulus attributes that are incorporated in those analogical rules. Use of an analogical rule increased with age and corresponded to higher scores on a psychometric test of reasoning within each age group. In Study 2, analysis of verbal protocols was used to identify the strategies of some 9- and 11-year-olds who showed a peculiar pattern of responding in Study 1. These children attended to relevant attributes but used systematic nonanalogical rules to solve problems. When provided with more specific instructions, most of these children adopted an analogical rule but failed to incorporate relevant attributes. Results indicate that selection or construction of task-relevant solution strategies from incomplete instructions may partially account for differential performance on tests of analogical reasoning.