A qualitative examination of body image threats using Social Self-Preservation Theory

This study sought to identify and describe comfortable and uncomfortable body-related situations of young women, as well as describe their responses to such situations and strategies they used to cope with body-related threats, using Social Self-Preservation Theory (SSPT) as a guiding framework. Interviews were conducted with college women (N = 23). A theoretical thematic analysis approach was taken to identify, code, and report themes. In general, participants found it difficult to identify specific comfortable situations and responses in those situations. Comfortable situations were characterized by the presence of supportive others and feelings of general calmness and lowered body awareness or self-presentational concerns. Findings regarding uncomfortable body-related situations indicated that the context (e.g., presence of others, body exposure), responses (e.g., embarrassment, inadequacy, awareness of others’ evaluations, faster heart rate), and coping strategies (e.g., avoidance, concealing behaviors) described by participants were consistent with SSPT.     

Locomotor Analysis of the Taiep Rat

Locomotor activity (tremor, ataxia, immobility, epilepsy, and paralysis) in the taiep rat, which suffers from a myelin deficient disorder, has not been previously documented. This study used walking track analysis of footprints to analyze locomotor activity in the taiep rat in comparison to normal, age-matched controls. The results confirmed differences between normal and taiep rats in terms of stride length, step length, and stride width. In addition, we found significant interactions between age and condition for stride and step length. The results suggest that locomotor analysis is a sensitive indicant of myelin deficiency. The results are discussed in terms of the underlying myelin deficiency and possible treatment regimens.     

The Scarlet Letter Study: Five Days of Social Ostracism

Abstract

Over the course of 5 consecutive days, each author agreed to be ostracized for a day at work by the other four coauthors. All coauthors’ offices were in close proximity and were located solely on a single floor and wing of their academic building. Each morning, the name of that day's ostracized individual was drawn, and a scarlet letter “O” was placed above that individual's office door. Ostracizers were instructed to ignore the “Os” by not looking at them, speaking to them, or responding to anything they said. Open-ended individual event-contingent diaries were kept to record participants’ thoughts, feelings, and behaviors each time they were reminded of the ostracism. Despite foreknowledge and consent, attributional confusion surfaced and strong aversive reactions were reported. Findings are framed in terms of Williams's (1997) model of ostracism     

GRADSCOPE: An Analysis of the Item Structure and a Survey of Usage

Two studies of GRADSCOPE, the most widely-used system for computer-assisted careers guidance in higher education in Britain, are reported. The first is an item analysis of the GRADSCOPE questionnaire. The six-factor solution from this factor analysis suggests that, with the exception of the Artistic theme, the content domain of the GRADSCOPE questionnaire covers Holland's occupational themes, and that GRADSCOPE is primarily concerned with the motivational component rather than the performance requirements of jobs. The second study, a postal survey of careers services and careers advisers about their experiences of using the interactive version of GRADSCOPE, aimed to examine the potential of interactive systems to effect change in careers work.     

Minimal spectral contrast of formant peaks for vowel recognition as a function of spectral slope

In four experiments we investigated whether listeners can locate the formants of vowels not only from peaks, but also from spectral “shoulders”—features that give rise to zero crossings in the third, but not the first, differential of the excitation pattern—as hypothesized by Assmann and Summerfield (1989). Stimuli were steady-state approximations to the vowels [a, i, з, u, ?] created by summing the first 45 harmonics of a fundamental of 100 Hz. Thirty-nine harmonics had equal amplitudes; the other 6 formed three pairs that were raised in level to define three “formants.” An adaptive psychophysical procedure determined the minimal difference in level between the 6 harmonics and the remaining 39 at which the vowels were identifiably different from one another. These thresholds were measured through simulated communication channels, giving overall slopes to the excitation patterns of the five vowels that ranged from ?1 dB/erb to +2 dB/erb. Excitation patterns of the threshold stimuli were computed, and the locations of formants were estimated from zero crossings in the first and third differentials. With the more steeply sloping communication channels, some formants of some vowels were represented as shoulders rather than peaks, confirming the predictions of Assmann and Summerfield’s models. We discuss the limitations of the excitation pattern model and the related issue of whether the location of formants can be computed from spectral shoulders in auditory analysis.     

Fluent and nonfluent forms of transfer in reading: words and their message

In two experiments, we examined transfer to the reading of a normal text from a prior reading of that intact text or from a prior reading of a scrambled word version of the passage. In Experiment 1, we studied good and poor readers in Grade 4; in Experiment 2, high- and low-ability undergraduate readers. Good readers at both ages showed rereading benefits only when the prior reading was of the intact text, with no reliable benefit from experience with words only. The poorer readers showed reliable rereading benefits even when only the words, in a scrambled order, were read on the first encounter. The results are discussed in terms of two forms of transfer: nonfluent reading transfer when attention must be focused on word recognition, and fluent rereading transfer when word recognition is skilled so that attention can be focused on text processing.     

The nature and rationality of conversion

We can differ in our beliefs, values, interests, goals, preferences, and moral psychologies. How we see things can be different. But in none of these respects is our thinking fixed. Beliefs, values, preferences, moral psychology, and so on can change. And sometimes, the change can be significant enough to warrant talk of a conversion. The aim of this paper is then to investigate the nature and rationality of conversion. What is it to undergo a conversion? What practical or epistemic justification can be given of conversion?