Spirituality and Ten False Beliefs and Pursuits of Women With Eating Disorders: Implications for Counselors

Women with eating disorders often struggle with deep spiritual conflicts that can be a major impediment to their recovery. On the basis of clinical experience with more than 350 women in an inpatient eating disorder treatment facility, the authors describe 10 false beliefs that women with eating disorders may hold; the authors explain how the pursuit of these beliefs can prevent the women from connecting with God and with others in genuine ways. The authors also suggest some therapeutic strategies that may help women with eating disorders find a healing and helpful spiritual perspective.     

Accurate step-hold tracking of smoothly varying periodic and aperiodic probability

Subjects observing many samples from a Bernoulli distribution are able to perceive an estimate of the generating parameter. A question of fundamental importance is how the current percept—what we think the probability now is—depends on the sequence of observed samples. Answers to this question are strongly constrained by the manner in which the current percept changes in response to changes in the hidden parameter. Subjects do not update their percept trial-by-trial when the hidden probability undergoes unpredictable and unsignaled step changes; instead, they update it only intermittently in a step-hold pattern. It could be that the step-hold pattern is not essential to the perception of probability and is only an artifact of step changes in the hidden parameter. However, we now report that the step-hold pattern obtains even when the parameter varies slowly and smoothly. It obtains even when the smooth variation is periodic (sinusoidal) and perceived as such. We elaborate on a previously published theory that accounts for: (i) the quantitative properties of the step-hold update pattern; (ii) subjects’ quick and accurate reporting of changes; (iii) subjects’ second thoughts about previously reported changes; (iv) subjects’ detection of higher-order structure in patterns of change. We also call attention to the challenges these results pose for trial-by-trial updating theories.     

Cross-modal evaluative priming: emotional sounds influence the processing of emotion words

Cross-modal priming occurs when a prime presented in one sensory modality influences responses to a target in a different sensory modality. Currently, demonstrations of cross-modal evaluative priming have been sparse and limited. In the present study, we seek to partially rectify this state of affairs by examining cross-modal evaluative priming from auditory primes to visual targets. Significant cross-modal priming effects were found, but only for negative primes. Results are discussed in terms of the negativity bias, and several suggestions are provided for using cross-modal evaluative priming to address theoretically important questions about emotion and cognition.     

What will Phil do next? : Spontaneously inferred traits influence predictions of behavior

Past research has shown that perceivers intentionally may make trait inferences about others and use this information to make predictions about these others' future behaviors. Other research has also shown that people can make trait inferences without intent—that is, spontaneously. However, one unexplored avenue is whether spontaneous trait inferences (STI), affect how perceivers predict others' will behavior. Three studies explored this issue. Results from Studies 1 and 2 showed that: (1) exposure to trait-implicative behaviors describing an actor influences subsequent behavior predictions made about the actor in a trait-consistent manner, and (2) predictions occurred regardless of behavior recall, implying that the behavior predictions were derived from prior trait inferences and not from behavior recall. Results from Study 3 bolstered this conclusion by showing that behavior predictions were similar regardless of whether subjects were explicitly instructed to make inferences or not, but that a manipulation known to interfere with inference generation (lie detection instructions) muted behavior predictions. Results from Study 3 also suggested that the prediction effects had both automatic and controlled components, and that reductions observed in the lie detection condition of Study 3 were caused by alterations in the automatic influence of trait knowledge to the behavior predictions. These results suggest that STI may be causal inferences about the actors' dispositions.     

You're getting warmer: Level of construal affects the impact of central traits on impression formation

Construal Level Theory argues that psychologically distant information will be processed conceptually, while psychologically near information will be processed concretely. Such theorizing implies that in the classic Asch (1946) paradigm in which participants make trait judgments of targets after viewing lists of trait words describing the targets, the words “warm” and “cold” should have more impact on impressions when targets are psychologically distant than when they are psychologically near. Results from two studies, indeed, found that the “warm–cold” effect reported by Asch was moderated by psychological distance. We interpret these findings as providing support both for the idea that the processes used to form impression of others can vary across situations and they do so in accord with the tenets of Construal Level Theory.     

An overview and analysis of journal operations, journal publication patterns, and journal impact in school psychology and related fields

This article describes the results of three studies designed to understand better the journal operations, publishing practices, and impact of school psychology journals in recent years. The first study presents the results of a survey focusing on journal operations and peer-review practices that was completed by 61 journal editors of school psychology and aligned journals. The second study presents the results of review and classification of all articles appearing in one volume year for nine school psychology journals (i.e., The California School Psychologist, Canadian Journal of School Psychology, Journal of Applied School Psychology, Journal of School Psychology, Psychology in the Schools, School Psychology Forum, School Psychology International, School Psychology Quarterly, and School Psychology Review). The third study employed multilevel modeling to investigate differences in the longitudinal trends of impact factor data for five school psychology journals listed in the Web of Science (i.e., Journal of School Psychology, Psychology in the Schools, School Psychology International, School Psychology Quarterly, and School Psychology Review). The article addresses implications for authors, editors, and journal editorial teams as well as the status and impact of school psychology journals.     

Strategies and attributes of highly productive scholars and contributors to the school psychology literature: recommendations for increasing scholarly productivity

In all academic fields, there are scholars who contribute to the research literature at exceptionally high levels. The goal of the current study was to discover what school psychology researchers with remarkably high levels of journal publication do to be so productive. In Study 1, 94 highly productive school psychology scholars were identified from past research, and 51 (39 men, 12 women) submitted individual, short-answer responses to a 5-item questionnaire regarding their research strategies. A constant comparative approach was employed to sort and code individual sentiments (N=479) into categories. Seven broad categories of counsel for increasing productivity emerged: (a) research and publication practices and strategies, (b) collaboration, mentoring and building relationships, (c) navigating the peer-review process, (d) strategies to bolster writing productivity and excellence, (e) personal character traits that foster productivity, (f) preparation before entering the professoriate, and (g) other noteworthy sentiments. Results are discussed in terms of nine recommendations for scholars and graduate students who wish to increase their productivity. In Study 2, five of the most productive scholars (1 woman, 4 men) participated in a semi-structured interview about their high levels of productivity. Interviews were recorded, transcribed, and analyzed, and a case analysis approach employed to profile each scholar. Study limitations and suggestions for future research are discussed.     

The relationship between borderline personality disorder and number of sexual partners

In this study, we examined the number of self-reported lifetime sexual partners between those with and without borderline personality disorder (BPD). Our hypothesis was that, due to the nature of the disorder, those with BPD would exhibit a greater number of lifetime sexual partners. Using a survey methodology in a consecutive sample of internal medicine outpatients (N = 354), we administered two self-report measures for BPD (the borderline personality scale of the Personality Diagnostic Questionnaire-4 and the Self-Harm Inventory), and queried participants, "How many sexual partners have you had in your lifetime?" Correlation coefficients and one-way ANOVAs were conducted to determine the relationship between BPD and the number of sexual partners. According to BPD status with the borderline personality scale of the Personality Diagnostic Questionnaire-4, we found that the mean number of sexual partners among BPD-positive participants was nearly double (p < .001) that of BPD-negative participants; according to BPD status with the Self-Harm Inventory, the mean number of sexual partners among BPD-positive participants was more than double (p < .001) that of BPD-negative participants. Compared to internal medicine outpatients without BPD, those with BPD exhibit a statistically significantly greater number of sexual partners.