If you plan,then you can: How reflection helps defensive pessimists pursue their goals

This research examines how the two propensities that underlie defensive pessimism (pessimism and reflection) operate independently to influence the defensive pessimistic process. It investigates the hypothesis that the propensity to reflect, or plan, counteracts the detrimental effects of pessimism by encouraging not only planning, but also the pursuit of those plans. Consistent with these predictions, two studies revealed that the propensity to reflect helped defensive pessimists pursue their plans by (a) increasing goal importance, (b) promoting effort, (c) raising initial expectations, and (d) buffering the anticipated sting of failure. Pessimism hindered performance by increasing anxiety and lowering expectations. Thus, the propensity to reflect counteracts pessimism by not only promoting planning, but also processes that help the pursuit of those plans.

Comment on Shomstein, Kimchi, Hammer, and Behrmann (2010): A case study in methodological anosagnosia?

Shomstein, Kimchi, Hammer, and Behrmann (2010) try to capitalize on the apparent dissociation between vision and the processes that seem to mediate neglect patients’ attentional selection and awareness to investigate the processing of perceptual grouping in the absence of visual attention. We argue that to assess this type of dissociation requires specific methodological adaptations to determine whether visual attention is in operation. We caution that Shomstein et al.’s article does not present convincing evidence of grouping without attentional selection because they do not directly assess attentional selection in their experimental task.     

Considering Community Psychology Competencies: A Love Letter to Budding Scholar-Activists Who Wonder if They Have What It Takes

Recently, community psychologists have re‐vamped a set of 18 competencies considered important for how we practice community psychology. Three competencies are: (1) ethical, reflexive practice, (2) community inclusion and partnership, and (3) community education, information dissemination, and building public awareness. This paper will outline lessons I—a white working class woman academic—learned about my competency development through my research collaborations, using the lens of affective politics. I describe three lessons, from school‐based research sites (elementary schools serving working class students of color and one elite liberal arts school serving wealthy white students). The first lesson, from an elementary school, concerns ethical, reflective practice. I discuss understanding my affect as a barometer of my ability to conduct research from a place of solidarity. The second lesson, which centers community inclusion and partnership, illustrates how I learned about the importance of “before the beginning” conversations concerning social justice and conflict when working in elementary schools. The third lesson concerns community education, information dissemination, and building public awareness. This lesson, from a college, taught me that I could stand up and speak out against classism in the face of my career trajectory being threatened. With these lessons, I flesh out key aspects of community practice competencies.     

Farsighted and automatic: Affective stimuli facilitate ultimately compatible approach–avoidance tendencies even in the absence of evaluation goals

Research has shown that affective stimuli automatically trigger responses that ultimately cause a compatible distance change (positive-approach, negative-avoidance), even when this requires an initial movement in the opposite and thus incompatible direction (detour). It is unclear, however, which features of automaticity apply to this effect. The present study investigated whether this effect depends on the goal to evaluate stimulus valence. Participants responded with approach and avoidance movements to affective stimuli. Half of the trials required a detour, i.e., participants initially moved in the direction opposite to the position ultimately intended. The goal of stimulus evaluation was manipulated between participants (present vs. absent). Affective stimuli facilitated ultimately compatible approach–avoidance responses even in the absence of evaluation goals, albeit the effect was larger when evaluation goals were present. The present findings suggest that distance regulation towards and away from affective stimuli is farsighted and automatic at the same time .     

Dimensional Latent Structure of Early Disruptive Behavior Disorders: A Taxometric Analysis in Preschoolers

Although disruptive behavior disorders (DBDs) are used as a distinct categorical diagnosis in clinical practice, they have repeatedly been described as having a dimensional structure in taxometric analyses. In the current study the authors analyzed the latent status of disruptive behaviors (DB) in a large sample (N?=?2,808) of German preschool children (2–6 years old, mean age 53.7 months, SD?=?13.5, 48.4% girls). The Eyberg Child Behavior Inventory (ECBI) as well as the Strengths and Difficulties Questionnaire (SDQ) were used to compile indicators of the DB core dimensions (Temper Loss, Aggression, Noncompliance, and Low Concern for others). Three widely used taxometric methods (a) MAXEIG, (b) MAMBAC, and (c) L-Mode were applied. Simulation data were created to evaluate the Comparison Curve Fit Index values (CCFIs), which were below 0.45, supporting a dimensional solution. Hence, in the current study the latent structure of DB in preschoolers encompassed differences in degree rather than kind. Researchers and practitioners should be mindful of the dimensional latent status of DB in theory building, assessment, classification, and labeling.     

Parental Divorce and the “Switching” of Religious Identity

This article examines the impact of parental divorce on the likelihood that an individual has changed their religious identify. Using data from the National Survey of Family and Households, we use a theoretical framework of family structure and community ties to test the hypothesis that religious mobility is more likely among children of divorce compared to those from intact families. Distinguishing between parental divorce in childhood and parental divorce in adulthood allows us to assess the impact of parental divorce on religious socialization. For individuals raised as either moderate Protestant, conservative Protestant or Catholic, parental divorce increases the likelihood of both switching to another religion and apostasy. The impact of divorce is particularly strong for Catholics and conservative Protestants, who are, in general, less likely to be religious mobile. These findings add religious disaffiliation to the set of likely sequelae of parental divorce. In addition, the results of the study highlight the need to consider the relationship between family structure and religious processes in a community context.