Dissonance and the honor system: extending the severity of threat phenomenon

In this field experiment, the authors extended the severe threat of punishment paradigm to the honor system. Participants (N = 80) came from two small colleges that differ in the severity of threats of punishment for honor code violations. The authors placed participants in situations in which they came upon money that did not belong to them, in both public and private settings. Using the framework of insufficient justification, the authors hypothesized that participants from the military school, who face a severe threat of punishment for honor code violations, would be less likely to pick up the money in the public setting than in the private setting. The authors predicted that, in contrast, at the nonmilitary college, where students face only a mild threat of punishment for honor code violations, there would be no difference in how participants behaved across the two settings. The results supported both hypotheses. The authors discuss the implications of their findings for understanding and improving the nature of the punishment structure for honor systems.     

Gender-based rejection sensitivity and academic self-silencing in women

Building on prior work on rejection sensitivity, we propose a social-cognitive model of gender-based rejection sensitivity (Gender RS) to account for individual differences in how women perceive and cope with gender-based evaluative threats in competitive, historically male institutions. Study 1 develops a measure of Gender RS, defined as anxious expectations of gender-based rejection. Studies 2-5 support the central predictions of the model: Gender RS is associated with increased perceptions of gender-based threats and increased coping by self-silencing--responses that reinforce feelings of alienation and diminished motivation. Study 2 shows that Gender RS is distinct from overall sensitivity to rejection or perceiving the world through the lens of gender. Study 3 shows that Gender RS becomes activated specifically when gender-based rejection is a plausible explanation for negative outcomes. Study 4 provides experimental evidence that Gender RS predicts lower academic self-confidence, greater expectations of bias, and avoidance of opportunities for further help from a weakness-focused expert evaluator. Study 5 tests the Gender RS model in situ, using daily diaries to track women's experiences during the first weeks in a highly competitive law school. Implications for women's coping with the subtle nature of contemporary sexism are discussed as well as the importance of institution-level checks to prevent the costs of gender-based rejection.     

Executive functioning in individuals with a history of ASDs who have achieved optimal outcomes

Executive functioning (EF) is examined among children and adolescents once diagnosed with an autism spectrum disorder (ASD), but who no longer meet diagnostic criteria. These individuals have average social and language skills, receive minimal school support and are considered to have achieved “optimal outcomes” (OOs). Since residual impairments in these individuals might be expected in deficits central to autism, and in developmentally advanced skills, EF was examined in 34 individuals who achieved OOs, 43 individuals with high-functioning autism (HFA), and 34 typically developing (TD) peers. Groups were matched on age (M = 13.49), gender, and nonverbal IQ (NVIQ) but differed on verbal IQ (VIQ; HFA < TD, OO). On direct assessment, all three groups demonstrated average EF; however, the OO and HFA groups exhibited more impulsivity and less efficient planning and problem-solving than the TD group, and more HFA participants exhibited below average inhibition than did OO and TD participants. Parent-report measures revealed average EF among the OO and TD groups; however, the OO group exhibited more difficulty than the TD group on set-shifting and working memory. HFA participants demonstrated more difficulty on all parent-reported EF domains, with a clinical impairment in attention-shifting. Results suggest that EF in OO appears to be within the average range, even for functions that were impaired among individuals with HFA. Despite their average performance, however, the OO and TD groups differed on measures of impulsivity, set-shifting, problem-solving, working memory, and planning, suggesting that the OO group does not have the above-average EF scores of the TD group despite their high-average IQs.     

A Controlled Comparison of Eye Movement Desensitization & Reprocessing and Progressive Counting

Ten therapists who were already trained and experienced in eye movement desensitization and reprocessing (EMDR) received training in progressive counting (PC), a newer trauma resolution method. Nineteen volunteers with single-incident trauma or loss were assigned to a therapist and then randomized to treatment condition; 15 completed treatment to termination criteria or until the 4th session. Participants in both conditions experienced significant reductions in post-traumatic stress disorder (PTSD) symptoms, memory-related distress, and presenting problems at one week posttreatment, and maintained at 12-week follow-up, with no significant differences in outcomes, treatment efficiency, or dropout rate. The preliminary findings of this pilot study suggest that PC is an efficient, well-tolerated, and effective trauma treatment that is relatively easy for therapists to master.     

Perceptual control models of pursuit manual tracking demonstrate individual specificity and parameter consistency

Attention, Perception, & Psychophysics - Computational models that simulate individuals’ movements in pursuit-tracking tasks have been used to elucidate mechanisms of human motor control....     

Rethinking the Learning Society: Giorgio Agamben on Studying,Stupidity, and Impotence

In this article, the author rethinks critiques of the learning society using Giorgio Agamben’s theory of potentiality. Summarizing several major contributions to our understanding of the limitations of the discourse of learning, the author proposes that critics thus far have failed to fully pinpoint the exact danger of learning. Importantly, learning is not only a rejection of the democratic or political dimension of education but it is first and foremost predicated on a false ontology of potentiality. What is put at risk in learning is a sacrifice of our (im)potential, our capacity to be or not to be this or that within the order of things. Through a reconstruction of Agamben’s theory of studying, the author argues for a different conceptualization of freedom in education, of teaching, and of the time of education.     

Peer Experiences of Anxious and Socially Withdrawn Youth: An Integrative Review of the Developmental and Clinical Literature

Prior research indicates that both anxious youth and socially withdrawn youth tend to experience challenges and difficulties in various aspects of their peer relationships and social functioning. While clinical psychology researchers have examined how anxiety relates to peer experiences using normative and clinically anxious samples, developmental psychologists have focused primarily on the peer experiences of shy and withdrawn children. Research from these two fields has progressed on related yet separate paths, producing similar results despite using different terminology and assessment techniques. The purpose of this review is to bring together the developmental and clinical bodies of literature on the peer experiences of anxious and socially withdrawn youth by identifying common themes and unique contributions of each discipline. Studies reviewed focus specifically on the peer constructs of acceptance, friendship, peer victimization, social skills, and social-cognitive processes. Limitations including methodological inconsistencies and insufficient examination of age-, gender-, and ethnicity-related issues are identified. Recommendations for future collaborations between developmental and clinical researchers as well as implications for interventions targeting the peer relations of anxious and withdrawn youth are discussed.     

The Relationships Between Hypergender, Gender, and Psychological Adjustment

The purpose of this study was to evaluate how the constructs of hypermasculinity and hyperfemininity correlate with gender-related individual differences in agency, communion, and occupational interests over and above hypergender’s hypothesized associations with psychological symptomatology. Hypermasculinity and hyperfemininity were significantly related to overall symptomatology. Only hyperfemininity was significantly related to one measure of gender-related personality traits (i.e., communion). Exploratory analyses revealed various relationships between gender measures and relative scores of psychological symptomatology. Overall, results indicated that hypergender may represent an independent domain of gender and may be especially useful in delineating the relationships between gender and psychological well-being.     

Measuring Perceptions of Gender Roles: The IAWS for Pakistanis and U.S. Immigrant Populations

A new scale called the Islamic Attitudes Toward Women Scale (IAWS) was developed and administered to a sample of 195 Pakistani adults and to a sample of 140 Muslim immigrants in the United States. In support of the construct validation of the scale, it was found to significantly differentiate between liberal and conservative Muslims in Pakistan, and in both samples, men held more conservative attitudes than women. For both women and men, more liberal scores on the IAWS were correlated with less accepting beliefs about marital violence toward women. In the U.S. immigrant sample, those who had been in the United States longer had less conservative attitudes.