Dimensions of perceived social support in clinically depressed and nondepressed female caregivers

The relationship between social support and depression was studied in 165 women caring for frail family members. The Arizona Social Support Interview Schedule (Barrera, Sandler, & Ramsay, 1981), which includes 4 dimensions of availability and use of resources and satisfaction with and need for support, was used to examine 7 categories of supportive activity. Depression was assessed according to Research Diagnostic Criteria (Spitzer, Endicott, & Robins, 1978) with the Schedule of Affective Disorders and Schizophrenia (Endicott & Spitzer, 1978). There were no differences in overall satisfaction with received support in comparisons of depressed and nondepressed caregivers. However, depressed caregivers (n = 87) reported a higher incidence of negative interactions with others. Both groups appeared to have equal access to social support, with nondepressed caregivers (n = 78) reporting significantly greater use of those resources.     

An experimental evaluation of tokens as conditioned reinforcers in retarded children

Since the publication of experimental reports by Wolfe (1936) and Cowles (1937), that tokens could be established as conditioned reinforcers, many accounts have appeared on the implementation of token systems in human subjects. Tokens have been successfully used as prosthetic motivational devices in a great variety of situations and subjects, such as retarded children (Birnbrauer, Wolf, Kidder and Tague, 1965), adult psychotics (Ayllon and Azrin, 1969), delinquent children and adolescents (Tyler, 1967; Phillips and Wolf, 1968), low achievers in schools (Clark, Lachowicz and Wolf, 1968), emotionally disturbed children (Hewett, Taylor and Artuso, 1969) and in normal classroom settings (O'Leary, Becker, Evans and Saudargas, 1969). In these reports, administration of tokens usually produced an increase in the frequency of desirable social and productive behavior. However, none of these studies showed that the effect of the tokens depended on their role as conditioned reinforcers based on the standard exchange systems being used. No assessment was provided about the separate contribution of the social reinforcement operations involved in dispensing tokens in a social setting.A suggestion about the possible confounding effects of social reinforcement in token administration comes from the failure to establish token systems in subjects who are partially unresponsive to social reinforcement (Hamblin et al., 1970; Ribes and Souza e Silva, in preparation). The present research was conducted with the aim of isolating the effects of conditioned reinforcement as such—apart from those produced by the social reinforcement provided in the delivery of tokens.     

Contextual Competence: Multiple Manifestations Among Urban Adolescents

The authors develop and validate multidimensional and contextual profiles of competence among low-income, urban, middle adolescents (N = 560). The assessment of contextual competence was based on youth self-reports of involvement, performance, and relationship quality in the peer, school, athletic, employment, religious, and cultural contexts. A principal components analysis of these engagement indices revealed the six expected components with the addition of a component labeled self-in-context. To identify holistic, multidimensional profiles of contextual competence, scores along the seven domains were cluster analyzed. Nine clusters emerged, each representing a distinct constellation of youth experience. Profiles were associated with demographic variables and youth adjustment. Profiles reflecting high engagement in two or more contexts predicted higher self-esteem and lower depression. In contrast, profiles marked by high engagement in the contexts of athletics or employment predicted more serious delinquency. The authors discuss the implications of these findings for future research and intervention.     

Internal,external, genetic,or cultural? Lay theories about racial health disparities predict perceived threat,adherence, and policy support

During the COVID-19 pandemic, the Centers for Disease Control (CDC) reported that Black and Latinx communities experienced a disproportionate burden of illness. The goal of this study is to investigate laypeople's attribution of these disparities. We hypothesized the following four potential attributions: external causes (e.g. systemic racism), internal causes (e.g. personal choices), cultural causes (e.g., being close knit), or genetic causes (e.g., being more vulnerable for genetic reasons). Data from 447 participants revealed that lay theories involving external factors were the most endorsed, whereas theories relating to genetic causes were the least endorsed. Our analyses further revealed that external attributions predicted broader COVID-19 relevant outcomes (i.e., perceived threat of COVID-19, adherence to CDC guidelines, and support for government policies in response to COVID-19), even after controlling for political orientation, participant race, and other attributions. This research provides insight into how lay people's explanations for disparities can predict their reactions to the pandemic.     

The Puerto Rican Prison Experience: A Multicultural Understanding of Values,Beliefs, and Attitudes

This article presents the perspective that Puerto Rican men who are or who have been incarcerated are in multicultural variance with the dominant, middle class beliefs of American society. The authors also provide suggestions for counseling interventions with this population.     

Naming, rehearsal, and interstimulus interval effects in memory processing

Recognition memory was tested for lists of 6 briefly (0.08 s) presented pictures at different interstimulus intervals (ISI) of 0.08, 1, and 4 s. Experiment 1 showed a 16% performance increase (ISI effect) for increasing ISI for travel slide but not kaleidoscope pictures. Experiment 2 showed that learning names for the kaleidoscope pictures then resulted in a substantial (20%) ISI effect, not attributable solely to the added exposure to the pictures. Experiment 3 required names, color evaluations, or blank stares during list-memory presentations. Interviews established that the most effective memory strategy was chaining the names together, followed by repeating the most current name, and in turn followed by reliance upon only the sensory experience. All groups in Experiments 2 and 3, independent of ISI effects, showed U-shaped serial position functions. Rehearsal is shown to be nonessential and cannot be the general cause of the primary effect of the serial position function.     

Political orientation and occupational values of college youth, 1969 and 1981: a shift toward uniformity

McFalls and Gallagher (1979) have found a strong relationship between the occupational values and political orientations of college students. Their study was based on the results of a sample survey conducted in 1969. However, the political climate on college campuses has changed dramatically, and so has the nature of the job market. A new survey was conducted in 1981 which was identical to the 1969 survey. Its objective was to determine if the same political group differentials in occupational values which existed in the politically tumultuous late sixties and early seventies still hold in the more placid 1980s. The findings are reported here.     

THE MORAL MURDERER. A (MORE) EFFECTIVE COUNTEREXAMPLE TO CONSEQUENTIALISM

My aim in this paper is to provide an effective counterexample to consequentialism. I assume that traditional counterexamples, such as Transplant (A doctor should kill one person and transplant her organs to five terminal patients, thereby saving their lives) and Judge (A judge should sentence to death an innocent person if he knows that an outraged mob will otherwise kill many innocent persons), are not effective, for two reasons: first, they make unrealistic assumptions and, second, they do not pass the rule‐consequentialist institutional test. My example (The Moral Murderer), instead, assumes a realistic empirical framework and the relevant action does not undermine basic social institutions. On the contrary, it reinforces them. In The Moral Murderer, Tom (an adult male) is morally allowed to murder a person (preferably a woman) in order to be punished to death.