Am I too fat to be a princess? Examining the effects of popular children's media on young girls' body image

The current study investigated the effects of brief exposure to appearance‐related media on young girls' body image. One hundred and twenty‐one girls aged 3–6 years old participated. Results indicated that exposure did not affect body dissatisfaction or engagement in appearance‐related play behaviours. This is the first empirical study to provide support for previous findings that suggest media exposure does not affect body image in young girls. In contrast to older populations, it is possible that young children may adopt the persona of attractive characters with whom they identify rather than comparing themselves to the characters. Although nearly all girls liked the way they looked, self‐report data indicated that nearly one‐third of the participants would change something about their physical appearance and nearly half of the girls worried about being fat. Exposure to appearance‐related media did not exacerbate concerns.     

Techniques for the production of point-light and fully illuminated video displays from identical recordings

Illumination of only a few key points on a moving human body or face is enough to convey a compelling perception of human motion. A full understanding of the perception ofbiological motion from point-light displays requires accurate comparison with the perception of motion in normal, fully illuminated versions of the same images. Traditionally, these two types of stimuli (point-light and fully illuminated) have been filmed separately, allowing the introduction of uncontrolled variation across recordings. This is undesirable for accurate comparison of perceptual performance across the two types of display. This article describes simple techniques, using proprietary software, that allow production of point-light and fully illuminated video displays from identical recordings. These techniques are potentially useful for many studies of motion perception, by permitting precise comparison of perceptual performances across point-light displays and their fully illuminated counterparts with accuracy and comparative ease.     

A comparison of parent-education methods in maternity wards

This study investigated the effect of three parent-education methods for use with mothers in maternity wards. The three methods were videotapes and a handbook, videotapes only, and handbook only. The two groups who received the videotapes performed better on a posttest than two no-treatment control groups. No differences were evident between the videotapes and handbook group and the videotapes-only group. The handbook-only condition was better than only one of the control groups. Usefulness of the program, problems encountered, and future research needs are discussed.     

Infant assessment as intervention and parent education

The importance of involving parents as active participants in the process of infant assessment is discussed. Presented are techniques for facilitating this involvement which can maximize the possibility that parents will follow through on educational plans. Use of this type of assessment is a form of intervention.     

Outcome expectancies and outcome values as predictors of children's aggression

Social learning theory predicts that outcome expectancies and values should independently predict behavior, but past studies of aggression have failed to test this hypothesis specifically. We asked low–socioeconomic status children to imagine themselves engaging in aggressive behaviors and to rate the likelihood of each of a number of outcomes (outcome expectancies) and to rate how much they cared about those outcomes (outcome values). The relationship between self-reported aggression and outcome expectancies, values, and expectancy by value interactions was assessed. Expectancies, values, and their interactions were differentially related to aggression depending on the specific outcome investigated (e.g., punishment, bad feelings in self or other, prevention of future aggression, and peer respect). Results are discussed in terms of implications for theory and for future research. Aggr. Behav. 24:439–454, 1998. © 1998 Wiley-Liss, Inc.     

Alternative Models of Price Behavior in Dyadic Negotiations: Market Prices, Reservation Prices, and Negotiator Aspirations

Three competing predictors of price are manipulated in a two-party distributive negotiation. These include prevailing market prices, negotiator reservation prices, and negotiator aspirations. We offer a cognitive interpretation of how each type of information is incorporated into the negotiator′s thought processes as an alternative cognitive reference point. In two studies varying the levels of these three factors, only reservation prices, not prevailing market prices or negotiator aspirations, account for significant variance in negotiated outcomes. Discussion is offered, suggesting that the negotiator as decision maker may experience a "dominant reference point" effect. When multiple pieces of relevant information are available, the negotiator may only be able to focus on one of them. Among the three predictors studied, the reservation price may be cognitively interpreted as the most absolute limit.     

A longitudinal study of Q‐sort attachment security and self‐processes at age 5

Attachment theory predicts that a sense of self emerges from early interactive relationships with significant others. In the current study, concurrent and predictive relations of child–mother Q‐sort attachment security to self‐concept and self‐esteem in 5‐year‐old children is examined. Concurrent attachment security scores are positively related to a puppet interview measure of self‐esteem, and children who are able to admit imperfections in themselves have higher attachment security scores at age 5. Attachment security at age 2 is not positively related to self‐processes, however, and security at either age does not predict overall self‐concept as measured by the Harter Scales. The results suggest that a secure attachment relationship is important for children to feel comfortable in presenting a realistic perspective of themselves.