The influence of victim intoxication and victim attire on police responses to sexual assault

Limited research exists on the impact of contextual factors such as victim intoxication and victim attire on police processing of a case of sexual assault. The effects of these variables were examined in a simulated sexual assault case. Participants were 125 detectives from the New South Wales Police Department. Officers read controverted witness statements and viewed photographs pertaining to an investigation of a report of date rape. Contrary to findings in earlier studies, complainant intoxication, ‘provocative’ dress, and gender of the officer had no influence on the likelihood of charging the alleged offender. Factors predictive of pressing charges were the perceived credibility of the complainant and culpability of the alleged offender. Credibility and guilt judgements were themselves influenced by the level of rape myth acceptance endorsed by the officers. Rape myth acceptance also exerted a number of other effects on case evaluations. Implications for future studies and education and training programmes for police on sexual assault were discussed. Copyright © 2010 John Wiley & Sons, Ltd.     

The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery

Motivated by computational analyses, we look at how teaching affects exploration and discovery. In Experiment 1, we investigated children’s exploratory play after an adult pedagogically demonstrated a function of a toy, after an interrupted pedagogical demonstration, after a naïve adult demonstrated the function, and at baseline. Preschoolers in the pedagogical condition focused almost exclusively on the target function; by contrast, children in the other conditions explored broadly. In Experiment 2, we show that children restrict their exploration both after direct instruction to themselves and after overhearing direct instruction given to another child; they do not show this constraint after observing direct instruction given to an adult or after observing a non-pedagogical intentional action. We discuss these findings as the result of rational inductive biases. In pedagogical contexts, a teacher’s failure to provide evidence for additional functions provides evidence for their absence; such contexts generalize from child to child (because children are likely to have comparable states of knowledge) but not from adult to child. Thus, pedagogy promotes efficient learning but at a cost: children are less likely to perform potentially irrelevant actions but also less likely to discover novel information.     

Learning a theory of causality

The very early appearance of abstract knowledge is often taken as evidence for innateness. We explore the relative learning speeds of abstract and specific knowledge within a Bayesian framework and the role for innate structure. We focus on knowledge about causality, seen as a domain-general intuitive theory, and ask whether this knowledge can be learned from co-occurrence of events. We begin by phrasing the causal Bayes nets theory of causality and a range of alternatives in a logical language for relational theories. This allows us to explore simultaneous inductive learning of an abstract theory of causality and a causal model for each of several causal systems. We find that the correct theory of causality can be learned relatively quickly, often becoming available before specific causal theories have been learned--an effect we term the blessing of abstraction. We then explore the effect of providing a variety of auxiliary evidence and find that a collection of simple perceptual input analyzers can help to bootstrap abstract knowledge. Together, these results suggest that the most efficient route to causal knowledge may be to build in not an abstract notion of causality but a powerful inductive learning mechanism and a variety of perceptual supports. While these results are purely computational, they have implications for cognitive development, which we explore in the conclusion.     

Discrepancies in parents' and children's reports of child emotion regulation

The ability to regulate one’s emotions effectively has been linked with many aspects of well-being. The current study examined discrepancies between mothers’ and children’s reports of child emotion regulation. This investigation examined patterns of discrepancies for key aspects of emotion regulation (i.e., inhibition and dysregulated expression) and for three emotions (anger, sadness, worry). A total of 61 mother-child dyads (mean children’s age = 9.3 years) participated. As hypothesized, discrepancies for inhibition subscales were of a larger magnitude than those for dysregulated expression subscales. Furthermore, age was related to discrepancies in both anger subscales, parent reports of child externalizing symptoms were related to anger dysregulated expression discrepancies, and child reports of internalizing symptoms were related to sadness dysregulated expression discrepancies. Overall, the findings suggest that patterns of discrepant reports are not random but rather may provide meaningful and useful information about the nature of emotion regulation.     

Editorial: Approaching 125

With this issue, beginning Volume 121, the editorial team shifts from the strong leadership of David Watson to a team under my direction. Approaching 125 years of publication, the Journal of Abnormal Psychology has earned its place as the preeminent outlet for research in psychopathology. With gratitude to the newly assembled team of associate editors (AEs), consulting editors, and ad hoc reviewers, I look forward to guiding the journal through this next term. Nine well-respected scholars have agreed to serve as AEs: Timothy Brown, Laurie Chassin, Jeff Epstein, Jutta Joormann, Pamela Keel, Kate Keenan, Scott Lilienfeld, Angus MacDonald, and Michael Young. The new team is dedicated to working tirelessly to maintain and enhance the journal's esteemed tradition of excellence. Given the well-established strengths of the journal, I will not suggest any fundamental changes.     

The diagnostic fallacy: A critique of Jane Mercer's concept of mental retardation

Jane Mercer's influential book on mental retardation is criticized because it essentially reverts to traditional “diagnosticism”—the assumption that retardation is an entity of biological origin and unfavorable sequelae, rather than a set of behaviors stemming from a diversity of causes. It is argued that this view point is fallacious because it is oversimplified and educationally irrelevant. Instruction is rarely affected by knowledge of original etiology, and therefore elaborate pluralistic assessment procedures designed to unravel cause are not helpful. Criteria and instruments appropriate for classification are discussed in terms of the purposed to be served by school designations.