In need of liberation or constraint? How intergroup attitudes moderate the behavioral implications of intergroup ideologies

This study examined how behavioral responses to ideologies prompting other- or self-focus during intergroup exchanges depend on what individuals see when they look out at an outgroup interaction partner or in toward themselves. Specifically, we predicted that the outward focus on learning about and from outgroup members encouraged by multiculturalism would benefit lower-prejudice individuals (LPs) but instead amplify the implications of negative perceptions for higher-prejudice individuals (HPs). In contrast, we predicted that the evaluative concerns and self-focus induced by anti-racism would harm LPs’ behavior by leading them to second-guess acting on positive impulses but improve HPs’ behavior by leading them to rein in unfavorable reactions. Results were generally consistent with these predictions. Color-blindness had a negative effect not moderated by prejudice. These results suggest that tailoring the ideology promoted in a specific setting to the particular individuals who will be exposed to it might enhance the effectiveness of intervention efforts.     

Relations among media influence,body image,eating concerns,and sexual orientation in men: A preliminary investigation

The current study explored the relation between sexual orientation, media persuasion, and eating and body image concerns among 78 college men (39 gay; 39 straight). Participants completed measures of sexual orientation, eating disorder symptoms, appearance-related anxiety, perceived importance of physical attractiveness, perceptions of media influence, and media exposure. Gay men scored significantly higher on drive for thinness, body dissatisfaction, and body image-related anxiety than their straight counterparts. Additionally, perceptions of media influence were higher for gay men, and significantly mediated the relation between sexual orientation and eating and body image concerns. Sexual orientation also moderated the relation between perceived media influence and beliefs regarding the importance of physical attractiveness, as this relation was significant for gay men, but not straight men. The current findings suggest that gay men's increased vulnerability to media influence partially accounts for the relatively high rate of eating pathology observed in this population.     

Academic adjustment across middle school: the role of public regard and parenting

In the current longitudinal study, we examined associations between Black and Latino youths' perceptions of the public's opinion of their racial/ethnic group (i.e., public regard) and changes in academic adjustment outcomes across middle school. We also tested combinations of racial/ethnic socialization and parent involvement in academic activities as moderators of this association. We used a 2nd-order latent trajectory model to test changes in academic adjustment outcomes in a sample of 345 Black and Latino urban youth across 6th, 7th, and 8th grades (51% female). Results revealed a significant average linear decline in academic adjustment from 6th to 8th grade, as well as significant variation around this decline. We found that parenting moderated the association between public regard and the latent trajectory of academic adjustment. Specifically, for youth who reported high racial/ethnic socialization and low parent academic involvement, lower public regard predicted lower academic adjustment in 6th grade. For youth who reported both low racial/ethnic socialization and low parent academic involvement, lower public regard predicted a steeper decline in academic adjustment over time. Finally, among youth who reported high racial/ethnic socialization and high parent academic involvement, public regard was not associated with either the intercept or the slope of academic adjustment. Thus, the combination of high racial/ethnic socialization and parent academic involvement may protect youths' academic motivation and performance from the negative effects of believing the public has low opinions of one's racial/ethnic group. Implications for protecting Black and Latino youths' academic outcomes from decline during middle school are discussed.     

Older adults as adaptive decision makers: evidence from the Iowa Gambling Task

Older adults process emotional information differently than younger adults and may demonstrate less of a negativity bias on cognitive tasks. The Iowa Gambling Task designed by A. Bechara, H. Damasio, D. Tranel, and A. R. Damasio (1997) has been used to examine the integration of emotion and cognition in a risky-choice decision task and may give insight into differences in the decision-making strategies in younger and older adults. Eighty-eight younger adults (18-34 years) and 67 older adults (65-88 years) completed the Iowa Gambling Task. Using a theoretical decomposition of the task designed by J. R. Busemeyer and J. C. Stout (2002), the authors found that both groups were successful at solving the task but used very different strategies that reflected each group's strength. For younger adults, that strength was learning and memory. For older adults, that strength was an accurate representation of wins and losses (valence).     

Some foundations and directions for applied developmental psychology

Applied developmental psychology (ADP) is an “umbrella” discipline which includes a range of psychological sciences and professions committed to use of the data base and methods of developmental psychology to address problems in education, health, human services and public policy. ADP emerges now as a manifestation of increasing recognition of the limits of developmental psychology's traditional models and paradigms, increasing recognition of our appropriate role in social problem-solving and public policy formation and an employment market which reflects these awarenesses. Consideration of clinical psychology as an ADP provides examples of synergies and distinctions helpful in defining ADP. The “linkage” concept inherent in a “scientist-practitioner” model is emphasized as a key in this definition and as a basis for designing appropriate doctoral training programs in ADP.     

(Why) do I think what you think? Epistemic social tuning and implicit prejudice

This research examines whether people who experience epistemic motivation (i.e., a desire to acquire knowledge) came to have implicit attitudes consistent with the apparent beliefs of another person. People had lower implicit prejudice when they experienced epistemic motivation and interacted with a person who ostensibly held egalitarian beliefs (Experiments 1 and 2). Implicit prejudice was not affected when people did not experience epistemic motivation. Further evidence shows that this tuning of implicit attitudes occurs when beliefs are endorsed by another person, but not when they are brought to mind via means that do not imply that person's endorsement (Experiment 3). Results suggest that implicit attitudes of epistemically motivated people tune to the apparent beliefs of others to achieve shared reality.     

Truck Driver or Nurse? The Impact of Gender Roles and Occupational Status on Children’s Occupational Preferences

Three experiments examined how US children perceive occupational status and gender roles. In Experiment 1, 107 6-to-12-year-olds rated the status and gender roles of 54 occupations. Feminine occupations were underrepresented among the perceived high status jobs. In Experiment 2, 28 6-to-8-year-olds, and in Experiment 3, 36 9-to-12-year-olds, reported their preferences for equally high status masculine and feminine occupations and low status masculine and feminine occupations. In both experiments, girls preferred feminine to masculine occupations and status only affected preferences for masculine occupations. The younger boys’ preferences were based on both variables, whereas older boys’ preferences were based on status. These findings imply that occupational status may influence boys’ vocational preferences more than pressure to conform to masculine gender roles.     

Predicting improvement after first-grade reading difficulties: the effects of oral language, emergent literacy, and behavior skills

This study investigated the role of early literacy and behavioral skills in predicting the improvement of children who have experienced reading difficulties in 1st grade. The progress of 146 low-income children whose reading scores in 1st grade were below the 30th percentile was examined to determine (a) how the poorest readers in 1st grade progressed in reading achievement through 4th grade and (b) which emergent literacy and behavioral skills measured in kindergarten predicted differential 4th grade outcomes. Results indicated that the divergence between children who improved and those who did not was established by the end of 2nd grade. Further, individual linguistic skills and behavioral attributes measured in kindergarten contributed substantively to this difference. Implications for intervention timing and educational policy are discussed.