Gender and autistic personality traits predict perspective-taking ability in typical adults

Adopting another’s visual perspective is exceedingly common and may underlie successful social interaction and empathizing with others. The individual differences responsible for success in perspective-taking, however, remain relatively undiscovered. We assessed whether gender and autistic personality traits in normal college student adults predict the ability to adopt another’s visual perspective. In a task differentially recruiting VPT-1 which involves following another’s line of sight, and VPT-2 which involves determining how another may perceive an object differently given their unique perspective (VPT-2), we found effects of both gender and autistic personality traits. Specifically, we demonstrate slowed VPT-2 but not VPT-1 performance in males and females with relatively high ASD-characteristic personality traits; this effect, however was markedly stronger in males than females. Results contribute to knowledge regarding ASD-related personality traits in the general population and the individual differences modulating perspective-taking abilities.     

Assessing Emotion Regulation in Social Anxiety Disorder: The Emotion Regulation Interview

Social anxiety disorder (SAD) is thought to involve emotional hyper-reactivity and emotion dysregulation. However, the precise nature of the emotion dysregulation in SAD has not been well characterized. In the present study, the Emotion Regulation Interview (ERI) was developed to quantify the frequency and self-efficacy of five emotion regulation strategies specified by Gross’s (Review of General Psychology 2: 271–299, 1998) process model of emotion regulation. Forty-eight individuals with SAD and 33 healthy controls (HCs) were interviewed about responses during (a) a laboratory speech task and (b) two recent social anxiety-evoking situations. Individuals with SAD reported greater use of avoidance and expressive suppression than HCs, as well as lesser self-efficacy in implementing cognitive reappraisal and expressive suppression. These regulation deficits were not accounted for by differences in emotional reactivity. These findings highlight specific emotion regulation deficits in SAD, and support the idea that the Emotion Regulation Interview may be usefully applied to other clinical disorders.     

Motherhood Is Not a Given Thing: Experiences and Constructed Meanings of Biological and Nonbiological Lesbian Mothers

This study was designed to examine the subjective experiences of Israeli lesbian mothers. We explored the constructed meanings that both biological and nonbiological mothers relate to their motherhood experience. Eight lesbian couples who were parenting together and who had 1, 2, or 3 children were interviewed. Our data suggest that the birth of the first child to lesbian couples marks a turning point in the lives of each partner, as well as in the lives of the couples, by creating for the first time a significant distinction between the partners. It was found that lesbian mothers tend to organize their experiences into 3 circles of “being”: personal, couple, and communal (e.g., familial and social) aspects. Three themes contribute to the theoretical understanding of lesbian motherhood. First, although lesbian couples are known to value the sense of equality in their relationships, the birth of a child by one of the partners is an event that creates 2 different statuses of motherhood: a biological mother and a nonbiological mother. Second, the legal aspects of lesbian motherhood become a part of everyday life for the lesbian family and shape the partners’ relationship. Third, being both a lesbian and a mother highlights the fundamental dialectic between marginality and mainstream conformity in the life experiences of lesbian mothers in Israeli society.     

Psychometric properties of the Conflict Tactics Scales (CTS-2) in a Spanish sample of partner-violent men

Intimate partner violence is a complex problem that requires the update of the available assessment tools. The aim of the study is to test the revised Conflict Tactics Scales (CTS-2) in partner-violent men. Its structure and other psychometric properties are analyzed in 173 convicted offenders from Brians-2 and Alhaurín de la Torre penitentiaries. Discriminant validity is also assessed by comparing offenders with 108 males from the general population. The internal consistency for the 39 items of perpetration is .88 (varying from .59 to .83 among the subscales). The validity data indicate that the scale is useful to discriminate between batterers and general population in physical and psychological violence, although there is an overlap between different types of violence, and it is difficult to compare self-reports with external criteria such court decisions. The results of confirmatory factorial analysis do not support the original five-factor structure. Using exploratory factorial analysis, four components with good internal consistency were identified: Physical (.86), Sexual (.75), and Psychological Violence (.82), and Negotiation (.83). Recommendations for use and a reference guide of rating scores in samples of offenders are suggested.     

The Fabric of Thought: Priming Tactile Properties During Reading Influences Direct Tactile Perception

The present studies examined whether implied tactile properties during language comprehension influence subsequent direct tactile perception, and the specificity of any such effects. Participants read sentences that implicitly conveyed information regarding tactile properties (e.g., Grace tried on a pair of thick corduroy pants while shopping) that were either related or unrelated to fabrics and varied in implied texture (smooth, medium, rough). After reading each sentence, participants then performed an unrelated rating task during which they felt and rated the texture of a presented fabric. Results demonstrated that the texture properties implied in sentences influence direct tactile perception. Specifically, after reading about a smooth or rough texture, subsequent fabric ratings became notably smoother or rougher, respectively. However, we also show that there was some specificity to these effects: Fabric‐related sentences elicited more specific and interactive effects on subsequent ratings. Together, we demonstrate that under certain circumstances, language comprehension can prime tactile representations and affect direct tactile perception. Results are discussed with regard to the nature and scope of multimodal mental simulation during reading.     

Stakeholders’ Perceptions of Science-Day Programs at University-Based Science Outreach Centers

Abstract

University-based science youth centers offer science-day activities for students that include lectures and sometimes a laboratory experience. This phenomenological study explores stakeholders’ views of science-day programs at 3 different university-based science outreach centers. The study describes the characteristics, the goals, the pedagogy, and the challenges of science days as voiced by the different informants. We found that the main goal was exposing students to science and “showing STEM is fun." Some teachers sought added value of learning in out-of-school environments and pointed to the importance of hands-on activities. The centers’ staff did not address pedagogy and viewed teachers’ role as being chaperons. Teachers felt patronized by the young guides who did not acknowledge their experience and expertise. Some differences in approaches of junior and senior teachers are discussed. In conclusion, we recommend mutual discussion of goals, and finding ways for teachers and centers' staff to collaborate in planning and enactment of science days.     

Validation of the Spanish SIRS With Monolingual Hispanic Outpatients

Psychologists are faced with formidable challenges in making their assessment methods relevant to growing numbers of Hispanic clients for whom English is not the primary or preferred language. Among other clinical issues, the determination of malingering has profound consequences for clients. In this investigation, we evaluated a Spanish translation of the Structured Interview of Reported Symptoms (SIRS; Rogers, Bagby, & Dickens, 1992) with 80 Spanish-speaking Hispanic American outpatients. Using a between-subjects simulation design, the Spanish SIRS was found to produce reliable results with small standard errors of measurement. Regarding validity, very large effect sizes (mean Cohen’s d= 2.00) were observed between feigners and honest responders for the SIRS primary scales. We consider the potential role of the Spanish SIRS with reference to Spanish translations for other assessment instruments.     

Work flow policy and within-worker and between-workers variability in performance

Work flow policies are shown to induce a change in average between-workers variability (worker heterogeneity) and within-worker variability in performance times. In a laboratory experiment, the authors measured the levels of worker heterogeneity and within-worker variability under an individual performance condition, a work sharing condition, and a fixed assignment condition. The work sharing policy increased the levels of worker heterogeneity and worker variability, whereas the fixed assignment policy decreased them. These effects, along with work flow policy main effects on mean performance times and variability are examined. This article represents an initial step in understanding effects that may be important in the selection of an operating policy, the ignorance of which may lead to costly misestimates of performance.     

Examination of the salutogenic model, support resources, coping style, and stressors among Israeli university students

The author investigated A. Antonovsky's (1979) concept of the sense of coherence (SOC) in relation to social support, coping styles, and the stress experiences of college students. A multivariate model was used to assess the relationships between the psychosocial resources, perceived stress, and the effect of different coping styles among 261 undergraduate students in three Israeli institutions of higher education. Results of a multivariate analysis of variance revealed that younger students used more emotional strategies and perceived having greater social support from friends than did older students. Students who did not work reported experiencing higher levels of stress associated with daily life and work-related issues. Women used more emotional and avoidance coping strategies. The findings of the regression analysis demonstrated that task-oriented and emotional coping modes, work stress, and family support explained 30% of the variance of SOC. These results increase our understanding of the salutogenic model of students within university settings and suggest focusing on the students and their interaction with the environment, using the concepts of stress, coping, and social support as inseparable characteristics of systems models.     

A test of psychotherapists' and nontherapists' recognition of correct and incorrect process in managing client resistance

Objective

Psychotherapist management of client resistance (i.e., opposition to change or the therapy process) has a significant impact on therapy outcomes. This study aimed at assessing psychotherapists' and nontherapists' abilities to recognise empirically supported correct and erroneous therapist responses to client resistance.

Method

Seventy-eight therapists and 111 nontherapists completed a rapidly administered novel skills test, Therapist Errors in Resistance Management (TERM), assessing recognition of correct and erroneous resistance management.

Results

Participants were, on average, less than half as accurate at recognising therapist errors (recognised below chance levels) compared with correct therapist responses to resistance (recognised above chance levels). Therapists outperformed nontherapists in accurate recognition of therapist responding. However, among the therapist group, greater clinical experience did not predict superior recognition of therapist errors.

Conclusion

These results indicate that therapists and nontherapists alike may have difficulty detecting erroneous therapist responses to resistance, tending to mistake empirically contraindicated directive responses for correct responding. This may reflect the difficult and unintuitive nature of correct resistance responding and may suggest a need for increased training in process acuity and resistance management in therapist education.