Elevated prolactin levels among adult male sex offenders

A sample of 528 successive admissions to the Phoenix Program, a voluntary inpatient treatment program for sex offenders, was studied in regards to serum prolactin levels. Serum prolactins were obtained as part of a battery of endocrine tests. A substantial number of patients had prolactin levels above the normal range, i.e., 21.0 microg/L. In this sample, fully 10.0% of the men showed elevated prolactin levels (the maximum being 41.0 microg/L), compared with an expected 2.5% according to laboratory norms. None of these individuals had clinical manifestations of prolactinoma. The significance of this increased rate of hyperprolactinemia in this sample of sexual offenders is unclear. There was a negative correlation with age and no correlation with other endocrine tests.     

The intoxicated witness: effects of alcohol on identification accuracy from showups

The effect of alcohol on identification accuracy is potentially an important topic. This study examined the effects of alcohol consumption on identification accuracy from showups, the identification procedure most likely to be used by police with intoxicated witnesses. The blood alcohol level of people exposed to a target was measured. In the target-present showup condition, blood alcohol level was not significantly related to correct identification rate. In the target-absent showup condition, the higher the blood alcohol level, the more people were likely to make a false identification. Implications for law enforcement and future research directions are discussed.     

Parental socialization of emotion expression: gender differences and relations to child adjustment

The present study examined gender differences in children's submissive and disharmonious emotions and parental attention to these emotions. Sixty children and their mothers and fathers participated when children were 4 and 6 years old. Children's emotion expression and parental responses during a game were coded. Girls expressed more submissive emotion than boys. Fathers attended more to girls' submissive emotion than to boys' at preschool age. Fathers attended more to boys' disharmonious emotion than to girls' at early school age. Parental attention at preschool age predicted later submissive expression level. Child disharmonious emotion predicted later externalizing symptoms. Gender differences in these emotions may occur as early as preschool age and may be subject to differential responding, particularly by fathers.     

I'm Afraid I Have Something Bad to Tell You: Breaking Bad News From the Perspective of the Giver1

College students (N= 90) completed a questionnaire designed to assess their recollection of a time that they delivered bad news. Responses were provided about whether each of 72 possible characteristics of such transactions occurred in addition to the impact each had on the ease of delivering the news. Participants also provided information about the stress associated with the process and their perceptions of the anxiety experienced by the receiver of the news. Three important findings emerged: (a) there was substantial diversity in the type of bad news that givers recalled transmitting; (b) students reported a wide variety of experiences associated with the bad‐news process, with a sizable cluster of these experiences seeming to typify such transactions across students and news type; and (c) the level of stress associated with the bad‐news process was generally high, and it was associated with what students thought about and did during the transaction.     

Disorder-specific Effects of CBT for Anxious and Depressed Youth: A Meta-analysis of Candidate Mediators of Change

The commonalities between anxiety and depression have been discussed before, but few have delineated the potentially different mechanisms through which treatments work for these populations. The current study conducted a comprehensive review of child and adolescent randomized clinical trials that tested cognitive-behavioral therapy (CBT) for anxiety or depression. All studies were required to have assessed both treatment outcomes and at least one theory-specific process target, including behavioral, physiological, cognitive, and coping variables. Using a meta-analytic approach, CBT demonstrated positive treatment gains across anxiety, depression, and general functioning outcomes. CBT for anxiety also produced moderate to large effects across behavioral, physiological, cognitive, and coping processes, with behavioral targets demonstrating potentially the greatest change. CBT for depression produced small effects for cognitive processes but nonsignificant effects for behavioral and coping variables. Findings were generally consistent with CB theory but suggest potentially different mediators in the treatment of anxiety and depression. Results are discussed in terms of implications for mechanisms research, theories of change, and treatment development.     

Use of Self-perspectives and their Sources to Predict the Mathematics Enrollment Intentions of Girls and Boys

An understanding of the differences in the ways in which self-efficacy and interest influence boys’ and girls’ intentions to continue enrollment in mathematics courses may provide insight into how to encourage continued mathematics enrollment for all students. Two competing theoretical models of mathematics self-efficacy and interest in predicting students’ enrollment intentions and achievement were evaluated separately across samples of middle level boys and girls. One model was empirically supported for both groups and indicated the independent influence of self-efficacy and interest in predicting enrollment intentions. Multi-group analyses revealed that self-efficacy’s influence in enrollment intentions and achievement was significantly stronger for boys than for girls, and interest was significantly more important in the prediction of enrollment intentions for girls than for boys.     

Relative numerousness judgment and summation in young, middle-aged, and older adult orangutans (Pongo pygmaeus abelii and Pongo pygmaeus pygmaeus)

The ability to select the larger of two quantities ranging from 1 to 5 (relative numerousness judgment [RNJ[) and the ability to select the larger of two pairs of quantities with each pair ranging from 1 to 8 (summation) were evaluated in young, middle-aged, and older adult orangutans (7 Pongo pygmaeus abelii and 2 Pongo pygmaeus pygmaeus). Summation accuracy and RNJ were similar to those of previous reports in apes; however, the pattern of age-related differences with regard to these tasks was different from that previously reported in gorillas. Older orangutans were less accurate than the young and middle-aged for RNJ, and summation accuracy was equivalent among age groups. Evidence was found to suggest that the young and middle-aged based their selection of the largest quantity pair on both quantities within each pair during the summation task. These results show a relationship between subject age and the quantitative abilities of adult orangutans.     

Reexamining the Nature of Learner Control: Dimensionality and Effects on Learning and Training Reactions

Purpose

The purpose of this study was to advance learner control as a psychological construct by reexamining its dimensionality and effects on learning and reactions in the context of technology-delivered training.

Design/methodology/approach

Learners (n=384) completed a 2-h web-based Microsoft Excel training. The amount of instructional and scheduling control was manipulated in order to introduce variance in control perceptions. Outcome measures included off-task attention, declarative knowledge, and training reactions.

Findings

Learner control is a multidimensional construct with differential effects on training outcomes. By focusing on learners’ perceptions of control, we found that instructional control perceptions decreased learning by increasing off-task attention, while scheduling control perceptions increased learning.

Implications

Though both dimensions of perceived learner control are positively related to training reactions, they differentially predict learning. Combined with factor analytic evidence, our study suggests that learner control research should differentiate between objective and perceived learner control, and between instructional and scheduling control perceptions. Organizations should consider how learner control affects learning prior to designing training.

Originality/value

Scheduling control is an often used but rarely researched form of learner control. We address this gap by expanding the construct domain of learner control to include scheduling control. Further, this study provides the first empirical examination of learner control perceptions. Despite calls for learner control literature to differentiate between objective and perceived control, no study had previously examined control perceptions directly. Our results may be used to inform organizational decisions regarding the amount and type of control included in training.