The development of moral beliefs: A retrospective study

The present study tested a model of moral belief development based on Erikson’s (1963) and McAdams’ (1989) theories of personality development. The sequence of moral belief development is beliefs about outcomes, outcome certainty, beliefs about humanity, and social concern. The developmental antecedents of these beliefs were measured using 13 rationally constructed scales based on background data items. The belief and developmental scales were given to a sample of 246 undergraduates. Using a series of hierarchical blocked regressions, we found a pattern among the beliefs that supported a stage or contingent sequence model of belief development. The results suggest that a supportive, conventional and consistent family environment is a major antecedent of beliefs about outcomes and outcome certainty. Adjustment to the demands of adult culture rather than peer culture is the major antecedent of belief about humanity and social concern. Parts of this research were supported by a grant from the U.S. Office of Naval Research (Contract No. N00014-91-J-4167), Michael D. Mumford and Theodore L. Gessner, Principal Investigators.     

EFFECTS OF TRANSMITTER TUNING ON ATTITUDE CHANGE PERSISTENCE:

Abstract— assiter, Petto, and Apple (this issue) replicated the effect of transmitter tuning on attitude change persistence (Boninger, Brock, Cook, Cruder, & Romer, 1990) and included an additional condition as the basis for an alternative explanation. Although their independent replication is an important contribution that provides significant empirical corroboration, a superficial rendering of the interrupted-task literature (Zeigarnik, 1927/1938) and ambiguity in the operationalization of the additional condition appear to weaken their proposed interruption-perseveration explanation. We also summarize ancillary data from our earlier work (Boninger et al., 1990) that shed further doubt on this alternative explanation.     

The development of moral beliefs: A retrospective study

The present study tested a model of moral belief development based on Erikson’s (1963) and McAdams’ (1989) theories of personality development. The sequence of moral belief development is beliefs about outcomes, outcome certainty, beliefs about humanity, and social concern. The developmental antecedents of these beliefs were measured using 13 rationally constructed scales based on background data items. The belief and developmental scales were given to a sample of 246 undergraduates. Using a series of hierarchical blocked regressions, we found a pattern among the beliefs that supported a stage or contingent sequence model of belief development. The results suggest that a supportive, conventional and consistent family environment is a major antecedent of beliefs about outcomes and outcome certainty. Adjustment to the demands of adult culture rather than peer culture is the major antecedent of belief about humanity and social concern. Parts of this research were supported by a grant from the U.S. Office of Naval Research (Contract No. N00014-91-J-4167), Michael D. Mumford and Theodore L. Gessner, Principal Investigators.     

Gender and body images: Stereotypes and realities

Body image is a multidimensional construct defined by persons' perceptions of and attitudes about their body. Although the sexes differ on some parameters of body image, the present experiment was conducted to determine the manner and extent to which the sexes are socially perceived to differ. Male and female college students (n=72) completed a standardized body-image inventory, the Multidimensional Body-Self Relations Questionnaire, in response to three counterbalanced instructional contexts—for self, for the typical male peer, and for the typical female peer. As compared with the actual, often modest, sex differences found on several body-image indices, the sexes were perceived to differ substantially on all measured aspects of body image. The stereotypical misperception of the sexes was clearly a more disparaging distortion of the body image of women than of men. The findings were interpreted in relation to possible contributing factors and directions for future research.The authors gratefully acknowledge the technical assistance of Alana Ellington, Cheryl Kissel, Albert Hunter, and Wendy Weaver in the completion of this research.     

The framingham Type A Scale: Cardiovascular and cognitive-behavioral responses to interpersonal challenge

Most of the primary measures of Type A behavior have been found to be associated with physiological reactivity to stressors, as well as coronary heart disease (CHD). While it does predict CHD, the Framingham Type A Scale (FTAS) has not been conclusively linked to physiological reactivity. Similarly, in contrast to other Type A measures, little is known concerning the cognitive behaviors associated with the FTAS in stressful situations. The present study was conducted to evaluate the cardiovascular and cognitive-behavioral responses to interpersonal challenge of Type A versus Type B subjects, as classified by the FTAS. Type A's evidenced increased systolic blood pressure (SBP) reactivity and a greater degree of negatively toned cognitive activity than did Type B's. The SBP findings are consistent with those obtained with other measures of Type A behavior, and with the hypothesis that neuroendocrine reactivity mediates the link between the behavior pattern and CHD. The somewhat unique cognitive-behavior findings, however, may reflect important psychological differences among the various Type A measures.Portions of this paper were presented at the meeting of the Society of Behavioral Medicine, Philadelphia, 1984.     

Self-focused attention and depression: Self-evaluation,affect, and life stress

Recent theory and research (Smith & Greenberg, 1981; Ingram & Smith, 1984) suggest an association between self-focused attention and depression. In an attempt to clarify the nature of this relationship, two studies were undertaken. Study I demonstrated that self-focused attention (i.e., private self-consciousness) was correlated with depression but was unrelated to test anxiety. Thus, self-focused attention was a correlate of depression but not emotional difficulty in general. Further, both depression and private self-consciousness were independently associated with a negative evaluation of the self. Self-focused attention was also found to be correlated with negative mood in individuals experiencing at least some symptoms of depression but not in nondepressed persons. Study II demonstrated that self-focused attention and stressful life events were independently associated with depression. Self-focused attention did not, however, moderate the relationship between stress and depression.     

Prevention and health promotion: decades of progress, new challenges, and an emerging agenda.

Daily habits (e.g., smoking, diet, and exercise) and their immediate consequences (e.g., obesity) confer risk for most of the major health problems in industrialized nations. Hence, determinants of these behaviors and their modifications have been central topics in health psychology. Considerable scientific and applied progress has been made, but the field faces important challenges and opportunities in the future. These challenges and opportunities include changes in demographics and patterns of health, the need for a more comprehensive model of the domain of health behavior and prevention, the need to integrate behavioral and psychosocial risk and resilience, the incorporation of new technologies, and addressing a variety of professional and economic barriers to the implementation of prevention in health care.     

Efficacy of teacher-implemented good behavior game despite low treatment integrity

The Good Behavior Game (GBG) is a well-documented group contingency designed to reduce disruptive behavior in classroom settings. However, few studies have evaluated the GBG with students who engage in severe problem behavior in alternative schools, and there are few demonstrations of training teachers in those settings to implement the GBG. In the current study, 3 teachers were trained to implement the GBG in a restrictive setting for students with histories of emotional and behavioral disorders and delinquency. The teachers used the GBG to produce substantial reductions in problem behavior despite low treatment integrity. Clinical implications and future directions for research are discussed.