Internet pornography and paedophilia

Various indices of use of Internet pornography have drawn attention to the extent of adult sexual interest in children; clinical experience and now research evidence are accumulating to suggest that the Internet is not simply drawing attention to those with existing paedophilic interests, but is contributing to the crystallisation of those interests in people with no explicit prior sexual interest in children. Drawing on clinical experience in a specialist NHS outpatient psychotherapy service, the author argues that a dichotomous notion of paedophilia is no longer tenable, and any model of paedophilia needs to take account of eruptions of a sexual interest in children in those who appear not to be consistently paedophilic and who have had adult-to-adult sexual relationships. This phenomenon is analysed in two ways: first, by considering how it is that the adult sexual adaptation might ‘unravel’ under the influence of Internet sex to reveal underlying paedophilic currents and second, by revisiting general and psychoanalytic theories of paedophilia and by considering how predisposing factors to paedophilia might be amplified through access to Internet pornography.     

Autobiographical memory deficits in schizophrenia

This study investigated autobiographical memory processes in a group of individuals diagnosed with schizophrenia and matched controls. The schizophrenia group displayed an overgeneral style of autobiographical memory retrieval on two widely used measures, and displayed problems retrieving both autobiographical facts and events. They showed a specific impairment in the recall of autobiographical events and facts in early adulthood, around the time of onset of their illness. Retrieval deficits were independent of mood state and premorbid intellectual functioning. The magnitude of the deficits in autobiographical memory retrieval specificity were considerably greater than any general impairments in episodic and working memory.     

Rethinking Middle School Reading Instruction: A Basic Literacy Activity

Reading fluency has been identified as a key component in effective literacy instruction (National Reading Panel, 2000). Instruction in reading fluency has been shown to lead to improvements in reading achievement. Reading fluency instruction is most commonly associated with guided repeated oral reading instruction. In the present retrospective study we examine the effects of a computer-based silent reading fluency instructional system called Reading Plus (Taylor Associates, Winooski, Vermount, USA) on the reading comprehension and overall reading achievement of a large corpus of students in an urban school setting. Findings indicate that the program resulted in positive, substantial, and significant improvements in reading comprehension and overall reading achievement on a criterion referenced reading test for Grades 5, 6, 7, 8, and 9 and on a norm-referenced test of reading achievement for Grades 4, 5, 6, 7, 8 and 10. Moreover, mean gains made by students in the Reading Plus intervention were greater than mean gains for all students at the state and district level. The findings were generally positive for all subpopulations studied, including special education and regular education students. Qualitative reports from teachers who participated in the study were also supportive of the program. Implications for the study are explored for particular subgroups of students and for the role of fluency instruction with struggling adolescent readers.     

A Meta-Analysis of the Relationship Between Rater Liking and Performance Ratings

This meta-analysis reviewed the magnitude and moderators of the relationship between rater liking and performance ratings. The results revealed substantial overlap between rater liking and performance ratings (ρ = .77). Although this relationship is often interpreted as indicative of bias, we review studies that indicate that to some extent the relationship between liking and performance ratings potentially reflects “true” differences in ratee performance. Moderator analyses indicated that the relationship between liking and performance ratings was weaker for ratings of organizational citizenship behaviors, ratings made by peer raters, ratings in nonsales jobs, and ratings made for development; however, the relationship was strong across moderator levels, underscoring the robustness of this relationship. Implications for the interpretation of performance ratings are discussed.     

Faded Versus Increasing Feedback,Task Variability Trajectories,and Transfer of Training

We assessed the merit of the advice given in the literature to fade feedback over the course of training because it was not based on solid research evidence. In a transfer experiment, we compared the effects of faded versus increasing feedback-provided guidance over the course of training on performers' task variability patterns and the subsequent transfer of effective responses to different task conditions. We found that faded feedback led to a rapid change in the percentage of favorable (vs. unfavorable) task conditions experienced over the course of training, which facilitated the transfer of effective responses to favorable task conditions. Alternatively, increasing feedback-provided guidance resulted in a gradual increase in the percentage of favorable (vs. unfavorable) task conditions experienced over the course of training and more balanced exposure to different task conditions. This facilitated the transfer of effective responses to unfavorable task conditions and more equal transfer of effective responses to favorable and unfavorable task conditions. The results indicated that recommendations to fade feedback over training need to be qualified and have implications for the design of feedback interventions used in training and other developmental activities.     

Whom do children copy? Model-based biases in social learning

This review investigates the presence of young children’s model-based cultural transmission biases in social learning, arguing that such biases are adaptive and flexible. Section 1 offers five propositions regarding the presence and direction of model-based transmission biases in young children’s copying of a model. Section 2 discusses the cognitive abilities required for differing model-based biases and tracks their development in early childhood. Section 3 suggests future areas of research including considering the social aspect of model-based biases and understanding their use within a comparative perspective.     

Capital Possession: a comparative approach to 'New Age' and control of the means of possession

This paper reconsiders academic representations of religious phenomena that have been called New Age through contextualised comparison of social practice and discourse. This challenges both the replication of emic models of a New Age in terms that are abstract, classed and racialised, and the way in which the New Age is represented as a social phenomenon unrelated to other contemporary religious forms throughout the world. By identifying spirit possession as a central practice within what is called ‘non-formative religion’, comparisons are drawn with Pentecostalism and Shamanism, documenting their growth under common conditions of neoliberal globalisation across the world. To examine reasons for such resurgence, attention is drawn to what is called the ‘means of possession’: the social contexts in which possession occurs and is controlled. The ambiguity by which control of the means of possession is exercised is explored in terms of a broader social context in which self-authority is both denied and demanded.     

Defining the Chaperone's Role as Escort,Educator or Parent

ABSTRACT

What is the cognitive and emotional nature of fascination? Drawing on theories of cognitive and emotional interest, we explored the nature of visitor fascination (i.e., intense interest) at two High North museums in Norway. In Study 1, we found interesting and informative patterns related to which museum displays 20 teenage visitors experienced as particularly fascinating and why, along with the cognitive and affective qualities associated with those fascinations. We pursued these findings in more detail with 60 new visitors in Study 2. Through path modeling we were then able to capture the dynamics of when each of the following variables mattered to museum display experiences and in what ways: (1) display-relevant prior knowledge and interest, (2) the cognitive accessibility and emotional pleasure of museum display experiences, and (3) cognitive and affective interest outcomes. Implications for theories of interest and future research for exhibit design are discussed.     

The specific needs of foreign national prisoners and the threat to their mental health from being imprisoned in a foreign country

Foreign national prisoners represent an increasingly significant and vulnerable proportion of the prison estate in England and Wales, accounting for 13% of the population in custody (Prison Reform Trust, 2010). They are ever present in the Safer Custody statistics, accounting for nearly a quarter of self-harm incidents and self-inflicted deaths (HM Inspectorate of Prisons, 2009). Recent HM Inspectorate of Prisons, 2006, HM Inspectorate of Prisons, 2007, HM Inspectorate of Prisons, 2010 and a handful of research studies outline the lack of support facing many foreign national prisoners, in terms of language problems, social and cultural isolation, family support, immigration uncertainties and diversity issues. This paper reviews the current context of the foreign national prisoner population in England and Wales, paying particular attention to their experiences, specific needs, and potential threat to their mental health from being imprisoned in a foreign country. We then offer suggestions as to how these issues can be addressed by reviewing existing initiatives and making recommendations for future research.     

Strategies of influence in close relationships

In this study, we examined how close relationship partners spontaneously influence each other while they discussed an existing problem in their relationship. According to theories of social influence, people in important, self-defining relationships should experience the relationship itself as a potent source of influence. Thus, they are likely to rely on the relationship as a source of power and to use influence strategies that reference relationship norms and values. Consistent with this reasoning, dating partners who were subjectively closer to their partners/relationships were more likely to reference the relationship in their influence attempts than those who were less subjectively close. Furthermore, referencing the relationship was an effective influence strategy. Greater referencing was associated with opinion shifts during discussions for both agents and targets of influence, with each compromising toward the other's position. In contrast, greater use of negative coercion as an influence strategy (e.g., derogation of the partner or punishment) was associated with less compromise.