A Comparison of Eating Disorder Symptomatology, Role Concerns, Figure Preference and Social Comparison Between Women Who Have Attended Single Sex and Coeducational Schools

This study sought to examine the effect of high school gender composition on eating disorder symptomatology and attitudes of female Australian university students. We compared female students who had previously attended single sex (n?=?52) or coeducational (n?=?43) high schools on measures of eating disorder symptomatology, role concerns, figure preference and social comparison so as to examine the effect of high school gender composition on these measures. Importantly, the groups compared here were not significantly different in age, body mass index, socioeconomic status, or whether they had previously sought advice about their weight. Contrary to predictions based on previous research, there were no significant differences between the groups on eating disorder symptomatology, role concern, or social comparison measures. However, students who had previously attended single sex schools endorsed significantly thinner figure preferences overall, suggesting that school environment was an important cultural factor in the development of aspiration towards a thin idea. Additionally, both groups perceived their current figure to be larger than the figure they perceived as most attractive. Our findings provide mixed support for the notion that high school gender composition impacted on the eating-related behaviour and attitudes of university students. Methodological differences that may account for the discrepancies between the findings of the current study and those of earlier work are discussed. Further research including longitudinal studies that employ larger sample sizes is required to clarify these findings.     

A "snapshot" of declarative memory: Differing developmental trajectories in episodic and autobiographical memory

Episodic and autobiographical memory are clearly related, yet in both the adult and developmental literatures it is difficult to compare them because of differences in how the constructs are assessed, including differences in content, levels of control, and time since experience. To address these issues, we directly compared children's and adults' autobiographical and episodic memory using the same controlled paradigm. Participants engaged in a photo-taking activity in a museum (autobiographical encoding) and viewed others' photographs of the same museum exhibits (episodic encoding). At test, participants classified photos as ones they took, viewed, or novel. In the autobiographical condition older children and adults performed similarly; younger children's performance was lower than adults'. In contrast, in the episodic condition both groups of children performed more poorly than adults. The findings suggest the developmental primacy of autobiographical relative to episodic memory, and that traditional episodic tasks may underestimate older children's declarative memory abilities.     

What the stories children tell can tell about their memory: narrative skill and young children's suggestibility

The authors examined the relation between children's narrative ability, which has been identified as an important contributor to memory development, and suggestibility. Across 2 studies, a total of 112 preschool-aged children witnessed a staged event and were subsequently questioned suggestively. Results from Study 1 indicated that children's ability to provide a high-quality narrative of the event was related to resistance to suggestive questions, and narrative ability appeared to supersede age as a predictor of such resistance. In Study 2, children's general language and narrative abilities were measured in addition to their ability to produce a high-quality narrative about the target event. These results replicated Study 1's findings that children's ability to produce a high-quality narrative of a previously experienced event predicted resistance to suggestion. However, the quality of children's autobiographical memory narratives predicted shifting from denial to assent. Findings are considered in light of narrative's role in memory development and underlying mechanisms that may explain children's suggestibility.     

How status and stereotypes impact attributions to discrimination: The stereotype-asymmetry hypothesis

Past research suggests a status-asymmetry effect in attributions to discrimination such that people are more likely to make attributions to discrimination when the victim is from a lower status group than the perpetrator as compared to when the victim is from a higher status group than the perpetrator. The present studies test a stereotype-asymmetry effect, such that people are more likely to make attributions to discrimination when rejection occurs in a domain in which the victim is negatively rather than positively stereotyped. In Study 1 (observers) and Study 2 (victims), participants attributed rejection following a job interview to discrimination more when the victim was negatively stereotyped than when the victim was positively stereotyped. The stereotypicality of the domain was more important than the relative status of the victim and the perpetrator in determining judgments of discrimination. Thus stereotype-asymmetry is a key feature of the discrimination prototype.     

Shifting goal posts: First and second order access

Snodgrass et al.’s (2009) commentary makes explicit one of the major problems in consciousness research; that there seem to be just as many definitions of basic terms are there are people in the field. Although Snodgrass et al.’s position appears at odds with the views expressed in Irvine (2009), many of their arguments are actually consistent with the proposed views, or else fail to engage with them as a consequence of the shifting goal posts of what basic terms mean.     

Pancreatic Cancer Surveillance Among High-Risk Populations: Knowledge and Intent

Pancreatic cancer is the fourth most common cancer in both men and women in the United States. It has the lowest survival rate of all cancers, largely due to the presence of non-specific symptoms, leading to diagnosis at advanced stages. While the majority of cases of pancreatic cancer are sporadic, up to 10% may be associated with an inherited predisposition. Currently, there is no standard screening protocol for pancreatic cancer, although this will change in the future as technology improves. Additionally, there is little information regarding the perceptions and intent to screen for pancreatic cancer among those with an increased risk due to a hereditary cancer predisposition syndrome, which was the objective of this study. Focus groups and individual telephone interviews were conducted, with questions focused on knowledge about pancreatic cancer and screening, perceived motivators, and perceived barriers related to each of the screening techniques currently available. Participants were recruited from the High Risk Breast Cancer and Pancreatic Cancer Registries at Huntsman Cancer Institute. The findings of this study indicated that individuals from these high-risk groups have low knowledge levels of pancreatic cancer screening, despite their desire for this information. Motivation to undergo a particular screening technique is related to whether the test is recommended by a physician, cost, degree of invasiveness, and comfort level. This information is useful to genetics professionals who counsel at-risk individuals, physicians who formulate patient care plans, and translational researchers who are developing pancreatic screening methods.     

Perceptual learning and reasons-responsiveness

Perceptual experiences are not immediately responsive to reasons. You see a stick submerged in a glass of water as bent no matter how much you know about light refraction. Due to this isolation from reasons, perception is traditionally considered outside the scope of epistemic evaluability as justified or unjustified. Is perception really as independent from reasons as visual illusions make it out to be? I argue no, drawing on psychological evidence from perceptual learning. The flexibility of perceptual learning is a way of responding to new epistemic reasons. The resulting perceptual experiences are epistemically evaluable as justified or unjustified.     

THE EFFECTS OF VIEWING SAME-GENDER PHOTOGRAPHIC MODELS ON BODY-ESTEEM

This study was designed to investigate the effects of viewing samegender photographic models on women and men's body-esteem. Women and men completed body-esteem scales before and after viewing pictures of same-gender photographic models (experimental group) or landscapes (control group). Women scored significantly lower than men on the body-esteem scale [F(1, 90) = 58.5, p < .001]. Women [F(1, 90) = 8.70, p < .05] and men [F(1, 90) = 4.17, p < .05] in the experimental group showed a significant decrease in body-esteem after seeing the photographs and the controls showed no significant change [women F(1, 90) = 0.57; men F(1, 90) = 0.00]. Results suggest that upward comparisons are made by women and men when viewing attractive same-gender models.     

The British Army Recruit Battery Goes Operational: From Theory to Practice in Computer-Based Testing Using Item-Generation Techniques

The British Army Recruit Battery (BARB) was commissioned in 1986 by the Army Personnel Research Establishment (APRE) under a mandate from the Directorate of Army Recruiting as part of a programme of strategic research. Item-generation from computer algorithms and computer delivery of the battery are the two fundamental building blocks of the BARB system and they are described in detail. In addition, reports of the psychometric properties of the battery and the results of validity studies are provided. A true score model of reliability is outlined and its utility demonstrated by comparing predicted reliabilities against operational test–retest reliabilities.