Drive for muscularity and muscularity-oriented disordered eating in men: The role of set shifting difficulties and weak central coherence

Set shifting difficulties and weak central coherence are information-processing biases associated with thinness-oriented eating and body image pathology in women. However, little is known about the relationship between these processing biases and muscularity-oriented eating and body image pathology. We investigated whether set shifting and central coherence were uniquely related to the drive for muscularity and muscularity-oriented disordered eating in a sample of 91 male undergraduates. Participants completed the Wisconsin Card Sort Test, the Matching Familiar Figures Task, the Drive for Muscularity scale, and a modified Eating Disorders Examination-Questionnaire. Results indicated that set shifting difficulties and weak central coherence were both uniquely positively associated with the drive for muscularity, and that set shifting difficulties were uniquely positively associated with muscularity-oriented disordered eating. Results are discussed with regard to the male experience of body image and eating pathology, and in regard to muscle dysmorphia.     

Drive for leanness and health-related behavior within a social/cultural perspective

We examined relationships between drive for leanness and perceived media pressure to change appearance, internalization of an ideal physique, exercise frequency, and dieting. Men and women (N = 353) completed the Drive for Leanness Scale, the Sociocultural Attitudes Toward Appearance Questionnaire-3, the Eating Attitudes Test-26, and a demographic inventory. Drive for leanness was significantly correlated with athletic internalization (.52), pressure to attain an ideal physique (.25), exercise frequency (.36), and dieting (.25). Structural equation modeling revealed a good fitting model (χ² = 2.85, p < .241; CFI = .99; NNFI = .98; RMSEA = .04; SRMR = .02) with internalization predicting drive for leanness, which in turn predicted dieting and exercise. Results reveal social/cultural theory helps enhance the understanding of the drive for leanness and its relationship with health-related behavior.     

Reconstruction of arbitrary versus logical sequences by preschool children

The ability of preschool children to construct and reconstruct ordered sequences was examined in a series of four experiments. In Expt. 1, the task was to copy, with the model present or absent, the order of items pegged on a clothesline. In Expts. 2–4, the subjects were required to reconstruct ordered series of pictures from memory. In all experiments, the orders were either logical or arbitrary. Reconstruction of an arbitrary series of events is within the problem solving capacity of 4-yr-old children if (a) reconstruction takes place in the presence of the model or follows immediately upon the removal of the model and (b) the original sequence is presented simultaneously. If, however, the lag between viewing and reconstruction is increased and/or the original set is not viewed simultaneously, as a unit, performance declines. The provision of an inherent order to the items within a set, either by introducing a connective narrative, or a depicted logical sequence, is sufficient to maintain that order over time and to provide a unifying cohesion to the items when viewed successively.     

The efficacy of “right” as a function of its relationship with reinforcement

The effects of the relationship between the presentation of a verbal stimulus (“right”) and an established reinforcer (M&Ms) on the reinforcement efficacy of the verbal stimulus was tested with three groups of retarded boys. Blocks of training and test trials alternated. During training of the Discriminative Group, “right” reliably preceded candy. For the Contiguous Group, “right” accompanied candy, and for the Random Group “right” and candy were programmed independently. “Right” promoted learning in the Discriminative Group but did not in the latter two groups. The results support Cairns' analysis of the often found failure of approval to be an effective reinforcer in laboratory tasks.     

Team weigh-ins and self-weighing: Relations to body-related perceptions and disordered eating in collegiate male athletes

ObjectivesIn this study we examined the relation of team weigh-ins and self-weighing frequency on collegiate male athletes' internalization of body ideals, social pressures about weight/body, body satisfaction, dietary intent, negative affect, drive for muscularity, and bulimic symptomatology.Design and methodsWe used a cross-sectional survey design, and collected data electronically from 738 male intercollegiate athletes in the U.S.ResultsAthletes who self-weighed 7 + times per week reported the most pressure to lose weight and be lean and muscular, engaged in muscle-building behaviors most frequently, dieted most often, and had the highest level of bulimic symptomatology. Further, athletes on teams that conducted mandatory weigh-ins (vs. not) engaged in more muscularity behaviors and dietary restriction.ConclusionWeighing, but in particularly that conducted voluntarily, may contribute to an overconcern with appearance, body size/shape, and weight, which in turn can lead to a variety of behaviors related to eating and body change.     

Thinking About a Word—Love,for Example

What is it we do when we philosophize about a word? How are we to act as we ask the philosophical question par excellence, “What is … ?” These questions are addressed here with particular focus on Troy Jollimore's Love's Vision and contemporary theories of love. Jollimore's rationalist account of love, based on a specific understanding of “reasons for love,” illustrates a particular philosophical mistake: When we think about a word, we are prone to believe that even though “the sense of the word” that we investigate may be up for grabs, the other words we use when we do these investigations are not. Jollimore's exploration of love is guided by specific conceptions of “reasons” and “rationality” that remain unquestioned. The article argues that we may have to rethink a great number of words as we embark on the task of uncovering the sense of one word.     

Drives and objects - notes on the change of drive theory

Freud’s drive theory has been questioned since the 1940s when Fairbairn created a metaphor of the mind that is not based on the tripartite model and drive theory. His work inspired others to elaborate on the significance of internal object relationships. According to the object relation theory, internal object relations are dynamic structures capable of generating meanings and action. Consequently, two distinct metapsychologies were created.The aim of this article is to show how the interaction of theories has initiated revisions of classic drive theory. Freud’s concept of drive and three synthesizing viewpoints between the two perspectives are discussed. Otto Kernberg addresses affects as a primary motivational system; the mother–infant relationship organizes affects to drives. Joseph Sandler adheres to classic drive theory but proposes that the ego’s attempt to protect the mind against psychic pain is as important as drive derivatives in motivating the mind. Laplanche proposes that the unconscious of the care-giving adult is the crucial factor for the constitution of an infant’s unconscious and drives. For Freud and Klein, drive is inherent. Contemporary writers, like Loewald and Laplanche, conceive drive as a function of the mind that is born out of the same matrix of interaction with the other elements of the mind.     

A confusion of tongues between psychoanalysis and philosophy: Is the controversy over drive versus relational theory a philosophical one?

In recent years the controversy over Drive versus Relational models of the psyche has become entangled in a philosophical controversy over epistemology. Some have argued that the Drive model was a relic of an age of positivistic science, while Relational models are a product of a postmodern condition. This paper argues that the controversy need not be a philosophical one, and that Relational views are not, in fact, a product of postmodernism, nor are they necessarily dependent on a postmodern epistemology. Separating the epistemological from the psychological more carefully may help return the debate to its proper, psychoanalytic domain, and perhaps contribute to a more fruitful dialogue across what, at times, seems like an abyss between Relational views and Drive theory.     

Judging psychopathology: Expectation and contrast

An experiment was performed to assess the role of expectations in psychosocial contrast effects. Subjects were initially presented with a series of word definitions that were either high or low pathology; their task was to indicate those definitions that had been produced by schizophrenic (vs nonschizophrenic) patients. After this “induction” series, subjects were presented with a common “test” series that included both definitions and handwriting samples; they evaluated the degree of psychopathology that was implied by each item. Some subjects were required to state their expectations in connection with the test items. First they attempted to guess the percentage of schizophrenics in the overall test series; second, before being presented with each test item, they guessed whether the patient in question was (or was not) schizophrenic. Subjects' expectations were consistent with the induction series to which they were assigned; those assigned to the high-pathology induction expected the test series to include more schizophrenic patients than those in the low-pathology group. Nonetheless, despite these expectations, subjects showed a contrast effect in their evaluations of the test definitions (but not in evaluating the handwriting samples). That is, subjects from the low-pathology induction group rated the test definitions as being more pathological than did those in the high-pathology condition. Within-group correlations indicated that the subjects' expectations were directly related to subsequent judgments. A two-path model is discussed, relating (a) the respondents' induction group assignment, (b) his/her expectations, and (c) subsequent test judgments.     

Sex-role stereotyping in the lower grades: Part of the solution

Twenty-one boys and twenty-one girls in grades 1, 2, 3 and 4 were tested on sex-role attitudes. The results demonstrated that the thinking of young children is typically sexist-oriented. However, evidence also indicates that children will accept the concept of people in nontraditional roles if models are visible in these roles.