Regression II. Development through regression

As shown in our previous paper (‘Regression I. Experimental approaches to regression’, JAP, 65, 2, 345-65), the common mechanism of regression can be described as reversible dedifferentiation, which is understood as a relative increase of the proportion of low-differentiated (older) systems in actualized experience. Experimental data show that regression following disease (chronic tension headache) is followed by adaptation and an increase in system differentiation in that experience domain which contains systems responsible for that adaptation. The results of mathematical modelling support the idea that reversible dedifferentiation can be one of the mechanisms for increasing the effectiveness of adaptation through learning. Reversible dedifferentiation, which is phenomenologically described as regression, is a general mechanism for restructuring the organism-environment interactions in situations where behaviours that were effective in the past become ineffective. Reversible dedifferentiation has evolved as a component of adaptation when new behaviours are formed and large-scale modifications in the existing behaviours are required in the face of changes in the external and/or internal environment. Thus, the authors believe that this article provides evidence for Jung’s view that regression is not only a ‘return’ to past forms of thinking, affects and behaviour, but that regressive processes provide a significant impetus for psychological growth and development.     

Recent research on the relative efficiency of speaker and listener instruction for children with autism spectrum disorder

The traditional recommendation for sequencing speaker and listener instruction has been to teach listener skills prior to teaching speaker skills. In a review of the research literature prior to 2011, Petursdottir and Carr (2011) concluded that research did not support this recommendation. We reviewed the most recent research on the efficiency of skill acquisition during speaker and listener instruction and found similar results to Petursdottir and Carr. Recommendations for future research and practice are provided.     

Longitudinal Development of Memory for Temporal Order in Early to Middle Childhood

Abstract

Existing studies examining the development of temporal order memory show that although young children perform above chance on some tasks assessing temporal order memory, there are significant age-related differences across childhood. Yet, the trajectory of children’s ability to retrieve temporal order remains unclear as existing conclusions are drawn from cross-sectional studies. The present study utilized an accelerated longitudinal design in order to characterize the developmental trajectory of temporal order memory in a sample of 200 healthy 4- to 8-year-old children. Specifically, two tasks commonly used in the literature were tested longitudinally: a primacy judgment task and an ordering task. Results revealed that, even after controlling for differences in IQ, linearly increasing trajectories characterized age-related change in performance for both tasks; however, change appeared greater for the temporal ordering task. Further, performance on the two tasks was positively related, suggesting shared underlying mechanisms. These findings provide a more thorough understanding of temporal order memory in early to middle childhood by characterizing the developmental trajectories of two commonly used tasks and have important implications for our understanding of children’s developing memory more broadly.     

Breastfeeding and offspring’s compassion and empathy in adulthood: A study with an over 30-year follow-up

This study investigated whether breastfeeding predicts offspring’s dispositional compassion and empathy from early adulthood to middle age. The parents of the participants (N = 1,394) of the Young Finns study answered questions about breastfeeding in 1983, and the participants’ compassion and empathy were evaluated in 1997‒2012 (participants were aged 20‒50 years). Breastfeeding did not predict the course of compassion or empathy in adulthood at the age of 20‒50 years. The associations remained non-significant, when adjusted for age, gender, socioeconomic factors, and a wide range of characteristics of the family environment (including mother’s gestational age; premature birth; birth weight; number of other children at home; parental mental disorder; parental relationship status; parental postnatal smoking; parental postnatal alcohol use; parenting behavior; and child’s externalizing behavior). In conclusion, breastfeeding seems not to predict offspring’s compassion or empathy in adulthood. The findings may present a hopeful perspective for children growing up with non-breastfeeding caregivers.     

Developing and validating a new multi-dimensional scale for anti-social behavior in a higher education setting

The purpose of this research is to construct and validate a multi-dimensional scale of Anti-social Behavior (hereafter ASB) in a Western higher education context (i.e., USA). To achieve this, four studies, each with a different sample, were performed. Study 1 (n = 150) followed an exploratory design to generate a pool of potential items measuring ASB. Study 2 (n = 254) explored the dimensionality of the items produced in Study 1 using exploratory factor analysis (EFA) and reliability measures. Study 3 (n = 654) confirmed the factorial structure from Study 2 and assessed the measurement model invariance using structural equation modeling (SEM). Finally, Study 4 (n = 287) assessed the predictive validity of the ASB measure through testing a hypothetical path model linking ASB to narcissism and Machiavellianism via an SEM procedure. In total, our research findings conclude that the ASB measurement model is a two-factor multi-dimensional structure comprising: Interpersonal Antagonistic Behavior (six items) as well as Indirect Distractive Behavior (four items). The research and practical implications for universities are thereafter discussed.     

A comprehensive measure of attitudes and behaviour: Development of the Support for Gender Equality among Men Scale

In this article, we develop and validate the 16-item Support for Gender Equality among Men Scale across four studies. Drawing on exploratory (Study 1, n = 322) and confirmatory (Study 2, n = 358; Study 4, n = 192) factor analysis, we determine a two-factor structure: public and domestic support for gender equality. In Study 3 (n = 146) and Study 4, we validate the scale by establishing its relationship with, among others, several prominent measures of sexism, a behavioural measure, and social desirability. The scale fills a psychometric gap in the literature: To date, no validated measure of support for gender equality, measuring both attitudes and behavioural intentions and focusing specifically on men, exists. Considering the recent increase in interest in men as allies of the feminist movement the scale functions as a useful tool to explore the topic in depth in future research.     

How our work influences who we are: Testing a theory of vocational and personality development over fifty years

This study examines the developmental influences of occupational environments on personality traits from childhood to adulthood. We test aspects of a theory of vocational and personality development, proposing that traits develop in response to work experience following corresponsive and noncorresponsive mechanisms. We describe these pathways in the context of situations of vocational gravitation and inhabitation. In a sample from the Hawaii personality and health cohort (N = 596), we examined associations of childhood and adulthood personality traits, with occupational environments profiled on the RIASEC model. Mediations tests confirmed that work influenced personality development from childhood to adulthood for Openness/Intellect. We observed multiple reactivity effects of occupation environments on adulthood traits that were not associated with corresponding selection effects.     

Assessing the Intersectionality of Religious and Sexual Identities During the Coming-Out Process

Lesbian, gay, and bisexual (LGB) individuals often experience internalized and/or externalized religious rejection due to their sexual orientation. Initial steps in the coming-out process can be especially difficult and can result in existential crises, including questioning one's place within the religious/spiritual realm. The authors propose a developmental framework for conceptualizing the role of religion and spirituality in the coming-out process. Cass's (1979, 1984) stage model of coming out and Genia's (1995) model of religious development, along with additional literature addressing LGB spirituality, serve as foundations for this framework. Counseling and research implications of the framework are also discussed.