Reversal learning in young children as a function of number of choice-alternatives

Discrimination learning and reversal problems were given to 128 children aged two and three years in which there were either two, three, six, or nine choice-alternatives per problem. The position of the correct object (either a toy car on the original problem and a ball on the reversal problem or vice versa) was varied randomly among all the possible positions, all other positions being occupied by duplicates of the incorrect object. It was found that two-choice reversal problems were much more difficult than all others. There was also a direct and monotonic relationship between ease of solution and number of choices present during reversal learning. Additional analysis inlicated that position response biases were probably responsible for this effect.     

CONFESSIONS OF A LATE‐BLOOMING, “MISEDUCATED” PHILOSOPHER OF SCIENCE

This article provides a survey of Walker Percy's criticism of what Pope Benedict XVI calls “scientificity,” which entails a constriction of the dynamic interaction of faith and reason. The process can result in the diminishment of ethical considerations raised by science's impact on public policy. Beginning in the 1950s, Percy begins speculating about the negative influence of scientificity. The threat of a political regime using weapons of mass destruction is only one of several menacing developments. The desacrilization of human life from cradle to grave leads Percy to assert that modern science's impact is often radically incoherent. In The Moviegoer, Percy finds his existential and theistic voice that would enable him to advance his critique of science.     

Integrative Complexity of 41 U.S. Presidents

Although U.S. presidents are one of the most studied groups of political figures and integrative complexity is one of the most widely used constructs in political psychology, no study to date has fully examined the integrative complexity of all U.S. presidents. The present study helps fill in that gap by scoring 41 U.S. presidents' first four State of the Union speeches for integrative complexity and then comparing these scores with a large range of available situational and personality variables. Results suggest a tendency for presidents' integrative complexity to be higher at the beginning of their first term and drop at the end. This pattern was pronounced for presidents who eventually won reelection to a second term and was markedly different for presidents who tried to gain reelection but lost. Additional analyses suggested that presidents' overall integrative complexity scores were in part accounted for by chronic differences between presidents' complexity levels. Further analyses revealed that this overall integrative complexity score was positively correlated to a set of interpersonal traits (friendliness, affiliation motive, extraversion, and wittiness) and negatively correlated with inflexibility. Discussion centers upon the causes and consequences of presidential complexity.     

The Power of the Immediate Moment in Gestalt Therapy

This article discusses the gestalt therapy concept of the paradoxical theory of change and a method combining a dialogic relationship with active phenomenological focusing and experimenting. Fundamental change results from self-acceptance and not attempts to change based on self-rejection. This is supported by the characteristics of dialogic contact: inclusion, confirmation, authentic presence, and a commitment to what emerges between therapist and patient. The patient is taught how to be aware, including awareness of the awareness process, facilitating autonomous use of the method by the patient. Suggestions and cautions for practice are discussed. My thanks to Lynne Jacobs for help in writing this article     

There is a Road,No Simple Highway: Musings on Rural Community Practice

The article was delivered as an invited address to the 2019 SCRA Biennial. The author, the 2019 recipient of the Award for Distinguished Contributions to Practice in Community Psychology, discusses the application of community psychology practice competencies to rural mental health practice and reviews the challenges faced by rural and remote residents, and the rural idyllic myth. The author shares musings and observations of key lessons learned from mentors and practice across over three decades.     

Racial Colorblindness and Confidence in and Likelihood of Action to Address Prejudice

In this study, we examined the association between racial colorblindness and inaction to address prejudice. Conceptualized as a type of legitimizing ideology that maintains societal inequality, we hypothesized that colorblindness would be associated with less confidence in and lower likelihood of engaging in action to address prejudice. Our study examined the role of affective variables in explaining the link between colorblindness and inaction, as well as explored potential racial group differences. We used multigroup structural equation modeling analysis to test for measurement and structural invariance of our hypothesized model across White, Asian American, and Underrepresented racial minority (i.e., African American, Latinx American, Hawaiian/Pacific Islander, Native American, and Multiracial students from Underrepresented groups) college students. In Study 1 (n = 1,125), we found that greater colorblindness was indirectly associated with less confidence in action through affective variables (e.g., intergroup empathy, and positive and negative emotions during intergroup interactions). In Study 2 (n = 1,356), we found that greater colorblindness was indirectly related to less likelihood of action through intergroup empathy. In both studies, we demonstrated measurement and structural invariance across racial groups, indicating that our hypothesized model functioned similarly across White, Underrepresented, and Asian American students. Our findings have implications for future research and practice to challenge colorblindness and to promote engagement in actions to reduce prejudice.     

The paramenstruum and negative moods in normal young women

The present study investigated the effects of depressogenic statements on 154 normal young women, in relation to the late luteal phase of the female monthly cycle (paramenstruum). The women were allocated to a depressive-induction group or to either of two non-treatment groups. Multivariate ANOVAs indicated that paramenstrual women given the depressogenic statements reported more negative post-induction mood states than did other women. Four of the 12 mood states measured by the Differential Emotions Scale (DES-IV) were significantly elevated for the paramenstrual women in the depressive-induction group only (viz. Sadness, Hostility, Fear and Shame subscales). It was concluded that paramenstrual women appear to be more sensitive to depressive stimuli, and therefore, more prone to experience negative mood states than women at other stages in their monthly cycles.     

Self-esteem and reactance: Further evidence of attitudinal and motivational consequences

The present experiments were designed to explore further the relationship between self-esteem and reactance within the domains of achievement and persuasion. Previous research in the achievement context has shown that self-esteem and reactance are positively related. Experiment 1 sought to extend this relationship into the persuasion setting. As predicted, a positive self-esteem/reactance relationship was obtained. The second experiment was designed to identify a factor that might moderate the relationship between self-esteem and reactance: degree of freedom threat. Previous research in the persuasion context has shown that the aforementioned self-esteem/reactance relationship is attenuated or even reversed when freedom threat is low rather than high. Experiment 2 sought to extend this relationship into the achievement context. As predicted, the positive self-esteem/reactance relationship was considerably weakened in the low-threat environment of Experiment 2, especially in comparison to previous research in which freedom threat was considerably higher. Taken together, the present and previous studies show consistent relationships between self-esteem and reactance across achievement and persuasion domains, suggesting that the essence of reactance is similar in these two domains. Practical implications are also discussed.     

Familiality estimates from restricted samples

In a recent paper here, Benbow, Zonderman, and Stanley (1983) report that the coefficient of regression of offspring IQ on parental IQ is much lower among the gifted than in the population at large. Thus, Benbow, Stanley, Kirk, and Zonderman conclude in a second paper, the gifted resemble their parents less than do people in general. In this paper, I show that this result is an artifact of the particular estimator of the regression coefficient employed by Bendoq, Zonderman, and Stanley. The leastsquares estimator, which they employ, is severely biased downward, if the sample on the dependent variable is restricted to the upper tail of the distribution, and this is precisely the nature of Benbow et al.'s sample. That is to say, in a bivariate normal distribution with constant regression coefficient, samples restricted to values of the dependent variable (here, child's IQ) above a certain value will always produce a lower regression coefficient than unrestricted samples drawn from the entire but same distribution. I introduce an unbiased estimator that can be calculated from the sample statistics reported in the Benbow, Zonderman, and Stanley article and find that the coefficient of regression of gifted child's IQ on parental IQ is, in fact, higher than the regression coefficients reported in the literature for unrestricted samples. That is, Benbow et al.'s data suggest that the gifted in fact resemble their parents more than do persons in general.