Adaptation of the Alcohol Expectancy Questionnaire (AEQ-A): A short version for use among 13-year-olds in Norway

An adaptation of a Norwegian modified short version of Christiansen & Goldman's Alcohol Expectancy Questionnaire for Adolescents (AEQ-A) was examined in this survey. Subjects were 924 Norwegian seventh graders, with an average age of 13.3 years. From the original 90 items, 27 items representing all seven original scales were used in this study. Factor analysis did not create any preferred new factor solution compared to Christiansen & Goldman's original factors. Internal consistency of the seven AEQ-A scales ranged from 0.37 to 0.72 on Cronbach's alpha. All seven AEQ-A scales correlated significantly with self-reported alcohol use as was expected, and this study also replicated the relative importance of the social enhancement scale. This was the first study using AEQ-A in a non-English-speaking culture. The generalizability of alcohol outcome expectancies was strongly supported.
The present study indicates that the Norwegian version of AEQ-A possesses a level of concurrent validity and internal reliability that is acceptable compared to the original scales, and can serve as a useful instrument in behavioral research on alcohol use among Norwegian adolescents in the years to come.     

Assessment of the aftermath of rape: Changing patterns of fear

In order to test a social learning theory model which states that fear and anxiety responses are classically conditioned by a terror-inducing rape experience, 46 recent rape victims and 35 nonvictims matched for age, race, and neighborhood of residence were assessed with the 120-item Modified Fear Survey at four postrape intervals: (1) 6–10 days, (2) 1 month, (3) 3 months, and (4) 6 months. Victims were significantly more fearful than nonvictims, and victim fears declined somewhat over time but remained at high levels at the 6-month postrape period. Content analysis of highly feared situations revealed that most fears were rape related in that they were rape cues, rape-precipitated concerns, and/or cues signaling vulnerability to subsequent attack. Patterns of fear appeared to change such that attack vulnerability cues were most feared.This research was supported by NIMH Grant No. 1 RO1 MH29602 from the National Center for Prevention and Control of Rape.An earlier version of this article was presented at the Twelth Annual Convention of the Association for Advancement of Behavior Therapy, Chicago, November 18, 1978.     

社会预警系统与心理学

首先探讨了对社会不稳定因素预警的需要,以及社会预警系统对国家公共政策制定和行政决策的意义。社会预警系统是一种系统的社会态度调查网络,通过对公众对社会事物的态度调查,预见其可能的行为反应,将不稳定事件化解于未然。然后,介绍了国外承担社会预警职能的研究机构的研究实践。最后,讨论了社会预警研究两个重要的方法论问题：态度与行为反应的关系,调查抽样问题。     

Sometimes You Feel Like a Nut, Sometimes You Don't: Citizens' Ambivalence About Abortion

Recent research has recognized that many people simultaneously hold positive and negative attitudes about important political issues. This paper reviews the concept of attitudinal ambivalence and introduces a survey measure of ambivalence adapted from the experimental literature. An analysis of two statewide telephone surveys of Florida voters reveals that (1) a number of voters have ambivalent attitudes about abortion rights; (2) the amount of ambivalence varies according to the circumstances (elective versus traumatic) under which an abortion is obtained; (3) ambivalence about elective abortions is essentially unrelated to ambivalence about traumatic abortions; (4) voters who support abortion rights are more ambivalent about elective abortions than about traumatic abortions, whereas the pattern is reversed for abortion rights opponents; and (5) extreme views in support of or opposition to abortion rights can sometimes mitigate the amount of ambivalence felt by voters.     

Empirically Supported Complexity

Abstract— Over the last 10 years, evidence-based practice in psychology has become synonymous with a particular operationalization of it aimed at developing a list of empirically supported therapies. Although much has been learned since the emergence of the empirically supported therapies movement, its restrictive definition of evidence (excluding, for example, basic science as a source of evidence to be used by clinicians) is problematic, and the assumptions inherent in its nearly exclusive focus on brief, focal treatments for specific disorders are themselves not generally supported by the available data. Recent meta-analytic data support a more nuanced view of treatment efficacy than one that makes dichotomous judgments of empirically supported or unsupported, suggesting the need for a more refined concept of evidence-based practice in psychology.     

Group Attachment and the Reduction of Value-Driven Ambivalence

This article analyzes the effects of value-driven ambivalence and group attachment on response variability in public attitudes toward campaign finance reform. The analysis demonstrates that group attachment, when activated by affective cues, moderates the effects of ambivalence on response variability. By tipping the balance of considerations in one direction or the other, group attachments make it easier for ambivalent respondents to make tradeoffs between competing values during policy choices and, as a result, dampen response variability. Methodologically, the results offer an important cautionary note about the use of linear ambivalence scales by calling into question the assumption that indifference is an intermediate state between preference and ambivalence.     

Focus on clinical psychology postgraduate training: Taking the curriculum into the next decade

Abstract: Clinical psychology, like many applied disciplines, often suffers from a lack of congruence between best‐practice in terms of pedagogy and evidence‐based practice and the actual structure and content of training programs. A small but growing international literature addresses such issues. A small group of researchers from five Australian Universities, led by a team at the University of Queensland, has received grant money over two years to examine and offer constructive strategies for revising and revitalising the clinical psychology training curriculum in Australia, with reference to international pedagogy and training standards.     

Immigration and femininity in Southern Europe: A gender‐based psychosocial analysis

Despite the growing presence of female immigrants in Western countries, research on the subject highlights two important biases that hinder appropriate explanation of the migratory phenomenon and hence prevent adequate intervention. First, most of the research studies conducted so far focus on male migration; second, the macro‐social perspective has prevailed in these areas of study since socio‐economic and political aspects have taken centre stage in analyses on migratory phenomena, From a gender‐based psychosocial perspective, this study addresses the migration project of 53 women from different South American countries, the Maghreb region and Eastern Europe now living in Southern Spain. For this purpose we conducted 23 in‐depth interviews, and staged six discussion groups with the aim of elucidating to what extent gender‐based psychosocial beliefs—stereotypes, ideology and identity—determine women's migration process. Our results suggest that the main stages in the process—deciding to emigrate, itinerary for social and labour integration in the host country, and general assessment of the migration experience—are strongly influenced by psychosociological constructs which arise as a result of female gender‐typing or female profile. Copyright © 2008 John Wiley & Sons, Ltd.     

物体位置与空间关系的心理表征

外界环境中物体位置与空间关系在记忆中如何表征,一直是空间认知研究领域探讨和争论的热点问题。该文从空间表征的参照框架、朝向特异性、组织结构和存储内容四个方面,系统回顾了近年来对空间表征形成机制与内在特征的理论探讨。在此基础上,进一步讨论了当前空间表征研究中存在的生态效度问题,以及以后将虚拟环境技术引入到空间认知研究中的发展趋势     

EQUIVALENCE CLASS FORMATION: A METHOD FOR TEACHING STATISTICAL INTERACTIONS

Many students struggle with statistical concepts such as interaction. In an experimental group, participants took a paper‐and‐pencil test and then were given training to establish equivalent classes containing four different statistical interactions. All participants formed the equivalence classes and showed maintenance when probes contained novel negative exemplars. Thereafter, participants took a second paper‐and‐pencil test. Participants in the control group received two versions of the paper‐and‐pencil test without equivalence‐based instruction. All participants in the experimental group showed increased paper‐and‐pencil test scores after forming the interaction‐indicative equivalence classes. Class‐indicative responding also generalized to novel exemplars and the novel question format used in the paper‐and‐pencil test. Test scores did not change with repetition for control group participants. Implications for behavioral diagnostics and teaching technology are discussed.