Loving and angry? Happy and sad? Understanding and reporting of mixed emotions in mother–child relationships by 6‐ to 12‐year‐olds

The Evaluative Space Model of emotions allows for the coactivation of positive‐appetitive and negative‐avoidant systems, but few studies have examined mixed emotions in child development. Existing research suggests children's understanding of opposite valence emotion combinations emerges by approximately 11 years of age. However, it is not yet clear whether various opposite valence combinations are understood at different ages, nor whether children can understand them in others before they have experienced such mixed emotions themselves. Semi‐structured interviews with 97 children investigated whether they regarded six combinations of opposite valence mixed emotions as possible, could provide reasons for them, and report their own experience of each in the context of mother–child relationships. Both understanding that such combinations are possible and ability to provide reasons for them increased after age 6 and up to age 11, but were still incomplete in 12‐year‐olds. Understanding of different opposite valence combinations developed at different rates. At each age, fewer children who showed understanding of these combinations in others reported having had a similar experience themselves. The findings suggest a need to systematically examine a range of mixed emotions in order to develop a comprehensive theory of the development of mixed emotion understanding. They also suggest extending research into adolescence.     

A measurement model of women's behavioral risk taking.

The current study was designed to gain a better understanding of the nature of the relationship between substance use and sexual risk taking within a community sample of women (N = 1,004). Using confirmatory factor analysis, the authors examined the factor structure of sexual risk behaviors and substance use to determine whether they are best conceptualized as domains underlying a single, higher order, risk-taking propensity. A 2 higher order factor model (sexual risk behavior and substance use) provided the best fit to the data, suggesting that these 2 general risk domains are correlated but independent factors. Sensation seeking had large general direct effects on the 2 risk domains and large indirect effects on the 4 first-order factors and the individual indicators. Negative affect had smaller, yet still significant, effects. Impulsivity and anxiety were unrelated to sexual health risk domains.     

II—Jason Stanley

ABSTRACT The central claim is that Hornsby's argument that semantic knowledge is practical knowledge is based upon a false premise. I argue, contra Hornsby, that speakers do not voice their thoughts directly. Rather, our actions of voicing our thoughts are justified by decisions we make (albeit rapidly) about what words to use. Along the way, I raise doubts about other aspects of the thesis that semantic knowledge is practical knowledge.     

The epistemological objection to modal primitivism

Modal primitivists hold that some modal truths are primitively true. They thus seem to face a special epistemological problem: how can primitive modal truths be known? The epistemological objection has not been adequately developed in the literature. I undertake to develop the objection, and then to argue that the best formulation of the epistemological objection targets all realists about modality, rather than the primitivist alone. Furthermore, the moves available to reductionists in response to the objection are also available to primitivists. I conclude by suggesting that extant theories of the epistemology of modality are not sensitive to the question of primitivism versus reductionism.

     

The Dynamic Nature of Goals and Message Production as Revealed in a Sequential Analysis of Conflict Interactions

Although message‐production theories often assume that goals behave dynamically to direct communication behavior, few studies consider the interconnectedness of goals and behavior throughout interactions. Here, the interrelationship of communication goals and tactics was examined through a sequential analysis of 47 conflict interactions between close friends or dating partners. It was posited that for both the initiators and resistors in a conflict, the importance of relational or other‐identity goals would be associated with the use of integrative tactics and the importance of instrumental or self‐identity goals would be related to the use of distributive tactics. We examined these predictions within and across partners. Analyses indicated that for both conflict initiators and resistors, the importance of a combination self/instrumental goal predicted the use of distributive tactics and the importance of an other‐identity goal lead to partner‐oriented tactics. For resistors, the importance of an instrumental goal was associated with the use of distributive tactics and the importance of a combination identity/relational goal was aligned with issue‐oriented tactics as well. Across partners, several significant patterns between one partner’s use of distributive or integrative tactics and the other partner’s goals were observed. Implications of the results for understanding conflict and message production are discussed.     

A COMPARISON OF PEER-DIRECTED AND TEACHER-DIRECTED EMPLOYMENT INTERVIEW TRAINING FOR MENTALLY RETARDED ADULTS

Interview skills deficits may limit employment prospects of mentally retarded adults. Although numerous papers highlight the importance of interview skills, few have validated effective strategies for use with mentally retarded persons. Further, there has been a lack of research contrasting rival interview skills training strategies. The present study was conducted with two mentally retarded young adults. It contrasted peer-directed instruction, in which both participants were equally deficient in the target skills, with teacher-directed instruction. Results of the investigation indicated that instruction, rehearsal, and feedback may be effective strategies regardless of who provides instruction. Comparisons of teacher-directed and peer-directed instruction indicated little or no difference in the effectiveness of the two procedures. However, the peer-directed procedure involved considerably less staff time than did the teacher-directed procedure.