Sex differences in knowledge of occupational dimensions across four age levels

The purpose of the present study was to better understand the development of children's occupational knowledge, as assessed by their ability to give ratings to jobs along various dimensions that were similar to ratings given by adults, and to investigate differences in boys' and girls' ratings. Overall, younger students gave higher ratings to the jobs pictured than did older students. Also, females gave higher ratings to three of the four dimensions investigated. Girls rated traditionally female jobs higher on respect and service, while boys rated traditionally male jobs higher on respect and service. Both males and females agreed that more education would be required for the female jobs pictured, but that males would be paid more money for the male jobs pictured.     

Implicit psychophysiology: Effects of common beliefs and idiosyncratic physiological responses symptom reporting

Every individual exhibits unique perceptual, behavioral, and physiological responses within and across a variety of settings. Despite the idiosyncratic nature of responses, we seek to establish theories that generalize across a large number of individuals. A strict idiographic method intensively examines the response patterns of a small number of individuals, whereas a nomothetic approach focuses on common responses across a large number of individuals. In the present investigation, we seek to learn how individuals perceive and report physical symptoms and sensations. We offer a methodology that capitalizes on the unique physiological responses of individuals but, at the same time, assumes that the underlying perceptual processes relevant to symptom reporting are comparable across individuals. Our approach, then, is both idiographic and nomothetic. As will be discussed, this integrative approach has the potential to be applied to a multitude of behaviors and processes that are of interest to social and personality psychologists.     

The social dynamics of a cultural upheaval: social interactions surrounding September 11, 2001

Using the Electronically Activated Recorder (EAR), a new methodology for sampling behavioral data in naturalistic settings, we tracked the social lives of 11 people by recording 30-s snippets of ambient sounds in their environment approximately every 12 min. Participants wore the EAR continuously for 10 days from September 11, 2001. Pre-September 11 baseline data were available for all participants. Analyses of the coded sound information showed that although participants did not change in their overall amount of interactions, they gradually shifted from group conversations to dyadic interactions. Exploratory analyses revealed that a relative increase in dyadic interactions over the first 10 days after September 11 was marginally related to better psychological adjustment at follow-up. The findings have relevance for the understanding of stress and affiliation and normal psychological reactions to emergencies.     

La version française du dictionnaire pour le LIWC : modalités de construction et exemples d’utilisation

LIWC is, originally, a text analysis program that counts words of English texts in psychologically meaningful categories. It provides an analysis (in percentage) for 80 dimensions of language (functional words, topics, punctuation). The goal of this methodological note is to present the French LIWC. This version respects the structure of the categories of the English version of the software and gives explanations about the user guide such the preparation of the to be analyzed texts. Then, we explain the decisions for translating the English dictionary into French. We emphasize the constraints imposed by the morphology of written French language and the difficulties encountered (elision of the article, elision of negation and of verbs’ tense). Presenting the translation problems allows understanding the modalities of construction of the dictionary and allows for a LIWC user to build a personalized dictionary in order to analyze contents more suited to the research needs. A qualitative comparison of dimensions obtained with both the French and English versions for 66 bilingual texts of various types and contents provides satisfactory results. A statistical comparison of 119 expressive writings produced by students from three university courses (Humanities, Sciences and Psychology) about a given event (success or failure to an exam) shows the validity of the French version for identifying the expressed contents. Thus, this tool should be efficient for undertaking research in different fields of psychology (health, work and education) concerning oral and written language produced in different contexts.     

Experimental manipulations of perspective taking and perspective switching in expressive writing

Previous studies suggest that those who naturally vary their pronoun use over the course of expressive writing subsequently report the greatest improvements in physical and mental health. To explore possible perspective taking or perspective switching effects, two studies manipulated writing perspectives about emotional events from either a first-person, second-person, or third-person perspective. In Study 1, 55 students were randomly assigned to one of the three writing perspectives and were asked to write from the same perspective for three 5-minute writing sessions. In Study 2, 129 students wrote for three 5-minute sessions, one from each perspective in a counterbalanced order. The results showed that writing from a first-person perspective conferred more perceived benefits and was associated with using more cognitive mechanism words, whether engaged in perspective taking or perspective switching.     

Language use of depressed and depression-vulnerable college students

Essays written by currently-depressed, formerly-depressed, and never-depressed college students were examined for differences in language that might shed light on the cognitive operations associated with depression and depression-vulnerability. A text analysis program computed the incidence of words in predesignated categories. Consistent with Beck's cognitive model and with Pyczsinski and Greenberg's self-focus model of depression, depressed participants used more negatively valenced words and used the word, "I" more than did never-depressed participants. Formerly-depressed (presumably depression-vulnerable) participants did not differ from never-depressed participants on these indices of depressive processing. However, consistent with prediction, formerly-depressed participants' use of the word "I" increased across the essays and was significantly greater than that of never-depressed writers in the final portion of the essays.     

Offender interviewing in custodial settings: Understanding validity,value and veracity issues

The purpose of this scoping literature review was to identify trends regarding validity, value and veracity issues when conducting (qualitative) interviews with offenders in custodial settings. We selected for review works from electronic databases in SAGE, Springer, and Taylor and Francis by using e-journals, Google Scholar and the behavioural science database, PsycINFO. The inclusion criteria for our studies were based on whether sources addressed offender interviewing as a wellspring of information, but excluded those that focused solely on the acquisition of clinical information (at the expense of focusing on validity, value and veracity issues). We utilised the content analysis approach to identify themes/ patterns in the research findings. Key findings suggest that offenders with impression management motivations deceive and manipulate in their research interview presentations. When gathering data from inmates in custodial care settings, best practice includes cross-checking offender interview data against other sources of evidence and taking into account the context in which they are serving their sentences.     

Effects of Damage to Right-Hemisphere Brain Structures on Spontaneous Emotional and Social Judgments

Recent work in cognitive and social neuroscience has focused on the neural substrates of social judgment. The present study explores the effects of damage to the right-hemisphere somatosensory cortices (RSS), a region known for its role in emotion recognition. Seven subjects with RSS damage were shown a short movie depicting objects that move in socially suggestive ways, a stimulus that typically elicits spontaneous social and emotional attributions from normal subjects. The spontaneous verbal responses of RSS-damaged subjects to this movie were compared to those of normal subjects as well as brain-damaged control subjects; the data were derived using a word count and categorization computer program. This method measures spontaneous social and emotional judgments rather than the more typical rating and labeling measures used in neuropsychological studies of social judgment. As predicted, relative to brain-damaged and normal controls, subjects with RSS damage reacted to the stimulus movie with fewer words in categories describing emotional and social processes, despite using a similar total number of words (and slightly more words describing movement, a control category). These results provide further evidence for the role of the RSS in social/emotional processing and identify a role for the RSS in automatic representation in ourselves of body states of others to foster emotion recognition and social cognition.     

Patterns of Natural Language Use: Disclosure, Personality, and Social Integration

When people write about their deepest thoughts and feelings about an emotionally significant event, numerous benefits in many domains (e.g., health, achievement, and well-being) result. As one step in understanding how writing achieves these effects, we have developed a computer program that provides a "fingerprint" of the words people use in writing or in natural settings. Analyses of text samples indicate that particular patterns of word use predict health and also reflect personality styles. We have also discovered that language use in the laboratory writing paradigm is associated with changes in social interactions and language use in the real world. The implications for using computer-based text analysis programs in the development of psychological theory are discussed.