GENDER BIASES IN TEXTBOOKS FOR INTRODUCTORY PSYCHOLOGY AND HUMAN DEVELOPMENT

Because of spreading concerns about gender stereotypes in textbooks, in 1975 an American Psychological Association Task Force recommended changes in the type of language that should be used to report research findings and in the type of information that should be included in reports of psychological research. These recommendations also applied to the presentation of psychological information in textbooks. Studies in the subsequent 7 years indicated some decrease in the use of sex-stereotyped language and some decrease in gender-biased content. Researchers typically concluded, however, that although some improvements had occurred, gender biases and stereotypes still occurred in texts. The present study reports an extensive content analysis of current textbooks for introductory psychology and human development courses. Representation of the work, theory, and behavior of males continues to significantly exceed the representation of the work, theory, and behavior of females, and females continue to be portrayed in negative and gender-biased ways.     

Biased expectations of burned or traumatized children and adolescents as revealed through predictions of Rorschach responding

This study examines helper bias through predictions of burned and traumatized children's and adolescents' Rorschach responding on ten content variables: human, fictional human, animal, anatomy, blood, clothing, explosion, food, fire, and sex. Two groups of helpers consisting of 139 inexperienced individuals and 48 members of the American Burn Association who worked directly with patients were asked to predict Rorschach content responding for children and adolescents who had been severely burned (n = 86) or traumatized (n = 75). Inaccurate and inconsistent predictions are interpreted as evidence of biased expectations which could influence the therapeutic relationship between helpers and patients. To control for the confound of Rorschach knowledge, 11 psychologists with Rorschach expertize also made predictions. An analysis of Rorschach responding in the two groups of children and adolescents is also presented.     

Affirmation of personal values buffers neuroendocrine and psychological stress responses

Stress is implicated in the development and progression of a broad array of mental and physical health disorders. Theory and research on the self suggest that self-affirming activities may buffer these adverse effects. This study experimentally investigated whether affirmations of personal values attenuate physiological and psychological stress responses. Eighty-five participants completed either a value-affirmation task or a control task prior to participating in a laboratory stress challenge. Participants who affirmed their values had significantly lower cortisol responses to stress, compared with control participants. Dispositional self-resources (e.g., trait self-esteem and optimism) moderated the relation between value affirmation and psychological stress responses, such that participants who had high self-resources and had affirmed personal values reported the least stress. These findings suggest that reflecting on personal values can keep neuroendocrine and psychological responses to stress at low levels. Implications for research on the self, stress processes, health, and interventions are discussed.     

When is ignorance bliss? The effects of inaccurate self-assessments of knowledge on learning and attrition

Two studies were conducted to examine the implications of inaccurate self-appraisals in online training. Self-assessment of knowledge moderated the effects of trainees’ performance on subsequent performance and attrition. Performance was highest after uniformly positive ratings (i.e., high self-assessment and high performance), followed by underestimation, overestimation, and uniformly negative ratings, respectively. Attrition was lowest after uniformly positive ratings, followed by underestimation, uniformly negative ratings, and overestimation, respectively. Effort had a more positive effect on performance following low than high self-assessments and this interaction fully mediated the self-assessment/performance interaction on subsequent performance. Commitment had a more negative effect on subsequent attrition following low than high self-assessments and this interaction fully mediated the self-assessment/performance interaction on subsequent attrition. Finally, trainee conscientiousness affected their behavior when their performance and self-assessments were inconsistent—overestimating and underestimating performance increased attrition more for trainees low in conscientiousness and impaired performance more for trainees high in conscientiousness.     

The reverse double standard in perceptions of student-teacher sexual relationships: the role of gender, initiation, and power

The present study tested the prediction that male teachers are judged more harshly than female teachers for engaging in heterosexual intercourse with a student. One-hundred and eighty-seven adults (116 women, 71 men) evaluated a hypothetical newspaper article describing an alleged student-teacher relationship as part of a 2 (Gender Dyad: Male Teacher/Female Student or Female Teacher/Male Student) x 2 (Initiator: Student or Teacher) between-subjects design. As expected, a reverse sexual double standard was revealed, in which participants judged situations involving male teachers more harshly than they judged situations involving female teachers, but only when the sexual contact was teacher-initiated. Participants also believed that male students received more social benefits from the sexual contact than did female students.     

Parents' and teachers' concordance with children's self-ratings of suicidality: findings from a high-risk sample

This study examined concordance between adult and child reports of child suicidality using a sample of 1,046 8-year-old children at risk for, or having experienced, maltreatment. Concordance was low with both caregivers and teachers. For children reporting no suicidality, caregiver-child agreement was associated with few transitions in caregiver and low social withdrawal and aggression, and teacher-child agreement was associated with non-White ethnicity, good academic performance, and low thought problems. For children reporting suicidality, care-giver-child agreement was associated with perceptions of child mental health needs, aggression, and somatic complaints, and teacher-child agreement was associated with thought problems.     

Lost in the Myst?: Narrative Video Gaming Decreases Self-Reported Propensity for Spiritual/Religious Experience

Based on the proposition that the visual “what you see is what you get” environment of video games may undermine ability/motivation for mental simulation/internal narrative, we hypothesized that exposure to virtual gaming would lead to decreased propensity for spiritual/religious experience. Fifty-six Canadian undergraduates moderately interested in gaming completed measures of propensity for unitive (focus on connectedness) and numinous (focus on presence of Other) experiences online, and again following a randomly assigned virtual or text-based narrative gaming session. Self-reported unitive and numinous propensities both declined significantly following the virtual gaming session as expected. Mystical propensity declined following the text-based session as well, but numinous propensity tended to increase in this condition. Virtual gaming offers an absorbing “escape” narrative with comparatively little “in the head” effort that appears to diminish—at least temporarily—the propensity for spiritual/religious experience, which is predicated upon a sustained internal narrative involving the Unseen.     

Long‐term Effects of Dieting: Is Weight Loss Related to Health?

“Success” in dieting interventions has traditionally been defined as weight loss. It is implicit in this definition that losing weight will lead to improved health, and yet, health outcomes are not routinely included in studies of diets. In this article, we evaluate whether weight loss improves health by reviewing health outcomes of long‐term randomized controlled diet studies. We examine whether weight‐loss diets lead to improved cholesterol, triglycerides, systolic and diastolic blood pressure, and fasting blood glucose and test whether the amount of weight lost is predictive of these health outcomes. Across all studies, there were minimal improvements in these health outcomes, and none of these correlated with weight change. A few positive effects emerged, however, for hypertension and diabetes medication use and diabetes and stroke incidence. We conclude by discussing factors that potentially confound the relationship between weight loss and health outcomes, such as increased exercise, healthier eating, and engagement with the health care system, and we provide suggestions for future research.     

"I feel fat": an experimental induction of body displacement in disordered eating

Body displacement, the theory that predicts that individuals with eating disorders will displace negative feelings about themselves onto their body, was tested experimentally in this study. Unrestrained eaters (n = 61), restrained eaters (n = 33), and individuals with eating disorders (n = 26) were randomly assigned to a control condition or an ineffectiveness induction. In the ineffectiveness condition participants were asked to recall and reflect on a past experience when they felt useless or incapable (i.e., ineffective). Results showed that individuals with eating disorders who were made to feel ineffective reported more implicit appearance/body concern than those in the control condition. Unrestrained and restrained eaters did not show this effect. This is the first experimental study to support body displacement theory. These data can be used clinically to educate and encourage patients with eating disorders to address thoughts and feelings related to ineffectiveness directly, instead of displacing this distress onto their body and potentially perpetuating their eating disorder.     

Stepping up the pressure: arousal can be associated with a reduction in male aggression

The attentional myopia model of behavioral control [Mann and Ward, 2007] was tested in an experiment investigating the relationship between physiological arousal and aggression. Drawing on previous work linking arousal and narrowed attentional focus, the model predicts that arousal will lead to behavior that is relatively disinhibited in situations in which promoting pressures to aggress are highly salient. In situations in which inhibitory pressures are more salient, the model predicts behavior that is relatively restrained. In the experiment, 81 male undergraduates delivered noise-blasts against a provoking confederate while experiencing either high or low levels of physiological arousal and, at the same time, being exposed to cues that served either to promote or inhibit aggression. In addition to supporting the predictions of the model, this experiment provided some of the first evidence for enhanced control of aggression under conditions of heightened physiological arousal. Implications for interventions designed to reduce aggression are discussed.