Your Highness: Vertical Positions as Perceptual Symbols of Power.

Metaphorically, power equals up. Drawing on embodied theories of cognition, the author argues that thinking about power involves mental simulation of space and can be interfered with by perception of vertical differences. Study 1 assessed image schemas for power and found a shared vertical difference metaphor. Studies 2, 3, and 4 showed that the judgment of a group's power is influenced by the group's vertical position in space and motor responses implying vertical movement. Study 5 ruled out that the influence of vertical position on power judgments is driven by valence differences. Study 6 showed that vertical position also influences the power judgment result itself. The evidence suggests that the concept of power is partly represented in perceptual form as vertical difference. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Use of Ecological Momentary Assessment to Test Appraisal Theories of Emotion.

Although appraisal theories have received strong empirical support, there are methodological concerns about the research, including biased recall, heuristic responding, ethical issues, and weak and unrealistic induction of emotions in laboratories. To provide a more ecologically valid test of appraisal theories, the authors used ecological momentary assessment, in which the emotions and appraisals of Singaporean police officers were measured online over the course of an ordinary workday. The research focused on happiness. Support was obtained for predictions, demonstrating the generalizability of appraisal theories to a nonlaboratory setting and circumventing the shortcomings of previously used methodologies. Also, evidence was obtained that happiness was reported primarily in association with a specific combination of 3 relevant appraisals: high pleasantness, high perceived control, and low moral violation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The theory and practice of self psychology.

Reviews the book, The theory and practice of self psychology by M. T. White and M. B. Weiner (see record 1986-97572-000). White and Weiner provide a clear and concise overview of the central concepts of Kohut's self psychology in this clinically useful volume. Readers uninitiated in the self psychological literature are likely to gain an appreciation for the clinical utility of self psychological concepts. Readers who have previously explored Kohut's work may find (as did this reviewer) that a close reading of White and Weiner's book promotes a greater grasp of the evolution of Kohut's thought and a renewed appreciation for the profundity of his clinical observations. White and Weiner's book does have some minor shortcomings. The authors make little effort to place Kohut's self psychology within the historical context of psychoanalytic thought (keeping alive a tradition that some have said began with Kohut himself). As a result, useful and related efforts by others (e.g., Winnicott, Rogers, Binswanger, Sullivan, and others) at explicating the concept of the self go essentially ignored. Shortcomings notwithstanding, White and Weiner succeed in providing a highly accessible and lucid overview of self psychological concepts and in offering the reader a demonstration of how these concepts apply to the clinical situation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An Abstract Decision Procedure for Satisfiability in the Theory of Recursive Data Types

The theory of recursive data types is a valuable modeling tool for software verification. In the past, decision procedures have been proposed for both the full theory and its universal fragment. However, previous work has been limited in various ways. In this paper, we present a general algorithm for the universal fragment. The algorithm is presented declaratively as a set of abstract rules which are terminating, sound, and complete. We show how other algorithms can be realized as strategies within our general framework. Finally, we propose a new strategy and give experimental results showing that it performs well in practice.     

Finding "Meaning" in Psychology: A Lay Theories Approach to Self-Regulation, Social Perception, and Social Development.

Much of psychology focuses on universal principles of thought and action. Although an extremely productive pursuit, this approach, by describing only the "average person," risks describing no one in particular. This article discusses an alternate approach that complements interests in universal principles with analyses of the unique psychological meaning that individuals find in their experiences and interactions. Rooted in research on social cognition, this approach examines how people's lay theories about the stability or malleability of human attributes alter the meaning they give to basic psychological processes such as self-regulation and social perception. Following a review of research on this lay theories perspective in the field of social psychology, the implications of analyzing psychological meaning for other fields such as developmental, cultural, and personality psychology are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Cultural Mosaic: A Metatheory for Understanding the Complexity of Culture.

Workforce population trends have increased the numbers and kinds of culturally diverse people who work together. Researchers in organizational behavior have often examined culture through values; however, cultural values can be based on collections of people other than traditional nation states. A cultural mosaic is presented as a framework to identify demographic, geographic, and associative features underlying culture. An individual's unique collage of multiple cultural identities yields a complex picture of the cultural influences on that person. Developments in chaos and complexity theories are proposed as a theoretical base for study on the complexity of culture at the individual level. Additional developments in network theory serve as a theoretical base for cultural research at the group level. The cultural mosaic is described as a complex system with localized structures, linking cultural tiles in ordered and chaotic ways. Research propositions examining multiple cultural identities at individual and group levels are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Is behavior analysis contextualistic?

Comments on an article by Crabb (1988) found in a recent issue of this journal, which discussed the "curious case" of behavior analysis as a contextualistic system. His informed and thoughtful article considered three central issues: units of analysis, methods, and theories of knowledge. For each, Crabb noted similarities, but also raised what appeared to be inconsistencies between behavior analysis and contextualism. Crabb demonstrated an unusual degree of understanding of behavior analysis. Nevertheless, we will argue that most of the inconsistencies identified by Crabb were resolvable and when resolved reveal behavior analysis to be a contextualistic system in Pepper's sense of the term (1942). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Anticipating Trends: Comments on Piagetian Research: A Handbook of Recent Studies by Sohan Modgil.

Reviews the book, Anticipating Trends: Comments on Piagetian Research: A Handbook of Recent Studies by Sohan Modgil (1974). Modgil's book "Piagetian Research" reflects the enormous extent to which American psychology has progressively been influenced by Piagetian theory, as recently as the last ten years. Piagetian concepts have manifested themselves in education (curriculum planning), psychopathology, child rearing practices, philosophy and test construction. Modgil aimed his book at the Piagetian researcher who already has a thorough knowledge of Piaget's theories and of Piaget's importance. It is intended to act as a sort of psychological abstracts of Piagetian research, covering original research between 1965 and December 1972 (there are also some references to research appearing as late as August 1973). As such it is an invaluable reference book. The 12 chapters of the book cover work either in the area of cognitive development or work directly related to Piaget's theory (e.g. chapter 11: Personality, socialization and emotionality related to Piaget's theory). Modgil gives a skimpy review of the range of recent studies at the beginning of each chapter. The bibliography alone (over 1500 references) makes the book a valuable source of information (65% of the references date from 1965 on). The book would appear to be highly useful to the Piagetian researcher who wants to get a quick idea of the relevant literature in his particular area or of related areas. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The natural development of a graduate student.

Drawing on the developmental theories of Shirley and Piaget, the question is raised as to whether there is a place for stage theory in the development of the graduate student - a natural educational progression for each student, beginning at entrance to university and ending in his thirties. Such a progression of stages is outlined, roughly balanced again chronological age and academic degree and proposed as a matter of research interest. Practical aspects are noted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)