Keynote Address by:
John F.
Dovidio, Ph.D.
Racism Among the
Well-Intentioned
Partial Funding Provided by:
The
&
Generous Contributions of Alumni:
Keith Gunn
Colleen Phillips
Organized by:
Association for Psychological Science Student Caucus
The
2009 Conference
Faculty………………………………………………………………………………….….J.
Timothy Cannon
Student
Co-Chairs………………………………………………………………………....Kayla
Smith
……………………………………………………………………………………………..Marissa
Licata
We extend our thanks to APSSC
student volunteers, the University Print Shop, the Mailroom, Aramark, Donna
Rupp, and University Maintenance.
Schedule of Events
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Registration (Brennan Hall, Lobby) |
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Introduction & Welcome (Brennan Hall, Rm 228) |
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Keynote Address (Brennan Hall, Room 228) Racism
Among the Well-Intentioned John F.
Dovidio, Ph.D. |
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Lunch (Brennan Hall, 5th Floor Dining Room) |
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Workshop |
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Everything
You Need to Know To Symposium
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Poster Session (Brennan Hall, 5th Floor Atrium) |
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Table of Contents
Symposium….……………………………………………………………………………6
Children
Raised By Gay and Lesbian Couples: Just the Facts
Everything
You Need To Know to Apply to Graduate
School in Psychology
Out-of-Class
Communication, Loneliness, and Relational Motives
of College Students
A
Guy Walks into a Bar: Sense of Humor and Reactions to Offensive Jokes
Why
Did the Man Cross the Road? Sexist Attitudes and Gender-Based Humor
Humor
is More Offensive If You Suggest That It Isn’t
How
Funny is that Joke? It’s as Funny as We Tell You It Is.
Working
Memory Capacity and Contingent Attentional Capture
Executive
Control and Attention Capture
The
Relationship Among Measures of Field Dependence/Independence
Measuring
Speech-Gesture Synchrony in Mother-to-Infant
Word Presentation Using 3-D Motion Analysis
The
Relationship Between Self-Efficacy and Diabetes Management
in a Latino Population
Self-Injury:
Functions, Treatments, and Issues
The
Perceived Benefits of Therapeutic Horseback Riding from
the Rider and Staff Perspectives
The
Perceived Benefits of Equine-Facilitated Therapy for Individuals
with Autism and Cerebral Palsy
Reasoning
in the Context of Religion and Science
Doctoral
Admissions and Training in APA-Accredited Counseling
Psychology Programs
The
Practice-Research Gap: Clinical Scientists and Independent
Practitioners Speak
Keynote Address
Racism Among the
Well-Intentioned
Given by:
John
F. Dovidio, Ph.D.
Brennan Hall 228
Symposium
Brennan Hall 228
Children Raised By
Gay and Lesbian Couples: Just the Facts
Presented by: Christie Karpiak, Ph.D.
The
Presented by: Brooke J. Cannon, Ph.D.
Brennan Hall 203
Everything You Need To Know to Apply to
Barry X. Kuhle, Ph.D.
Joining the Psychology Department at the
5th Floor Atrium Brennan Hall
Board 1
The Relationship of
Athletic Participation, Self-Esteem, and Academic Performance in Male and
There is conflicting data concerning the adjustment of
college athletes, with some studies showing that athletes perform academically
lower than their peers (Kline, 1997) and other studies showing that athletic
participation does not lower Grade Point Average (GPA; Gurney, 1987). There is
also conflicting evidence regarding self-esteem, with some data to suggest that
there are no significant difference in self-esteem between athletes and
non-athletes (
Participants included 110 undergraduate students at a small
NCAA Division-III university near
Independent samples t-tests revealed no significant differences between athletes and non-athletes for self-esteem or academic performance. However, 2x2 ANOVAs were performed to determine whether or not there was an interaction between athletic participation and sex. Results showed no significant findings for self-esteem. However for GPA, there was a significant athlete x sex interaction, indicating that female athletes performed better academically than female non-athletes, whereas male athletes performed worse academically than male non-athletes. This indicates that the potential benefits of athletic participation may be different for male and female college athletes. More research in this area is needed to further investigate the extent of this relationship.
Board 2
Out-of-Class
Communication, Loneliness, and Relational Motives of College Students
The purpose of this study was to replicate an earlier study of the relationships among out-of-class communications (OCC), loneliness, and a student’s relational motive for communication with instructors conducted at a medium-sized eastern university (Bell, 2003). The hypotheses of the study were that there would be an inverse relationship between OCC and loneliness and a direct relationship between OCC and students’ relational motives. Participants were 75 (28% men, 74% women; 84% White, 16% non-White) undergraduate students enrolled in business communications classes at a small eastern college. Participants were asked to complete the Out-of-Class Communication Scale (Knapp & Martin, 2003), UCLA Loneliness Scale (Version 3) (Russell, 1996), and Students’ Communication Motives Scale (Knapp & Martin, 2003), which measures five motives for student’s communications with instructors. The present results failed to replicate an inverse relationship between OCC and loneliness; there was no relationship between the number of out-of-class communications and loneliness. However, a direct relationship between OCC and relational motive was replicated (r = .61), such that the higher the number of out-of-class communications, the higher the student’s motive for communicating with instructors in order to establish a relationship with the instructor. No differences were obtained between men and women in OCC, loneliness, or relational motive for communication with instructors, nor were differences obtained between White students and non-White students. The failure to find a relationship between out-of-class communications and loneliness may relate to the overall levels of loneliness among students in the present study, who were more lonely than both the normative sample.
Board 3
A Guy Walks into a
Bar: Sense of Humor and Reactions to Offensive Jokes
Humor is a multidimensional construct. We investigated two
dimensions associated with humor: funniness and offensiveness. In addition, the
study examined the effects of the participant’s sex and the sex of the joke’s
victim. Previous research has shown that ratings of funniness and of
offensiveness were uncorrelated, but that participants prefer jokes that
victimize the other sex. Our results showed that, for individual jokes, ratings
of offensiveness and humor were essentially independent for male victimizing
jokes but not for female victimizing jokes, which were viewed more negatively.
That is, perceived offensiveness did not predict how participants rated funniness
for male-victimizing jokes, but level of perceived offensiveness did predict
ratings of female-victimizing jokes. Regarding sense of humor, participants
with a low productive sense of humor (vs. high) perceived jokes as more
offensive. Generally, participants preferred jokes which victimized the
opposite sex. However, men viewed male-victimizing jokes almost as positively
as women, whereas women found female-victimizing jokes to be much less funny
than men did. Female participants found male-victimizing jokes relating to sex
especially funny. Male participants rated jokes referring to women’s gender
roles to be funniest. The preference for jokes victimizing the opposite sex was
consistent with previous research. In general, participants did not find the
jokes very offensive, probably because of the methodology used in the study.
Board 4
Why Did the Man
Cross the Road? Sexist Attitudes and Gender-Based Humor
This study investigated the relation between sexist attitudes and enjoyment of gender-based humor. A total of 83 volunteers completed the Ambivalent Sexism Inventory and rated 40 verbal jokes involving stereotypical roles. Participants rated jokes on funniness and offensiveness to themselves, to men in general, and to women in general. The results revealed that participants found female-victimizing jokes more offensive than male-victimizing jokes, although there was no difference in perceived offensiveness by female and male participants. Each sex was protective of itself, with women showing greater liking for male-victimizing jokes than for female-victimizing jokes, with the pattern reversed for male participants. Furthermore, there was no association between ratings of funniness and offensiveness for male-victimizing humor, whereas there were systematic correlations between funniness and offensiveness ratings involving female-victimizing humor. In addition, high hostile sexism correlated highly with enjoyment of victimizing jokes. High benevolent sexism scores correlated less strongly. Regarding benevolent sexism, men and women comparable levels of sexism and responded to victimizing humor in similar ways. These results involving ratings of humor and of offensiveness differ from those of previous studies in that previous research found that offensiveness and funniness ratings were independent. Differences in methodology may account for the different patterns of results.
Board 5
Humor is More
Offensive If You Suggest That It Isn’t
Board 6
How Funny is that Joke?
It’s as Funny as We Tell You It Is.
Without an objective metric for identifying how funny
humorous material “really” is, a person may rely on external information in
evaluating the humor of a particular humorous. Previous research in our lab has
revealed a strong effect of a message that manipulated a participants’
expectations about how funny jokes were likely to be, based on a report of
(fictional) ratings of previous participants. In the current study, we examined
the effect of expectations on participants’ ratings of jokes, single-panel
pictures and cartoons, and multi-panel cartoons. When participants received a
message that the humorous materials had previously been rated as funny, they
themselves rated the jokes highly. However, participants who expected to see
stimuli previously rated as not very funny had less positive responses. As
predicted from our previous research, the message that a participant received
strongly influenced the rating of the funniness of the stimulus. The effect
that we previously documented for jokes replicated with visual stimuli,
suggesting that people can rely on external information to decide on the humor
value of a stimulus. The single-panel stimuli that tend to elicit an immediate
humor response show the same pattern as longer, verbal jokes. These results
suggest that an overall mental set regarding expectations may be responsible
for the tendency to rate the stimuli low or high.
Board 7
The contingent involuntary orienting hypothesis (CIO) states
that a visual singleton distractor (e.g., one red item among gray items) will
capture visual-spatial attention, but only if the singleton distractor is
featurally relevant to the searched-for target; that is, to the attentional
set. Folk, Leber and Egeth (2002) supported the CIO by finding that target
processing was impeded when a peripherally-presented color singleton
distractor, which was irrelevant to locating the target’s spatial and temporal
position, appeared 100-200 ms before a centrally-presented target in a
rapid-serial-visual presentation (RSVP) task, but only when the singleton was
the same color as the target; a phenomenon they labeled the spatial blink.
Recently, Du and Abrams (2008) found the spatial blink was larger if the
same-color singleton distractor appeared in the left visual field compared to
the right visual field, suggesting a hemispheric difference in processing
singleton distractors. We investigated this visual-field asymmetry by examining
the spatial blink when observers were able to adopt a singleton-search mode for
detecting the target, rather than having to use a feature-search mode to detect
the target, which was necessary in Du and Abrams’ study. We found a larger
spatial blink effect when the same-color singleton distractor appeared in left
visual field compared to the right visual field when observers had to adopt a
feature-search mode; however, we failed to find a visual field asymmetry in the
spatial blink when observers could adopt a singleton search mode to detect the
target. The results are consistent with the CIO and reveal a hemispheric
asymmetry when processing visual singleton distractors, but only when observers
have adopted an attentional set for a specific visual feature.
Board 8
Working Memory
Capacity and Contingent Attentional Capture
The attentional set adopted for particular stimulus features
modulates shifts in visual-spatial attention to items in the visual field.
Adopting an attentional set for a target defined by its being the single red
item among white items (a color singleton) should cause attention to shift
toward other red items in the visual field, because the feature red is relevant
to the attentional set. As evidence for their contingent orienting hypothesis,
Folk Remington and Johnston (1992) found that responses to a target were faster
if the position of a target was cued by a singleton prior to the target’s
appearance, but only if the singleton cue shared a feature with the target.
That is, a red color singleton cue captured attention, but an abrupt onset
singleton cue did not, when the target was red; and an abrupt onset singleton
cue captured attention, but a color singleton cue did not, when the target was
abruptly onset. However, studies providing converging evidence for the
contingent orienting hypothesis use a single fixed cue-target stimulus-onset
asynchrony (SOA) and do not examine factors related to the attentional set and
the control of spatial attention. We manipulated SOA between singleton onset
and target onset to closely examine the time-courses of attentional capture,
and measured each subject’s working memory capacity, which has been implicated
in establishing the attentional set and controlling attention. Unlike in
previous studies, we found significant attentional capture effects for
singleton cues that were relevant and irrelevant to one’s attentional set, with
capture effects for irrelevant singleton cues being slightly attenuated.
Working memory was negatively correlated with capture effects, suggesting stronger
working memory is associated with better control over attention. However, this
was true only when the target was specified by a specific visual feature; when
the target was non-specific working memory was not correlated with attentional
capture.
Board 9
Executive Control
and Attention Capture
Recently,
Lavie and de Fockert (2005) found that a color singleton distractor interfered
more with visual search for a target when an observer’s verbal working memory
was under load, compared to when it was not under load. Their study is
consistent with the load theory of attention (Lavie, Hirst, de Fockert, & Viding,
2004), which predicts that selectively attending to items in the visual field
is modulated by the information-processing “load” placed on the working memory
system. In the case of Lavie and de Fockert, the verbal working memory load
negatively affected whether an observer could selectively attend to the
relevant items in the visual field and ignore the irrelevant color singleton.
But the study by Lavie and de Fockert only examined one component of working
memory. The question addressed in our study was whether the other components of
working memory also mediate selective attention. In our study observers
searched for a green diamond target among green shapes while trying to ignore a
red color-singleton distractor. Observers performed this visual search task
alone (single-task condition) or while the central-executive component of
working memory was under load (dual-task condition). Central executive load was
instantiated by requiring observers to count backward by threes from a randomly
generated number. We found that the interference by the color singleton
distractor was larger in the dual task condition, when the central executive
was presumably under load, compared to the single-task condition. The results
are consistent with the load theory and indicate that information processing
load, in the form of a strain on working memory, interferes with visual
selective attention. Future research in our lab will examine whether other
components of working memory are related to the control of selective attention.
Board 10
The Relationship
Among Measures of Field Dependence/Independence
In the past the
cognitive style dimension of Field Dependence/Independence has been measured
though two traditional tests: the Physical Rod and Frame and the Pencil &
Paper Embedded Figures Test. Our goal was to devise a measure of Field
Dependence/Independence that does not require a dark room and cumbersome
special equipment. To do this we created a Multiple-Choice Rod & Frame
PowerPoint slide test that could be administered to a group in a normal, dimly
lit room; subjects view a series of frames containing rods, with the task of
locating the single rod that is vertical. We also created a Computer-Driven
Virtual Rod & Frame test to mimic the Physical Rod and Frame. Finally, we
administered two individual difference inventories potentially related to Field
Dependence/
Board 11
Measuring Speech-Gesture Synchrony in Mother-to-Infant Word Presentation Using 3-D Motion Analysis
Research has demonstrated that young infants are attuned to information that is redundant across vision and audition. Detection temporal synchrony across modalities allows for joint processing of sights and sounds. Given this capacity, the use by a speaker of a gesture that incorporates a show of an object that is synchronous with the naming of that object provides a mechanism to allow an infant to associate a word and its referent object. It has been observed that caregivers do, in fact, use gestures that appear to be synchronous with speech when interacting with infants. However, the nature of the gestures and the synchrony between speech and gestures has been difficult to quantify precisely. This research is designed to fill this gap using 3-D motion analysis.
Participants were eight mothers of infants 5-14 months old.
The testing apparatus consisted of six real-time motion-tracking cameras, a
series of reflective motion-tracking markers, a computer and webcam, a headset
microphone, Qualysis motion capture software, and a digital video camcorder. A
novel object, called a “borky” was used. Three reflective markers were located
on the object and a series of markers were placed on the microphone headset and
on the joint centers of the mother’s shoulders and hips. The mother sat in a
seat opposite the infant and was instructed “to teach the object’s name” to her
child.
We measured the movement of the referent object’s top and bottom motion tracking markers along the x, y, and z axes within the capture frames that corresponded to the naming of the object, as well as 50 frames prior and after the naming. Timing of naming was determined using sound pressure analysis and the audio recording of the mother’s speech. The timing of the extension of the object and its movement corresponded with the naming of the object, with significant differences for pre- and post-name frames compared to the naming frames (p<.01). Looming toward the infant began just prior to uttering the name, with the greatest extension of the object co-occurring with its naming. Waggling occurred in time with the syllables uttered.
As can be seen,
naming of the object occurred when the object was in the process of being
loomed towards the infant (X axis), and when it was waggled up and down (Z
axis). These types of actions are likely to engage the infant’s attention to
the view of the object as its name is provided. A full description of the types
of motions analyzed will be presented.
Board 12
The Relationship
Between Self-Efficacy and Diabetes Management in a Latino Population
Diabetes has risen
to epidemic proportions both in the
Board 13
Childhood maltreatment has received much attention as a risk
factor for poor health outcomes in later life. Prevalence estimates of
maltreatment histories are quite high in adult community samples. Data from the
U.S. Dept. of Health & Human Services suggest that 905,000 children
experienced maltreatment in 2006. Further, the literature has demonstrated an
association between childhood maltreatment and a broad range of deleterious
physical and psychological outcomes. Most studies focus on sexual/physical
abuse, while emotional abuse and neglect rarely receive attention as distinct
forms of maltreatment. Still, emotional maltreatment has been linked to such
outcomes as anxiety, depression, and somatic symptoms. Another potential correlate
of childhood maltreatment is alexithymia. Alexithymia is a cluster of
cognitive-affective characteristics that affect how one experiences and
expresses emotions. Its core deficits include difficulties identifying and
verbalizing feelings and an externally-oriented cognitive style. Despite the
affective nature of alexithymia, studies examining its relationship with
maltreatment defined broadly rarely examine emotional forms of maltreatment.
This study examined the relationship between alexithymia and maltreatment in 270 college students at a large university. The sample was 53% female and predominantly white. Participants completed the Childhood Trauma Questionnaire, Psychological Maltreatment Inventory, and Toronto Alexithymia Scale (TAS). Data were analyzed with a series of stepwise multiple regressions. Five maltreatment types served as predictors and TAS subscales and total score served as outcomes. Results suggest that emotional maltreatment predicts each of the core deficits associated with alexithymia, while physical abuse/neglect and sexual abuse do not. Such findings emphasize the importance of studying emotional maltreatment and of considering histories of specific maltreatment types when tailoring interventions. Future studies should seek to replicate these findings in other samples, across gender and culture, and with other emotion regulation deficits.
Board 14
Self-Injury:
Functions, Treatments, and Issues
This presentation is
based on my extensive literature review on individuals who deliberately commit
self-injury in the forms of cutting or burning of the skin. This presentation
will focus on the demographics of people that self-injure and the background of
self-injury including why and when it became prevalent in clinical settings.
This presentation will also identify the various motives to self-injure or in
other words, the functions that people expect self-injury behavior to fulfill.
Finally, this presentation will explore the common traumatic events that happen
in the histories of self-injurers, the connections self-injurious behavior has
with other psychological disorders, and the current methods that are utilized
to treat these individuals.
Board 15
The Perceived Benefits
of Therapeutic Horseback Riding from the Rider and Staff Perspectives
The Perceived
Benefits of Equine-Facilitated Therapy for Individuals with Autism and Cerebral
Palsy
Equine-Facilitated Therapy (EFT) is a commonly used intervention for children with Autism and Cerebral Palsy (CP). However, there is almost no quantitative data to support its use with these populations. The purpose of this study was to evaluate the perceived benefits of EFT in two cohorts of participants: individuals with CP and individuals with Autism. A secondary goal was to determine whether or not there were any significant differences in perceived benefit between the two groups.
The participants for this study
were recruited from therapeutic riding centers in
Data were collected using the Perceptions of Equine-Facilitated Therapy (PEFT) questionnaire, which asked participants to rate the perceived benefits of therapeutic riding across the Physical, Cognitive, Social, and Emotional domains. For each skill, participants responded to how much they think EFT has contributed to improvements on a scale of 1 (None) to 5 (A Great Deal). A “Does Not Apply” option was indicated if a particular item was irrelevant to that rider.
Both cohorts reported the highest levels of perceived benefit in the Emotional and Physical domains. Those with Autism reported more Cognitive benefit than Social benefit, whereas those with CP reported the opposite. Although this difference was not statistically significant, it may have clinical significance in guiding decisions about when to prescribe EFT for particular populations. More research in this area is needed to better understand the relationship between EFT and benefits for individuals with specific diagnoses.
Board 17
Background: BALB/cJ
mice, models of trait or endogenous anxiety (Belzung & Burton, 1997; Kopp
et al., 1999), generally exhibit high avoidance & low exploration in novel
settings. Enrichment studies have demonstrated that environmental
enhancements--often in the form of larger cages with more options for exercise
& play--can have a buffering effect, improving performance of tasks
including those designed to elicit anxiety. This study was conducted to compare
anxious behaviors in BALB/cJ’s resulting from different kinds of environmental
enrichment, toward the goal of identifying specific features of enrichment that
might be responsible for specific behavioral changes. We hypothesized that
unique patterns of behavioral improvement would be associated with running
wheel and novel object enrichments.
Procedure: 96
BALB/cJ mice, 48 of each sex, housed 3-4 per cage in standard size (22 x 16.5 x
13.6 cm high) plastic tubs. 12 animals of each sex were randomly assigned to 1
of 4 conditions: control (CTL), mouse igloo without running wheel (IGL), mouse
igloo + novel objects (NOV), and mouse igloo + running wheel (RUN). Objects in
NOV cages were changed every 3-4 days. Enriched housing was the same size as
the standard tubs. The Elevated Plus Maze (EP) and Open Field Test (OF) were
conducted during the active hours of the reverse light/dark schedule.
Results: Primary statistical analyses were 2 x 4 (Sex x Condition)
factorial MANOVAs. On most measures, as expected, CTL and IGL mice evidenced
more anxious behaviors, while NOV and RUN mice evidenced more exploration and
less avoidance. An exception was time in open parts of the EP and OF_CTL mice
spent more time in the center of the OF and immobile in the open arms of the
EP. More time in open sections is typically interpreted as indicative of less
anxiety, but we propose that in this set of contrasts it might more accurately
be interpreted as an effect of the daily exposure to inescapable light that
differentiated mice in the CTL condition, without igloos, from the other three
conditions. RUN mice were active during testing, covered more distance, and spent
less time immobile than CTL and IGL mice. NOV mice were also active, with some
behaviors that are difficult to interpret but perhaps sensibly linked to the
enrichment they received. NOV mice were highly active in the EP, where they
spent more time than the other mice in the center, vertically exploring the
thin ends of the walls that surround the center, and crossing from arm to arm.
NOV mice were also significantly less likely to come off of the EP maze than
mice from the other conditions. These findings suggest that different
approaches to environmental enrichment produce different effects.
Board 18
Our lab has previously demonstrated that post-training intraperitoneal
administration of progesterone can enhance spatial and object memory (Lewis,
Orr, & Frick, 2008). However, the brain regions responsible for mediating
this enhancement remain unclear, given the systemic nature of our previous
work. This study was designed to determine if the dorsal hippocampus is
involved in mediating the beneficial effect of post-training progesterone on object
memory consolidation. Young ovariectomized C57BL/6 mice were trained in a
hippocampal-dependent object recognition task during which they were allowed to
accumulate 30 seconds exploring two identical objects. Immediately after
training (post-training), mice received bilateral dorsal hippocampal infusions
of vehicle or 0.01, 0.1, or 1.0 μg/μl water-soluble progesterone.
Because this progesterone preparation is rapidly metabolized, hormone was not
present during subsequent testing. Object recognition memory was tested 48
hours later, using a previously explored object and a novel object. Mice who
remember the familiar object should spend more time than chance exploring the
novel object. All groups receiving progesterone infusions spent significantly
more time than chance with the novel object, whereas the vehicle group did not.
These data suggest that the dorsal hippocampus may play a critical role in the
progesterone-induced enhancement of object recognition memory.
This work was supported by NIH R01 AG022525 to KMF and
Board 19
Reasoning in the
Context of Religion and Science
Using a Wason selection task, the current study hypothesized that
science items and religion items would elicit different responses from
participants as compared to typical (abstract)Wason selection task items. A
questionnaire was administered to participants in order to gather relevant
background information regarding thier experience with science and religion
courses which may have influenced thier responses. Results are discussedin
terms of their relation to theories of information processing and decision
making.
Board 20
Amodio, Jost, Master, and Yee (2007) found that political conservatives
commit more errors withholding habitual responses in a Go/NoGo task and show
less anterior cingulate activity than political liberals. It’s likely political
attitude is related to response sensitivity (d’) and response bias (β, c)
on a signal detection task. Because political attitude is related to right-wing
authoritarianism, social dominance, and political party agreement, it is likely
that d’, β and c are related to those constructs. 2D:4D Ratio, which
negatively correlates with prenatal androgen exposure and has found to covary
with personality characteristics (Manning, 2002), was found to be related to
social dominance (McIntyre et al. 2007). Because social dominance is related to
authoritarianism, political party agreement, and political attitude, it is
possible that 2D:4D Ratio is related to these constructs and habitual
responding. We examined if political party agreement, political attitude,
social dominance, and authoritarianism were related to sensitivity, bias to
habitual responding and to 2D:4D Ratios.
Undergraduates (108 females and 69 males, mean age = 19 years) were
tested in groups of 8-20. Participants filled out surveys assessing:
demographic information, birth order, political attitude and political party
agreement, right-wing authoritarianism, and social dominance. To assess 2D:4D
finger ratios, hands were digitally scanned. Participants completed a 5 min
Go/NoGo task on a computer where performance was based on the accuracy to
withhold a habitual response.
We found negative correlations between agreement with the Republican
Party and d’, β and c and also between political attitude and d’, β
and c; with the trends most pronounced in males. We found positive correlations
between agreement with the Democratic Party and d', β and c. Suggesting
the more conservative one is, the more prone s/he is to errors in habitual
responding and the more biased to continue responding even when not required.
In males, we found a positive correlation between 2D:4D Ratio and agreement
with the Democratic Party and between 2D:4D Ratio and social dominance. The
latter results suggest the less prenatal androgen exposure males have, the more
agreement with the Democratic Party and the less socially dominant.
Board 21
Doctoral Admissions
and Training in APA-Accredited Counseling Psychology Programs
Counseling
psychology is a vibrant and expanding specialty, with graduate programs located
throughout the nation in psychology, counseling, and education departments.
We surveyed training
directors of all 67 APA-accredited counseling psychology doctoral programs in
order to present the most recent admission and training information. We
Received responses from 66 of the 67 programs for a response rate of 99%. The
survey covered application numbers, acceptance rates, GRE scores, grade point
averages, financial assistance, socio-demographic characteristics of incoming
students, and theoretical orientations of program faculty. We present results
for all APA-accredited doctoral programs in counseling psychology as well as
for practice-oriented Ph.D., equal-emphasis Ph.D., and research-oriented Ph.D.
programs.
Each doctoral
program was categorized into one of three mutually exclusive categories on the
basis of the program self-rating on the practice–research continuum (1 =
practice oriented, 4 = equal emphasis, and 7 = research oriented). The three
categories were practice-oriented PhD programs (ratings of 1-3; n = 7),
equal-emphasis Ph.D. programs (ratings of 4; n = 39), and research-oriented
Ph.D. programs (ratings of 5-7; n = 20).
For all programs,
the average number of students applying was 84; the average number accepted was
11; the percent of applicants accepted was 19; the average number of incoming
students was 7; and the percent of accepted admission offers was 66.
Table 2 summarizes
the GPA and GRE scores for incoming students for all programs and then
separately for the three types of programs. For all programs, the average GRE
total score was 1,116. Research-oriented programs reported significantly higher
mean quantitative scores (628) than either equal-emphasis (583) or
practice-oriented programs (570).
As a resource for
graduate applicants, their academic advisors, and program faculty, this study
obtained current data on admissions and training in counseling psychology and
then highlighted differences between the practice-oriented, equal-emphasis, and
research-oriented programs. Overall, these programs are competitive in nature,
with substantial admission requirements; secure in financial assistance, with
71% of enrolled students receiving both tuition waivers and assistantships; and
inclusive of student diversity, with 29% racial minority students. At the same
time, students need to be made aware of the robust program differences across
the practice-research continuum to make well-informed choices in the application
process and to improve matching between themselves and programs.
Board 22
The
Practice-Research Gap: Clinical Scientists and Independent Practitioners Speak
Distinguished
clinical researchers and independent practitioners nominated, in their own
words, the reasons for the research-practice gap in clinical psychology as well
as means to narrow that gap. Expert consensus was secured on a modified
Presenters
Avellaneda, H..................................................................................................................... 17
Baum, J............................................................................................................................... 18
Bayer, J.............................................................................................................................. 25
Beins, B. C............................................................................................................... 9,
10, 12
Bell, L. M............................................................................................................................. 8
Bianco, N. E....................................................................................................................... 13
Birk, C. E........................................................................................................................... 25
Bowen, A. L................................................................................................................. 21,
22
Broadwell, K...................................................................................................................... 18
Burnham, B. R.................................................................................................. 13,
14, 15, 26
Calabrese, L....................................................................................................................... 18
Cannon, B. J......................................................................................................................... 6
Cannon, J. T................................................................................................................. 23,
26
Carella, K........................................................................................................................... 11
Christiansen, A.................................................................................................................... 11
D’Annunzio, S. S.................................................................................................................. 9
Delliturri, A......................................................................................................................... 14
Domingo, M........................................................................................................................ 13
Dovidio, J. F......................................................................................................................... 5
Doyle, H......................................................................................................................... 9,
12
Elliot, J. D............................................................................................................................. 8
Ellis, J. L............................................................................................................................. 27
Emas, A........................................................................................................................ 10,
11
Evans, K. L......................................................................................................................... 27
Flannery-Schroeder, E........................................................................................................ 19
Frick, K. M........................................................................................................................ 24
Gilbert, S. J......................................................................................................................... 16
Gonce, L. O........................................................................................................................ 25
Gordon, E. D...................................................................................................................... 10
Greiner, T........................................................................................................................... 16
Guenther, R......................................................................................................................... 26
Harris, A............................................................................................................................. 14
Harris, T......................................................................................................................... 9,
11
Haviland, S. A....................................................................................................................... 8
Iannone, V. N........................................................................................................... 7,
21, 22
Imperio, C.......................................................................................................................... 23
Jung, A.................................................................................................................................
7
Karpel, K........................................................................................................................... 16
Karpiak, C...................................................................................................................... 6,
23
Klonsky, E. D..................................................................................................................... 28
Kuhle, B. X........................................................................................................................... 6
Lewis, M. C........................................................................................................................ 24
McCarthy, C. A.................................................................................................................. 10
Mertens, J........................................................................................................................... 15
Metzger, J........................................................................................................................... 18
Nash, N................................................................................................................................ 7
Nieves-Khouw, M........................................................................................................ 21,
22
Norcross, J. C.............................................................................................................. 27,
28
Nutter, G............................................................................................................................ 11
Nutter, G............................................................................................................................ 10
O’Reilly, D. M.................................................................................................................... 10
Orr, P. T............................................................................................................................. 24
Pfadt-Trilling, A............................................................................................................... 9,
12
Piatek, E............................................................................................................................. 26
Pittaluga, G......................................................................................................................... 15
Robbins, J....................................................................................................................... 9,
11
Roussos, K......................................................................................................................... 20
Rugg, J.......................................................................................................................... 10,
11
Sahlstrom, A....................................................................................................................... 17
Saporito, M........................................................................................................................ 13
Schatz, D. M....................................................................................................................... 27
Shetterly, B. L............................................................................................................... 21,
22
Smith, A.............................................................................................................................. 19
Suda, M. T......................................................................................................................... 14
Swetter, B........................................................................................................................... 23
Tropiano, H. L.................................................................................................................... 28
Turner DePalma, M............................................................................................................. 18
Welebob, J. L....................................................................................................................... 8
Zaremba, B......................................................................................................................... 18
Notes: