Miracle-dz/UniFAR-FTUs huggingface dataset:
People Never See Us Living Well: An Appraisal of the Personal Stories About Mental Illness in a Prospective Print Media Sample

Objective: Having found no discussions of self-depictions offered by psychiatric patients in the mass media we sought such items in a prospective national sample of print media and analysed how those speakers portrayed themselves. Method: As part of a larger study of media depictions of mental illnesses in print media all items with any mental health or illness aspect that appeared in a New Zealand publication over a four-week period were collected. The resulting collection of 600 items ranged from news briefs to full-page newspaper articles. From that set we selected and analysed items in which a person identified as having been a psychiatric patient or as having a mental disorder was either quoted by the reporter who had interviewed them, or personally described their experiences. Employing both propositional analyses and discourse analysis we explored how the speakers were positioned and identified patterns or themes in their construction of living with a mental illness. Results: Only five articles (0.8%) met our criteria for a person with a mental disorder being reported directly. In those items the journalists had positioned the speakers as credible, expert sources who, in representing their lives and experiences, drew on five clusters of resources, that we titled: Ordinariness/Living Well; Vulnerability; Stigma; Crisis; and Disorder/ Treatment. Ordinariness/Living Well foregrounded the role of personal strengths in living well and in overcoming adversity, particularly that associated with being stigmatized. We identified that theme as central to the ways in which these speakers depicted themselves as recognizably human and understandable. Conclusion: The findings are preliminary but these depictions are different from those reported by most researchers. Unlike those depictions, these speakers provided accessible and recognizably human self-portrayals. That finding intensifies our concern that most researchers appear to be unaware that these consumer voices are largely absent from mass media depictions of mental illnesses.
Buying and Selling Power

Buying and Selling Power examines the implications of the complex identities of clients and prostitutes to their lives beyond prostitution. Drawing on the authors extensive fieldwork in urban Spain as well as the work of queer theorists, Angie Hart explores the connections between these identities of clients and prostitutes and those of other sexual minorities such as lesbians, gay men, and bisexuals. Buying and Selling Power examines the implications of the complex identities of clients and prostitutes to their lives beyond prostitution. Drawing on the authors extensive fieldwork in urban Spain as well as the work of queer theorists, Angie Hart explores the connections between these identities of clients and prostitutes and those of other sexual minorities such as lesbians, gay men, and bisexuals.In exploring the power relationships among clients and prostitutes, Hart consistently emphasizes the role of male clients in heterosexual prostitution. Although she acknowledges the reality of gendered inequalities, she argues that client-prostitute relationships are more complex than many authors have previously suggestedthat, in this setting, clients are not invariably oppressive nor are prostitutes necessarily helpless victims.Written in an autobiographical style, Buying and Selling Power reflects on the relationship between the anthropologist and that of his or her subject and informants. In particular, Hart explores the manner in which dominant identities (those of anthropologists and their informants) are constructed and the ways in which these dominant identities have marginalized other alternative identities.
Breakdown of Cooperation in Iterative Real-Time Trust Dilemmas

We study a class of trust-based cooperation dilemmas that evolve in continuous time. Characteristic of these dilemmas is that as long as all n players continue to cooperate, their payoffs increase monotonically over time. Simultaneously, the temptation to defect increases too, as the first player to defect terminates the interaction and receives the present value of the payoff function whereas each of the other n−1 players only receives a proportion δ (0 > δ > 1) of the defecting player’s payoff. We introduce a novel experimental institution that we call the Real-Time Trust Game (RTTG) to examine this class of interactions. We then report the results from an iterated RTTG in which the values of n and δ are varied in a between-subjects design. In all conditions, cooperation breaks down in the population over iterations of the game. The rate of breakdown sharply increases as n increases and more slowly decreases as δ increases. Copyright Economic Science Association 2006
Personality-intelligence relations: assessment of typical intellectual engagement

Relations between personality and intelligence were investigated in the context or the distinction between intelligence as typical engagement and intelligence as maximal engagement. The traditional approach to investigating the association between intelligence as maximal performance and personality was reviewed, and suggestions were made, including the suggestion that intelligence as typical engagement results in clearer understanding or personality-intelligence relations. Thirteen personality/interest constructs hypothesized to surround a core construct or typical intellectual engagement and related to typical intellectual performance were operationalized
The Objective Value of Subjective Value: A Multi-round Negotiation Study

A 2-round negotiation study provided evidence that positive feelings resulting from one negotiation can be economically rewarding in a second negotiation. Negotiators experiencing greater subjective value (SV) - that is, social, perceptual, and emotional outcomes from a negotiation - in Round 1 achieved greater individual and joint objective negotiation performance in Round 2, even with Round 1 economic outcomes controlled. Moreover, Round 1 SV predicted the desire to negotiate again with the same counterpart, whereas objective negotiation performance had no such association. Taken together, these results suggest that positive feelings, not just positive outcomes, can evoke future economic success.
The development of self-understanding from infancy through adolescence.

DAMON, WILLIAM, and HART, DANIEL. The Development of Self-Understanding from Infancy through Adolescence. CHILD DEVELOPMENT, 1982, 53, 841-864. This review focuses on selfunderstanding, the cognitive basis for self-conception. Its purpose is to construct from the psychological literature a descriptive account of self-understanding development between infancy and adolescence. The paper begins by distinguishing self-understanding from other aspects of self-concept, in particular self-esteem. It is argued that a developmental model of self-understanding is a necessary step in the assessment and study of children's self-esteem. Next, the review presents a justification for studying self-understanding separately from other social cognitive achievements (such as understanding other people). With reference to William James's theory, the self as a cognitive concept is analyzed into its diverse components. Empirical studies of self-understanding in infants, children, and adolescents are then summarized and placed within the theoretical framework of this conceptual analysis. The review identifies the developmental trends consistently uncovered by empirical studies and presents a chronological account based on these trends. Finally, the review proposes a developmental model that outlines genetic and conceptual relations among different aspects of self-understanding. This model is extrapolated from the available literature, which is still in a germinal phase; therefore, the model is considered speculative at this point. It is hoped that the model will be subject to further empirical testing in time and will provide a theoretical basis for more precise definition of developmental patterns in self-understanding between infancy and adolescence.
Empathy and the collective good: Caring for one of the others in a social dilemma.

We predicted that feeling empathy for another member of the collective in a social dilemma would create an altruistic desire to allocate resources to that person as an individual, reducing collective good. To test this prediction, 2 studies were run. In each, participants faced a dilemma in which they could choose to benefit themselves, the group, or other group members as individuals. In Study 1, empathy for another group member was manipulated; in Study 2, naturally occurring empathic response was determined by self-report. In both studies, participants who experienced high empathy allocated more resources to the target of empathy, reducing the overall collective good. These results suggest the importance of considering self-interest, collective interest, and other-interest (altruism) as three distinct motives, each of which may operate in social dilemmas
Continuity and Discontinuity in Infant Negative and Positive Emotionality: Family Antecedents and Attachment Consequences.

This study was based on the premise that much of the instability evident in research on infant emotionality/temperament is a function not so much of measurement error (as typically presumed) but lawful discontinuity. Infants who changed from high to low and from low to high levels of negative or positive emotionality between 3 and 9 months of age were compared with infants who remained stable during the period on distal measures of the family environment (prenatally and neonatally measured) and proximal measures of parent-infant interaction (3 months) thought to account for stability and change in infant emotionality and on 1-year infant-mother attachment security
Strategy training and attributional feedback with learning disabled students.

According to Bandura (1982a, 1982b), psychological procedures change behavior in part by creating and strengthening self-efficacy , or one's perceived performance capabilities in a given activity. Self-efficacy is hypothesized to influence choice of activities, effort expended, persistence, and task accomplishments. Although self-efficacy originally was used to help explain coping behaviors in fearful situations, its use has been extended to other contexts, including cognitive-skill learning (Schunk, 1985).
Determinants of Individual Differences and Gender Differences in Knowledge.

The authors investigated the abilities, self-concept, personality, interest, motivational traits, and other determinants of knowledge across physical sciences/technology, biology/psychology, humanities, and civics domains. Tests and self-report measures were administered to 320 university freshmen. Crystallized intelligence was a better predictor than was fluid intelligence for most knowledge domains. Gender differences favoring men were found for most knowledge domains. Accounting for intelligence reduced the gender influence in predicting knowledge differences. Inclusion of nonability predictors further reduced the variance accounted for by gender. Analysis of Advanced Placement test scores largely supported the results of the knowledge tests. Results are consistent with theoretical predictions that development of intellect as knowledge results from investment of cognitive resources, which, in turn, is affected by a small set of trait complexes.
The Dominance of Behavioural Activation over Behavioural Inhibition in Conduct Disordered Boys with or without Attention Deficit Hyperactivity Disorder

On the basis of Gray's theory, Quay suggested that conduct disorder (CD) is associated with a Behavioural Activation System (BAS) that dominates over the Behavioural Inhibition System (BIS), whereas attention deficit hyperactivity disorder (ADHD) is characterised by an underactive BIS. Two studies were conducted to test the hypothesis that the dominance of the BAS over the BIS is more pronounced in CD comorbid with ADHD (CD/ADHD) than in CD alone. First of all, a response perseveration task was used, i.e. the door-opening task (Daugherty & Quay, 1991). In this game, the subject chooses either to open the next door or to stop playing; there is a steadily increasing ratio of punished responses to rewarded responses and a large number of doors opened is indicative of response perseveration. As expected, a steady increase in the number of doors opened was found across normal control (NC) boys, CD boys, and CD/ADHD boys (NC < CD < CD/ADHD). Second, the dominance of the BAS over the BIS was examined by observing the social behaviour of the child in interaction with a research assistant who alternately activated the BAS and the BIS while a game was played. The behaviour of the children was analysed according to ethological methods. Group differences in the frequencies of three out of five behavioural categories were in line with the results of the door-opening task (NC < CD < CD/ADHD).
Alienation of Ethnic Minority Students at a Predominantly White University

Despite civil rights legislation, the national goal of providing ethnic minorities with equal access to quality institutions of higher education and opportunities for academic success has yet to be realized. Actualizing this educational vision requires understanding the forces that preclude and those that promote equal opportunity and academic success. Higher college dropout rates, lower levels of academic preparation in high school, lower socioeconomic status, and greater alienation or isolation in the white college environment have been cited as problems facing ethnic minority college students [2, 3, 14, 22, 29, 30]. There is a need at the national level for research on ethnic minority and white college students' attitudes and perceptions. Despite this need, little such research has been conducted [10]. Comparative studies have either been conducted among various white student populations [12, 18, 24] or between white students and only one ethnic minority group [13, 25, 28]. At a state and local level, the underrepresentation of ethnic minori-
Two years later: Effect of question repetition and retention interval on the eyewitness testimony of children and adults.

This study examined witnesses' memories for an event experienced 2 years earlier. Ss in 4 age groups (6-, 8- and 10-year-olds and adults; N= 79) answered repeated questions about an ambiguous incident that occurred as part of an earlier study (D. A. Poole & L. T. White, 1991). Surprisingly, the effects of question repetition were similar to the patterns observed 2 years ago. There were important differences in the testimonies of children and adults, however, that were not observed in the initial study: Children were less consistent than adults across sessions on yes-no questions, less accurate in response to open-ended questions, and more likely to fabricate answers to a question about a man's occupation. Some children also confused the actions of 2 research assistants. These results indicate the need for additional research on qualitative and quantitative changes in children's testimonies over long delays. The literature on children's eyewitness testimony is a story of contradictions, with developmental trends in accuracy, suggestibility, and response to stress differing from study to study (see Ceci & Bruck, 1993, for a review). Discrepancies have prompted critics to argue that eyewitness research lacks theoretical cohesion and that "established theories of perception and memory are not immediately applicable" because of the influence of motivational and social factors in event reporting (Sheehy & Chapman, 1982, p. 345). In early studies, concerns about ecological validity often loomed larger than efforts to reconcile eyewitness findings with traditional concepts of memory development.
Differential effects of ibotenic acid lesions of the hippocampus and blockade of N-methyl-{d}-aspartate receptor-dependent long-term potentiation on contextual processing in rats.

The contextual specificity of appetitive conditioned responding was examined in rats undergoing chronic intracerebroventricular infusion of 15 or 30 mM D-2-amino-5-phosphonopentanoic acid (D-AP5) or with excitotoxic hippocampal lesions. The magnitude of conditioned responding by control rats and rats infused with D-AP5 to a conditioned stimulus (CS) trained in Context A was attenuated when the same stimulus was presented in Context B. By contrast, hippocampal-lesioned rats displayed comparable levels of responding to the CS when presented in either Context A or B. Subsequent in vivo electrophysiological investigations showed that the D-AP5 concentrations were effective in blocking long-term potentiation (LTP) in the dentate gyrus. Results indicate that rats are capable of processing contextual information in the absence of N-methyl-D-aspartate (NMDA) receptor-dependent LTP and demonstrate an important dissociation between the effects of hippocampal lesions and the blockade of NMDA receptors in the hippocampus.
Commitment to the Union: Development of a Measure and an Examination of Its Correlates

The purpose of this article is to describe the development of a criterion for union commitment. Factor analysis is used to identify the statistical structure of the construct, and correlational data is employed to provide evidence of the construct validity of the dimensions identified. A questionnaire comprised of items measuring attitudes toward unions, union commitment, participation in the union, socialization influences, demographic and employment characteristics, and satisfaction with the job, company, and union was completed by 1,377 members of four locals of an international union. Respondents were white-collar, nonprofessional employees of a utility company whose union activities were curtailed by right-to-work laws and federal prohibitions against striking. Minres factor analysis with varimax rotation produced four interpretable dimensions: Union Loyalty (39% of common variance), Responsibility to the Union (19%), Willingness to Work for the Union (17%), and Belief in Unionism (13%). Socialization experiences were the best predictors of Union Loyalty and Belief in Unionism, and reports of past and present union activity were the strongest correlates of the remaining factors. All of the satisfaction variables displayed significant positive correlations with Union Loyalty but were negatively correlated or unrelated to the other three commitment factors. The implications of this work are discussed from the standpoints of future development of the union commitment criterion, relationship to previous information regarding organizational commitment, the stewardship of unions, and the application of industrial-organizational psychology to union human resource problems.
Long-Term Memory for Pictures.

The concept of a scene schema was used to predict the kinds of information that will be remembered from complex pictures over relatively long periods of time. Recognition of eight types of transformations on both organized and unorganized pictures was tested either immediately following presentation or at intervals of a day, a week, or 4 months. Certain kinds of information in organized pictures remained virtually intact over a 4-month period, whereas other kinds disappeared completely. It was concluded that a scene schema contains an inventory of objects in a scene and their locations relative to each other, but it does not include descriptive information about the appearance of the objects or the overall spatial composition of the scene.
Role of Social-Cognitive Expectations in High School Students' Mathematics-Related Interest and Performance.

This study tested path models of academic interest and performance that were derived from social-cognitive theory. Two samples of high school students took part in the study: 151 geometry students and 145 advanced algebra students. Measures of objective math ability, perceived sources of efficacy information, outcome expectations, course-specific self-efficacy, interest in mathematics and science activities, and math course grades were obtained. Results were generally consistent with causal models in which (a) several types of direct and vicarious experience give rise to math self-efficacy percepts, (b) self-efficacy and outcome expectations predict subject matter interest, and (c) self-efficacy partially mediates the effect of ability on course grades. Implications for the further extension of social-cognitive theory to career and educational research and practice are discussed.
Self-Fulfilling Prophecies: A Theoretical and Integrative Review.

Self-fulfilling prophecies have become a major area of research for social, personality, developmental, and educational psychologists. This article reviews classroom self-fulfilling prophecies in terms of three sequential stages: (a) Teachers develop expectations, (b) teachers treat students differently depending on their expectations, and (c) students react to this treatment in expectancy-confirming ways. The focus of the review is on the social and psychological events occurring at each of these stages, the causal processes linking one stage to the next, and the conditions limiting the occurrence of self-fulfilling prophecies. Finally, it provides a theoretical framework for both understanding past research and guiding future research on self-fulfilling prophecies.
Information-gathering and therapeutic models of assessment: Complementary paradigms.

The authors reviewed the other articles in the special section and commented on the use of psychological assessment to plan treatment. They call this view of assessment the information-gathering paradigm, because the goal is to collect data that will aid in communication and decision making about clients. This contrasts with the therapeutic model of assessment, in which the major goal is to produce positive change in clients. The authors summarized evidence of the efficacy of assessment as a brief therapy and discussed its possible therapeutic mechanisms. The information-gathering and therapeutic models of assessment are complementary rather than mutually exclusive, and both speak to the utility of assessment. The current crisis in the clinical use of psychological assessment may be due in part to an overemphasis on the information-gathering model.
A methodological and substantive note on the performance-cue effect in ratings of work-group behavior.

According to research on the performance-cue effect in work ratings, knowledge that a group performed well or poorly can trigger raters' implicit theories, resulting in inaccurate judgments of the group's behavior. Unfortunately, because information concerning group performance has always been provided by the experimenter, it has been impossible to tell whether the performance-cue erect reflects the influence of participants'implicit theories or is simply an attempt to conform to the experimenter's belief. To test these 2 explanations, participants observed a work group without having received performance information and then completed evaluative and behavioral ratings of the group. Allowing participants to evaluate the group free of any externally provided performance information enabled participants to form independently generated impressions; thus, the demand characteristic problem was eliminated. Results indicated the performance-cue erect is not an artifact and that it is likely due to a systematic response bias