title: Using the Implicit Relational Assesment Procedure (IRAP): Implicit Attitudes and Materialism

authors: Lim, Stefan Xien Chien

subjects: IRAP

abstract: Advertising may reinforce brief and immediate relational responses (BIRRS) of correspondence between “happiness” and “material wealth.” My research looked into the possibility of changing BIRRs associated with materialism through 10 minutes of training prior to taking the IRAP. I hypothesised that participants can become more or less materialistic through reinforcement of materialistic or anti-materialistic relational responding. Eighty-four participants were assigned to one of three groups, Materialistic, Anti-Materialistic, or Control, and received relevant training followed by an Implicit Relational Assessment Procedure (IRAP) and Materials Value Scale (MVS) survey. The IRAP was used to measure response latencies when individuals responded to pairs of stimuli consistent (e.g., happy/luxury) or inconsistent (e.g., happy/cheap) with materialistic attitudes. The MVS is a survey intended to measure materialism. Results showed that participants were faster to respond materialistically than they were to respond anti-materialistically, regardless of the type of training that they received. Regression analysis showed that participants who completed more Anti-Materialistic training blocks were predicted to score higher on the MVS. I concluded that, 10 minutes of training was not sufficient to affect BIRRs associated with materialism. Moreover, the results indicate that the relational network associated with “being materialistic” is complex and that there is not a clear “opposite” of materialism. 

Experiment 2 was a focus group, designed to investigate participant’s thoughts regarding the stimuli used in Experiment 1. Participants from Experiment 1 were invited back for focus group sessions. The key findings from the focus group was that the stimuli used in Experiment 1 was not fully reflective of Anti-Materialism and the lack of context during the IRAP compounded into a different interpretation of “Anti-Materialism” for the participants. There is more to Anti-Materialism than the direct opposite of Materialism

text: Using the Implicit Relational Assesment Procedure (IRAP): Implicit Attitudes and Materialism Advertising may reinforce brief and immediate relational responses (BIRRS) of correspondence between “happiness” and “material wealth.” My research looked into the possibility of changing BIRRs associated with materialism through 10 minutes of training prior to taking the IRAP. I hypothesised that participants can become more or less materialistic through reinforcement of materialistic or anti-materialistic relational responding. Eighty-four participants were assigned to one of three groups, Materialistic, Anti-Materialistic, or Control, and received relevant training followed by an Implicit Relational Assessment Procedure (IRAP) and Materials Value Scale (MVS) survey. The IRAP was used to measure response latencies when individuals responded to pairs of stimuli consistent (e.g., happy/luxury) or inconsistent (e.g., happy/cheap) with materialistic attitudes. The MVS is a survey intended to measure materialism. Results showed that participants were faster to respond materialistically than they were to respond anti-materialistically, regardless of the type of training that they received. Regression analysis showed that participants who completed more Anti-Materialistic training blocks were predicted to score higher on the MVS. I concluded that, 10 minutes of training was not sufficient to affect BIRRs associated with materialism. Moreover, the results indicate that the relational network associated with “being materialistic” is complex and that there is not a clear “opposite” of materialism. 

Experiment 2 was a focus group, designed to investigate participant’s thoughts regarding the stimuli used in Experiment 1. Participants from Experiment 1 were invited back for focus group sessions. The key findings from the focus group was that the stimuli used in Experiment 1 was not fully reflective of Anti-Materialism and the lack of context during the IRAP compounded into a different interpretation of “Anti-Materialism” for the participants. There is more to Anti-Materialism than the direct opposite of Materialism

year: 2016

title: I’m not a bad mother-stories of mothering-on-the-edge

authors: Snowdon, Jennifer Mary (Jenny)

subjects: Decomposition

abstract: This article is located in the field of custody and day-to-day care, with a focus on experiences of mothering where mothers no longer have everyday care of their children. At the time of writing, tens of thousands of mothers live separately from their children in Aotearoa, New Zealand. However, there is a general perception of rarity associated with non-resident mothers, partly due to their reluctance to speak of loss of custody. In this article, we develop a theoretical discussion around the inside/outside relationships between non-resident mothers and their children that informs therapeutic practice. We argue that mothers who live apart from their children are situated at the edge or periphery of their children's day-to-day lives and experience this as outside the lives of their children. Nevertheless, mothers' stories speak of qualities of (m)othering that have been born of and nurtured by longstanding and long-term commitment to their children.

text: I’m not a bad mother-stories of mothering-on-the-edge This article is located in the field of custody and day-to-day care, with a focus on experiences of mothering where mothers no longer have everyday care of their children. At the time of writing, tens of thousands of mothers live separately from their children in Aotearoa, New Zealand. However, there is a general perception of rarity associated with non-resident mothers, partly due to their reluctance to speak of loss of custody. In this article, we develop a theoretical discussion around the inside/outside relationships between non-resident mothers and their children that informs therapeutic practice. We argue that mothers who live apart from their children are situated at the edge or periphery of their children's day-to-day lives and experience this as outside the lives of their children. Nevertheless, mothers' stories speak of qualities of (m)othering that have been born of and nurtured by longstanding and long-term commitment to their children.

year: 2012

title: Reo Rua Pukapuka Pikitia: Whānau drawing on their community cultural wealth to create strategies for developing Te Reo Rangatira

authors: Brouwer, Jacqui

abstract: The use of Te Reo Māori in Early Childhood Education in Aotearoa New Zealand is mandated in the ECE curriculum. Research shows that picturebooks are powerful tools in language learning, but there is a lack of research concerning the use of bilingual picturebooks by whānau to support Māori language learning in a New Zealand kindergarten. This research presents findings from a 4-week programme in which five whānau members were introduced to several types of dual language picturebooks (Reo Rua Pukapuka Pikitia, RRPP) in a Puna Pukapuka Pikitia (PPP). Whānau explored RRPP and suggested how they could bring Reo Rangatira from RRPP into their homes to support language learning. Their suggestions aligned with Ellis’s principles of effective language teaching (Ellis, 2010) including the development of formulaic phrases, following the ways in which tamariki naturally learn language, encouraging opportunities for tamariki to speak and listen, as well as having interactions linked to RRPP.

text: Reo Rua Pukapuka Pikitia: Whānau drawing on their community cultural wealth to create strategies for developing Te Reo Rangatira The use of Te Reo Māori in Early Childhood Education in Aotearoa New Zealand is mandated in the ECE curriculum. Research shows that picturebooks are powerful tools in language learning, but there is a lack of research concerning the use of bilingual picturebooks by whānau to support Māori language learning in a New Zealand kindergarten. This research presents findings from a 4-week programme in which five whānau members were introduced to several types of dual language picturebooks (Reo Rua Pukapuka Pikitia, RRPP) in a Puna Pukapuka Pikitia (PPP). Whānau explored RRPP and suggested how they could bring Reo Rangatira from RRPP into their homes to support language learning. Their suggestions aligned with Ellis’s principles of effective language teaching (Ellis, 2010) including the development of formulaic phrases, following the ways in which tamariki naturally learn language, encouraging opportunities for tamariki to speak and listen, as well as having interactions linked to RRPP.

year: 2023