When Love Just Ends: An Investigation of the Relationship Between Dysfunctional Behaviors, Attachment Styles, Gender, and Education Shortly After a Relationship Dissolution.

Much information is known about the long-term consequences of separation and divorce, whereas there is a paucity of studies about the short-term consequences of such experiences. This study investigates the adoption of dysfunctional behaviors (e.g.

Taking a step back: Self-distancing dynamics in adolescent writing about peer problems.

Can the retelling of an unpleasant experience help adolescents cope with that experience? This study answers that question by looking at the role of psychological self-distancing when adolescents write about recently untold stressful events with peers using either a traditional expressive writing (EW) intervention or a cognitively oriented expressive writing (CEW) intervention. Extent of self-distancing (i.e.

Parents' Education Shapes, but Does Not Originate, the Disability Representations of Their Children.

The present research tested whether children's disability representations are influenced by cultural variables (e.g., social activities, parent education, custom complex variables) or by cognitive constraints.

Believing is seeing: fixation duration predicts implicit negative attitudes.

A prototypical finding of social cognition is that social experiences influence later performance even though those experiences are not introspectively available. Building on social cognition research on implicit attitudes, we evaluate whether ethnic category/attribute pairs influence eye movements during the Implicit Association Test (IAT, Greenwald, McGhee, & Schwartz 1998). Results show that fixation duration predicted implicit attitudes such that when the category/attribute pairs disconfirmed one's implicit negative attitude fixation duration toward that pair increased.