打印

The BPS Research Digest Issue 117

本主题由 database 于 2008-6-5 16:41 移动

帥子

SOPer

Rank: 8 Rank: 8

帖子: 183
精华: 10
积分: 2926
开心果: 2138
阅读权限: 100

1^# 大中小发表于 2008-6-4 23:07 只看该作者

The BPS Research Digest Issue 117

________________________________________
| The BPS Research Digest
| Issue 117) M' H0 V7 p* g2 l4 q
| http://www.researchdigest.org.uk/blog& c9 t0 F, S+ x0 l3 y, e
| _______________________________________8 M/ g% H# A; s- f
' ?5 W. I9 R) _' I- e" f
Sponsored by the Special Group in Coaching psychology, 1st European Coaching
psychology Conference 17/18th Dec '08, London, UK. Call for Papers,
deadline: 15th June '08. We invite you to submit posters, individual focused
papers and proposals for symposia. Guidelines, Abstract Submission forms,
and further info: http://www.sgcp.org.uk/conference/conference_home.cfm1 A& i/ Y3 \5 Y: C3 {( s1 j  p5 Z
% ], ]& g* A; `: t
Put your text here instead and reach over 21,800 subscribers. Email
christianjarrett@gmail.com for rates.

---------------------------------------
Contents5 Y1 e4 h# W0 {
---------------------------------------

1. Harsh discipline makes aggressive children worse5 O% O; Y! I$ m+ e
2. Sounds like the auditory cortex has a dual pathway too
3. It's content first, style later, when it comes to art7 ~7 {1 r" B. b3 K2 l2 r
4. How to interview children
5. Women's memories are more speech-filled than men's
6. We're more likely to listen to expensive advice
7. Link fest" g4 D: s+ @" b6 \
8. Adverts - cheap rates to advertise in this slot, scroll down for info.

Digest as PDF: http://tinyurl.com/qw4to+ V9 l: k: z5 Y- Q6 x

---------------------------------------# `: G! N* O3 y2 _- [" c& _' y9 m' V
Society information
---------------------------------------

9. How to join the BPS
10. May's Psychologist magazine, £4 for Digest readers/ free to members.6 k+ l. G/ R8 P7 z. A
11. Acknowledgments' u$ V! e6 Q" L. I: x% Y

#######################################9 Z# Y6 D. N1 Z6 D9 m: k7 J5 w: F
9 }9 n6 \# q' ~
The Research Digest is published fortnightly by the
British Psychological Society) `3 }) C! W& f; q/ `6 X1 y2 S
! j! N& V) L% P) B
Editor: Dr Christian Jarrett
christianjarrett@gmail.com
# A* z5 y5 H! F& h6 j& e. |
#######################################

----------------------------------------! A; u$ Z, P- O2 }, _
1. Harsh discipline makes aggressive children worse. t( i7 H  H- i/ G  o& P
----------------------------------------
" N6 I; B) x+ G/ ]
Parents should avoid harsh, combative ways of disciplining their aggressive
children. That's according to psychologists whose new research shows that
harsh parenting makes children more aggressive in the long run.

Michael Sheehan and Malcolm Watson followed 440 children and their mothers  b. L* H! s! M+ f
for five years. On four occasions during that time, the mothers answered
questions about their own style of parenting and their children's behaviour.
At the start of the study, the children's average age was 10 years and by
the final assessment their average age was 15.9 Y/ B  s7 o/ I! o) e

The results revealed two-way influences between children's behaviour and
their mothers' parenting style. On the one hand, children's aggressive9 j1 a8 V  f3 h1 `% r$ c
behaviour at younger ages predicted more disciplining by mothers, including
more use of combative discipline (both verbal and physical) and more use of
reasoning techniques. On the other hand, a greater use of harsh, aggressive
discipline by mothers predicted increased future aggressive behaviour by
their children.: Y: ^' k! p4 ^, o5 i

Crucially, unlike aggressive parenting, the greater use of calmer reasoning
techniques for disciplining children was not associated with a subsequent
increase in the children's aggression (although it didn't reduce aggression2 l2 T4 o3 e- [+ F
either).' M- ]9 Z0 T2 `

"Educating parents about positive, less harmful forms of discipline could& E, q7 t3 r% g1 |: ]7 |1 q* @7 i
help keep children (even aggressive ones) from becoming ever more aggressive
adolescents," the researchers said.
' J! O$ m  N6 T6 R$ y! E
A weakness in the research, acknowledged by the authors, is that all their2 h: U1 O" Y& g. R  k- D( x% L
measures were from mothers' self-report. One implication of this is that the
observed associations could simply come from the fact that mothers who use
more aggressive discipline are more likely to report their children's future
behaviour as aggressive.8 z+ s* V! d5 X5 c+ N+ B6 q
_________________________________% O' ^0 b# N$ @% M# J0 {
6 A6 B) `& G- R* @4 m& m; `
Sheehan, M.J. & Watson, M.W. (2008). Reciprocal influences between maternal* y& C- N9 F1 `$ ~. F, R* D9 D
discipline techniques and aggression in children and adolescents. Aggressive
Behavior, 34(3), 245-255. http://dx.doi.org/10.1002/ab.202416 l: m, R0 x3 `3 C
! X! H& h6 _/ p9 `  [  o
Author weblink:& e; O# X( s+ J+ Y  [) l  g# Z! X
http://www.brandeis.edu/departments/psych/faculty/watson.html/ T# k9 u. r0 }8 J4 U# D4 U( d

*Visit the DIGEST BLOG: http://www.researchdigest.org.uk/blog to comment on5 r( X7 p9 g- ]/ r
this research, search past items and discover more links.

In the A-level syllabus: AQA spec A, A2, nature and causes of aggression.
Edexcel, treating crime, controlling aggression. SQA adv higher, reducing; ?( F  k' `$ s- y( Z( h* j6 T
and controlling aggressive behaviour.. r% @# u* @+ F( d5 x
- |3 Z: \/ L  z2 U
----------------------------------------/ t. J& F1 Z; D6 d- ?8 ?' q! l
2. Sounds like the auditory cortex has a dual pathway too9 I) c" v- u0 o' {+ Z" `. e5 M
----------------------------------------, g  l8 a- r) C' I# j" w
0 X& _4 c* x9 n7 M
For some time now we've known that in the brains of humans, monkeys and
cats, visual information is processed by two separate streams - one for
working out where things are and the other for processing what they are. Now3 G& J; d5 v; \% g3 |4 F5 I
Stephen Lomber and Shveta Malhotra have conducted an experiment on cats and6 D6 d4 g* |, j3 }4 X
provided perhaps the strongest evidence to date that, in the mammalian) y' C5 d$ {6 ]
brain, sounds too are processed via two separate "what" and "where" streams.0 q+ C% I# N1 b- j
0 q/ x1 d6 i& N) P
Lomber and Malhotra used a new cooling method to reversibly knock-out) o' n5 o) `+ ^7 H
specific areas of the cats' auditory cortex - the part of the brain used for
processing sound. The new technique involves surgically implanting small
tubes into the cat's brain, through which chilled menthol is passed. In& J, `8 ^" X6 Y7 ?! x
mammals, communication between brain cells stops when temperatures drop
below 20 degrees Celsius, so cooling of the implanted tubes can be used to9 L  q2 a- A* x( T% R3 T
inhibit activity in a chosen localised brain region.
: [$ r/ D, X9 |  t
Tests on three cats showed that cooling of the more frontal part of their
auditory cortex impaired their ability to localise sounds (the "where"
function), but didn't affect their ability to discriminate between sounds
(the "what function"). By contrast, cooling of a rear part of the auditory
cortex had the opposite effect: it impaired the cats' ability to
discriminate sounds, but didn't affect their sound localisation skills.* }) K) S* B$ ]( d

This pattern of results is known as a double dissociation and is the gold& l' {# \. ^( k5 f. G
standard test in classic cognitive neuro psychology for demonstrating that
two separate brain regions are responsible for independent functions. Before; @. S% Z% o3 N/ k
now, the evidence for "what" and "where" pathways in the auditory cortex was' f1 \! \6 c$ V
far weaker, having been based largely on recordings of single cell activity
in monkeys or brain imaging in humans.

In a commentary on this new research, Christian Sumner and colleagues agree
that this is strong evidence, but they caution that the complete picture may
turn out to be more complicated. "'What' and 'where' are appealing
concepts," they wrote, "but it seems probable that cortical processing is+ C5 E- t8 ]* B2 n
more refined and more plastic."
_________________________________
& M0 n6 d: p5 J: N* C5 Y
Lomber, S.G., Malhotra, S. (2008). Double dissociation of 'what' and 'where'
processing in auditory cortex. Nature Neuroscience, 11(5), 609-616.# M, M0 U* t! S# z; X  ^1 f) z
http://dx.doi.org/10.1038/nn.21089 }8 F' P5 G) Y+ _. X

Author weblink:+ Q3 u3 [& \2 ]
http://www.pharmtox.med.uwo.ca/department/faculty/lombers.html

*Visit the DIGEST BLOG: http://www.researchdigest.org.uk/blog to comment on
this research, search past items and discover more links.
0 j! ^" w3 W5 |& Y( [( M% X1 G
Further reading: One Brain, Two Visual Systems; free article in The
Psychologist http://tinyurl.com/6md9u81 h% X& ?2 |( A! l

----------------------------------------! I7 [* Q3 f- p
3. It's content first, style later, when it comes to art
----------------------------------------

When you look at a painting, what do you think you process first - the# _2 L; c. h/ V
painting's content or its style? According to Dorothee Augustin and, C; V) c, b/ }1 v$ {
colleagues it is the content of a painting that we register first, with
dazzling speed - within 10 ms (less than a hundredth of a second) - while
processing of a painting's style comes later, from 50ms onwards." u; p9 d* Q1 i

Non-expert student participants were presented with pairs of paintings that
differed in either their content, their style or both. Content included
trees, flowers, a house or a man. Different styles were represented by one
of four artists: Cezanne, Chagall, Kirchner or Van Gogh.' E# @- o* X3 J6 A( }9 N
: B' D) p4 R: c( L
The pairs of paintings were presented for either 10ms, 50ms, 200ms, or
3000ms (3 seconds), and the participants' task was to say how similar the
paintings in each pair were to each other.- k- y4 O" ]* R' x; _' M
! N8 k1 U7 p) v6 t
After just 10 ms exposure, a pair of paintings were rated as more similar to
each other if they had identical rather than contrasting content, but style
had no bearing at this brief viewing time. This suggests content but not6 j' d% u( o* [
style was already being processed after 10ms exposure.

With 50ms exposure, content exerted an even larger influence on similarity
judgments and style also began to play a part. Beyond 50ms, content exerted0 D- C" a1 R  W$ M! ^# H% Y& j
no more of an influence, suggesting all content information had been
extracted by this stage. However, style continued to exert a growing
influence beyond 50ms, with paintings matched for style being judged as
progressively more similar with increasing viewing times, relative to* K- s3 @( L$ I, [+ V( T
paintings not matched for style.3 h& J- ^( Y" ^: `6 q% ]# n6 k1 J

The researchers said their results were "astonishing" if you consider that9 p6 t3 W9 \. s
artistic style is presumably reflected in "visual or sensory features3 ^1 L3 c' C8 y/ k/ U6 i
including colours, brushwork, and treatment of lines" - features which would
appear to correspond to the most basic visual elements of a scene that
perceptual theories say are processed first, long before whole object
recognition kicks in.; L" m0 i  `4 B( Q+ @+ a

The research also shows that even people without any expertise in art are
impacted early on by the artistic style of a painting. "If we consider style
the characteristic of art," the researchers concluded, "this characteristic
needs some time to unfold - but still, it unfolds quicker than you may
think."
_________________________________: L; B; k+ k' `8 o3 _6 j& T. M
/ w/ ?4 Z; U. c+ z" u6 x' Z
AUGUSTIN, M., LEDER, H., HUTZLER, F., CARBON, C. (2008). Style follows
content: On the microgenesis of art perception. Acta Psychologica, 128(1),
127-138. http://dx.doi.org/10.1016/j.actpsy.2007.11.0065 T3 ]  F5 @9 V: V& Q6 s
. S5 c! u& o0 I$ ~% y3 ^' v/ _$ m
Author weblink: http://psychologie.univie.ac.at/index.php?id=3

*Visit the DIGEST BLOG: http://www.researchdigest.org.uk/blog to comment on) E1 Z5 V: d2 Z1 W! W
this research, search past items and discover more links.7 u- l  p% B$ j

In the A-level syllabus: AQA spec A, A2, cognitive psychology, attention and/ _8 Z8 C0 S8 U0 V; P
pattern recognition. AQA spec B, AS, cognitive psychology, perception and
attention. SQA adv higher, cognitive psychology, attention.

----------------------------------------% B1 A0 ]7 E# O( A
4. How to interview children
----------------------------------------, i! K5 P) g' T+ u- m

Children are often called on to give evidence in court and it's crucial that2 k, n/ c: w" W; l* q5 y3 J
we identify the most appropriate ways of questioning them. According to new' f  S( e  v' B/ w: n/ O4 q/ L
research by Jehanne Almerigogna and colleagues, whether or not the
interviewer is smiling and fidgeting can have a profound impact on' M. H' z/ o) F8 i. ^' y0 |
children's answers.

Eighty-six children, aged 8 to 10, took part in a ten minute lesson on how) O# l, j8 A+ L) `. f' W8 {
the vocal chords work, before being interviewed about the session a week3 p- }. |1 Y  X! O' W, u
later. Some of the children were interviewed by a woman who smiled and did: |4 h1 J, b/ {2 B) X- T5 z
not fidget. The others were interviewed by the same woman, but in their case; a/ C: L  O, V) U9 Z* N9 a5 d! w
she was not smiling and she fidgeted by tapping her hand or foot.
5 z1 O% e2 `1 K! Z
One of the questions asked the children whether or not they had been touched% j+ b4 m# z4 n
by the teacher during the lesson. Only eight children said falsely that they9 A8 w& s" e) ~2 k. e8 ?
had - all of them had been interviewed by the woman when she was unsmiling
and fidgeting. Moreover, significantly more of the children interviewed by
the woman when she was unsmiling and fidgeting answered misleading questions! s; R' x, M( C) }  w- T
incorrectly. "Children may be less prone to oppose an adult who they view as
distant and strict," the researchers said.# u& h4 `. \& ]$ v1 \% n( f& x$ R
1 w7 O0 Z5 e. i& _; g# E
The children interviewed by the fidgeting, unsmiling woman also said they
didn't know the answer to questions far less frequently than did the
children interviewed by the same woman smiling and not fidgeting. Perhaps% f( C1 N. ~, o! d+ o8 A4 I
the former group of children felt "more vulnerable and anxious" and7 H/ ~+ n  D- i2 O, a+ R
therefore "more compelled to give an answer even when they did not know it,"
the researchers said.

"Better understanding of the effects of interviewers' behaviours should& V" v0 _# l, N$ N1 z
allow professionals to control and manipulate them in interviews so as to
increase the reliability of eye witness reports," Almerigogna and colleagues9 K, m  S3 y$ {2 c. m
concluded.8 X3 @" M' ?; Y- O
_________________________________6 B6 h" S1 Q: I2 u

ALMERIGOGNA, J., OST, J., AKEHURST, L., FLUCK, M. (2008). How interviewers'
nonverbal behaviors can affect children's perceptions and suggestibility.  e" _/ W5 k; i
Journal of Experimental Child psychology, 100(1), 17-39.
http://dx.doi.org/10.1016/j.jecp.2008.01.006+ q( z% x9 C9 O, Z- e

Author weblink:) v0 t) e0 S* o: q$ z7 W: Q
[url=http://www.port.ac.uk/departments/academic/psychology/staff/title,50503,en.html]http://www.port.ac.uk/departments/academic/psychology/staff/title,50503,en.html[/url]

*Visit the DIGEST BLOG: http://www.researchdigest.org.uk/blog to comment on& S: S6 S; m6 X9 n0 X
this research, search past items and discover more links.$ P, b" d$ o" ]: ~4 s9 m

In the A-level syllabus: OCR, A2, interviewing and negotiation techniques.# {9 P6 R3 F9 \3 D: H) L
SQA adv higher, interview.
, z; Q. T6 n" o& i. U  }( u
----------------------------------------! y7 t* \- }& M, e$ Q5 y
5. Women's memories are more speech-filled than men's
----------------------------------------

To gasps of surprise from some quarters, a spate of recent studies have
shown that women don't talk any more than men do (see links below). But now  s' s( e" Z' Z  o4 q" a" m
Richard Ely and Elizabeth Ryan have looked at people's autobiographical9 F1 h3 W+ Y# e. e, E
memories and found that while women may not talk more than men, their
recollections do tend to be more speech-filled.
% L( r& }7 z# I' O
Sixty female students and 48 male students were asked to write about their
earliest memory, an early childhood memory, a learning experience, a recent6 R$ U% A0 R8 ^5 k- P- D4 e% z7 K
low point, a recent high point and a self-defining memory.

Their answers showed what an important part speech plays in our memories,  T6 @- G$ e+ B2 q% z
with an instance of speech recalled once in every 100 words on average,
reflecting about 8 per cent of the participants' text.2 _) g- \6 a' j  @( x

The amount of speech recalled in participants' memories varied with gender
and personality. People who scored highly on measures of openness,
agreeableness and/or expressivity all tended to include more examples of
speech in their memories. And women were found to recall more speech than4 {2 t0 Z  K! Q9 \) ?" F5 n) |
men even after controlling for gender differences in personality and other
factors.: Z/ B9 ]/ `* ^2 H( W
/ \/ @4 N7 g/ }  s% B* i
The researchers surmised that women may recall more speech than men because0 h$ v! F% k% D
of differences in the way boys and girls are spoken to by their parents.
"Parents are more elaborative and more emotional when conversing with
daughters than with sons," they said.1 E  b4 c; C: G+ K3 ~

Another finding to emerge from the study was the tight association between0 {4 K' q- Q1 v" M; Q
emotion and speech-related memories. The more negative a participant said a. S1 o  k9 \' M% l+ f
memory was, the more likely this memory was to contain speech." i; B. ^# z+ Z. P# X

This was consistent with the number of speech-related memories that had
obviously had a momentous effect on participants' lives. Take this example,
in which a participant recounted the time he accidentally injured a& S6 k4 k& m0 S$ ?% q* C
team-mate in baseball, and went to see if he was okay: "The coach just turns: C/ D6 f& l, Z
to me and says 'Get out of here you little b*stard, you have done enough.' I
didn't play baseball for five years after that.", h: C) W% `  L# z/ O, x+ G! O% W. Z
_________________________________

Ely, R., Ryan, E. (2008). Remembering talk: Individual and gender
differences in reported speech. Memory, 16(4), 395-409.- Z$ `% k: a1 K) j) W0 _
http://dx.doi.org/10.1080/096582108019498693 Y7 h  i5 Y" |8 r/ Z8 u
2 P3 j& i( Q6 y4 N7 x" y. F
Author weblink: http://www.bu.edu/psych/faculty/ely/9 X% _+ H+ {/ ?- n

*Visit the DIGEST BLOG: http://www.researchdigest.org.uk/blog to comment on
this research, search past items and discover more links.; y3 d& O; z  l5 O" Y( r% z: z3 t$ W" f
/ V% c( M1 ]* c5 G1 ~4 r3 u# l8 A& N
In the A-level syllabus: AQA spec B, AS, remembering and forgetting. AQA6 {# u/ H  w* I
spec A, AS, memory. Edexcel, memory. SQA higher/adv higher, memory.
1 B8 }" v- `! G# u6 Q) }* R' C
----------------------------------------
6. We're more likely to listen to expensive advice
----------------------------------------! i; H/ e2 v& r$ F

Whether its political spin doctors or orange-skinned health gurus, there0 H5 [$ R* n( U# l% Z
seems no shortage of people seeking to charge others good money for the
benefit of their wisdom. Regardless of the quality of this advice, one thing) E& u$ X& L7 i. B( r- y& \
is for sure: The fact that someone has paid for it, means it is more likely
to be heeded.  m; v; B) Y! ]0 R

That's according to Francesca Gino at Carnegie Mellon University, whose new
study shows that we're more likely to use advice we've paid for than advice$ R/ o. |4 V+ I# n  z+ d
that's free, even if there's no difference in quality between the two4 A- R5 _! N4 D9 h# t& b
sources.2 r" h' b9 a( O! \) N- E

Dozens of students were asked questions about American history and received
small cash prizes for correct answers. The students were either given the& F9 M5 I% t, R" j
option of receiving advice on the correct answers, or advice was imposed on
them. Sometimes this advice was free; other times it was paid for out of the
students' winnings. Crucially, the advice always came from the same source -$ ^0 W' U" U; n" Q
in the form of the answer that a student from a pilot session had given to# ]+ m/ `; b$ j( ?
the same question - so the quality of advice was held constant regardless of
whether it was free or paid for.

Throughout the study, the participants took more account of advice they had
paid for than advice they were given free, even though it was made clear to8 R: m  h. R& n) J7 O
them that the advice was of the same quality. A final study showed the
students took even more account of advice if it was made more expensive.
: D  l: d5 B+ ~9 w6 |1 i
Gino said her findings could be explained by a phenomenon in decision-making/ |4 n: j; Y9 W
theory known as the sunk cost fallacy. This is our desire to justify our
past investments through our present and future behaviour - it's why that0 L+ G* t+ Y$ U" c: d- b
expensive pair of shoes that you never wear is still cluttering up your7 m& x2 w% P9 ?- V' D; Z( v/ f
cupboard. In the case of advice, it seems we feel compelled to use guidance
we've paid for, so as to justify the expense. And perhaps it explains why  [3 q" `1 j1 s$ g  O2 s# Q' @$ V
expensive frauds can sometimes be so influential., I7 G0 L  n( n- S
_________________________________0 ~2 W$ @' O* f. }, F8 Q5 Y
. j% O: u0 }* v( e. [) D
GINO, F. (2008). Do we listen to advice just because we paid for it? The
impact of advice cost on its use. Organizational Behavior and Human Decision6 @; A+ J: N% u( z: X0 S+ K
Processes http://dx.doi.org/10.1016/j.obhdp.2008.03.001. u5 g( e: H0 E- l6 Z" Y

Author weblink: http://wpweb2.tepper.cmu.edu/rlang/gino/index.html% J0 |+ w1 A, ~2 I. C/ x+ c

*Visit the DIGEST BLOG: http://www.researchdigest.org.uk/blog to comment on
this research, search past items and discover more links." }+ G# K5 R1 K7 G# V; J3 t
5 l0 P" }: N3 Z  F& |
Further reading: Arkes, H.R. & Blumer, C. (1985). The psychology of sunk
cost. Organisational Behaviour and Human Decision Processes, 35, 124-140.
http://dx.doi.org/10.1016/0749-5978(85)90049-43 p  V4 ~, ?3 X1 }8 m8 I( A- n
: y( P0 {- b/ w9 S4 r% ?2 w
----------------------------------------
7. Link fest1 I+ M. b, R; w8 L# ]9 m8 @
----------------------------------------
9 y" f3 O: l' `
For more of these links see the Digest blog:
http://www.researchdigest.org.uk/blog# S" ]. W/ u) c# L; `) a

THE SPECIAL ISSUE SPOTTER! z, M% Q5 f% T8 G3 I% k
The Interface Between Neuroscience and psychology
http://www.blackwell-synergy.com/toc/cdir/17/2$ ?. T8 G* _' H. e

EXTRAS
A person's hand movements affect the way we perceive their facial; \% @. q2 @! F' L7 Z
expression.6 D6 E7 p( F6 L9 z- u$ c
http://www.blackwell-synergy.com/doi/abs/10.1111/j.1467-9450.2008.00644.x5 V3 y  V8 ?' h/ W5 A5 S

ELSEWHERE& _3 E; }! O. o: G/ J0 B- H' [. z
Introducing the "psycho-neuron-surgeon"
http://bps-research-digest.blogspot.com/2008/05/introducing-psycho-neuron-surgeon.html: k+ N  V; X; L1 f1 d- p: b( A" i
) L  c% Z3 Q0 e  z
----------------------------------------
8. *Advertisements*
----------------------------------------

Find out how you could reach 21,000 subscribers by
advertising in this slot, contact sarah.stainton@bps.org.uk4 W1 ^3 i, d6 @) x' n
/ \; y# g/ `8 l
----------------------------------------
9. How to join the Society/ a. u4 n# [7 [: Y: m( ]
----------------------------------------

Student membership now open to A-level students, as well as undergrads, from8 j0 q) Q  P9 I! {: m( a0 ~
£20 a year!7 O7 K7 K% Z8 e/ _
: L) Q1 N) {0 v
Simply request an application pack via the BPS office:8 a* o' [! U8 {! q+ b0 Q
Tel. 0116 254 9568, Email enquiry@bps.org.uk
or visit http://www.bps.org.uk/membership/
! Q" B# K* A: n
Membership of The Society offers students many benefits: THE
PSYCHOLOGIST, a monthly magazine including articles, book reviews, news,
research, updates, and featuring PSYCHOLOGIST APPOINTMENTS, packed& I% }1 M  Q* z* B0 v
with job vacancies every month; STUDENT GROUP, automatic membership to3 u) H2 }2 g- T/ P  W+ V, l
the Student Members Group (http://smg.bps.org.uk/); DISCOUNT ON BOOKS
AND JOURNALS, a range of books, audio, video and other material is% c& C. Q/ i6 c- M4 v$ v$ \
published by the society; ACCESS TO THE SOCIETY'S LIBRARY FACILITIES,& P$ \6 ^" X6 j7 J
the library is housed in the psychology Library of the University of
London and is the largest psychology library in Europe; REDUCED
REGISTRATION FEES, for attendance at the Annual and London Conferences.
0 J# i$ ?2 s. w& {4 u
----------------------------------------* b  \2 r* P7 G  q. o1 `, i
10. June's Psychologist magazine:
----------------------------------------
. i6 [1 B1 b# R5 U6 g
This month is a special issue: psychology and Visible Difference- E) ^* k! Y" X0 T7 ?
We all have a unique appearance, but some people's appearance might be6 F8 V8 }( E9 V; y
considered particularly unusual when compared with the prevailing,
culturally defined 'norm': for example, those with a skin condition or6 z6 c/ I% f$ Q4 K2 }  q
disfigurement. This special issue looks at the psychosocial impact of. R) S& `" V0 y& L" E% t% w, B. s
visible difference, hears the voices of those affected, and highlights why
it is important for all psychologists, regardless of their particular
specialism, to have an awareness of these issues.2 U  X: Y% n$ w) M3 H

Also this month: Spearman Medal winner Chris Chambers looks at what human  A3 _0 }) m1 H6 }  A
brain stimulation can tell us.+ ^0 t8 H+ G% t$ [! @2 ?
2 e% ~0 _+ L1 `% x5 }' e. a
Plus Reports from the Society's annual conference held in Dublin, as well as+ l3 C, n* t( }1 h  `% g2 ]
the usual mix of interviews, news, reviews, letters, job adverts and much
more, The Psychologist really is the one stop shop for anyone interested in
psychology http://www.thepsychologist.org.uk

Free to members of the British Psychological Society (see( v" x3 [8 o5 z1 J3 k2 K
http://www.bps.org.uk/join), or just a special rate of just £4 per copy to
Digest subscribers (e-mail sarah.stainton@bps.org.uk)., q% P1 P  O' {0 Q5 H7 Q

ONLINE ONLY...breaking news, extra articles, a discussion forum and free
access to articles older than 6 months.+ W4 c' n4 \( X. E  g% e6 A

To advertise a job, course, event, book etc in The Psychologist to 47,0002 l4 ]# I. P$ I: h" Z
psychologists at bargain rates, e-mail sarah.stainton@bps.org.uk.' f* h6 k, z' @  Y
, N% B2 f! z  V* v. j

----------------------------------------
11. Acknowledgments0 [2 B' |! l+ g5 ?0 |
----------------------------------------( I$ r/ _$ _) m- o3 T

Many thanks again to the journals and publishers who participate in the
Research Digest - Blackwell Publishing, Routledge and psychology Press! P8 j- G7 E) T6 j$ F
(both Taylor and Francis Group), Oxford University Press, Cambridge
University Press, John Wiley and Sons Ltd, Nature Neuroscience, Elsevier
Ltd, the journal Science, and the journals of the British Psychological8 D0 h6 I9 U0 F$ T* r
Society.; _% k3 n0 q* }, F, U7 j- l
) \. q2 _; z; K5 M( N! A& S
*If you are a publisher and would like your journals to have the chance
to feature here, please contact the editor on:7 a! S: L! P) _0 d+ [* s4 P7 F
chrber@bps.org.uk
3 E8 u% `% w5 I$ A  f* c
_____________________________. K! h6 o+ n, y  k

Please note, the Society cannot accept responsibility for the content of
external internet sites.9 f) Q- D- l4 g; Y  F% u1 r

END of ISSUE& R0 P3 t6 r- V; O" o
2 a- c& ~+ v4 V4 K3 J6 z
1 B" m9 N% U0 u
-----------
The British Psychological Society is a charity registered in England and Wales
Registration Number : 229642 and a charity registered in Scotland3 I& M4 l9 H" Z+ q
Registration Number : SC039452 - VAT Registration Number : 240 3937 76