I Don't Like the Tone of Your Voice: Infants Use Vocal Affect to Socially Evaluate Others

Infants can make social judgments about characters by visually observing their interactions with others (e.g., Hamlin, Wynn & Bloom, Nature, 2007, 450, 557). Here, we ask whether infants can form similar judgments about potential social partners based solely on their tone of voice. In Experiment 1, we presented 10.5‐month‐olds with two visually neutral puppets. One puppet spoke in a positive affect and the other spoke in a negative affect. When the puppets were placed within reach of the infants, infants selected the formerly positive puppet. This preference disappeared when the voices were paired with nonsocial objects (Experiment 2). In Experiment 3, 10.5‐month‐olds were once again exposed to the same emotionally negative and positive voices. However, no visual characters were present. At test, infants’ visual orientation controlled how long they heard the neutral versions of each voice. Here, infants listened longer to the neutral voice of the formerly positive speaker. That is, just as in Experiment 1, infants’ preferences for the emotionally neutral test stimuli were shaped by their earlier exposure to emotionally charged recordings of that voice. Our findings provide convergent evidence to suggest that infants possess sophisticated social evaluation abilities, preferring to interact with prosocial over antisocial others.     

Illuminating the Black Box From Within: Stakeholder Perspectives on Family Drug Court Best Practices

This article describes a mixed-methods, concept mapping study in an urban family drug court (FDC) designed to identify keys to FDC success from stakeholders’ perspectives. Participating FDC team members and clients developed a set of items they deemed integral to an FDC, thematically clustered the items, and then rated their relative importance. Using these data, cluster analysis and multidimensional scaling generated 6 themes perceived as contributing to positive outcomes. Resultant concept maps revealed that, compared to team members, clients view relational aspects of the FDC as more important. The findings point to implications for future research and social work practice.     

Generalized linear models with covariate measurement error and unknown link function

Generalized linear models (GLMs) with error-in-covariates are useful in epidemiological research due to the ubiquity of non-normal response variables and inaccurate measurements. The link function in GLMs is chosen by the user depending on the type of response variable, frequently the canonical link function. When covariates are measured with error, incorrect inference can be made, compounded by incorrect choice of link function. In this article we propose three flexible approaches for handling error-in-covariates and estimating an unknown link simultaneously. The first approach uses a fully Bayesian (FB) hierarchical framework, treating the unobserved covariate as a latent variable to be integrated over. The second and third are approximate Bayesian approach which use a Laplace approximation to marginalize the variables measured with error out of the likelihood. Our simulation results show support that the FB approach is often a better choice than the approximate Bayesian approaches for adjusting for measurement error, particularly when the measurement error distribution is misspecified. These approaches are demonstrated on an application with binary response.     

Improving the Impact and Implementation of Disaster Education: Programs for Children Through Theory‐Based Evaluation

A main weakness in the evaluation of disaster education programs for children is evaluators’ propensity to judge program effectiveness based on changes in children's knowledge. Few studies have articulated an explicit program theory of how children's education would achieve desired outcomes and impacts related to disaster risk reduction in households and communities. This article describes the advantages of constructing program theory models for the purpose of evaluating disaster education programs for children. Following a review of some potential frameworks for program theory development, including the logic model, the program theory matrix, and the stage step model, the article provides working examples of these frameworks. The first example is the development of a program theory matrix used in an evaluation of ShakeOut, an earthquake drill practiced in two Washington State school districts. The model illustrates a theory of action; specifically, the effectiveness of school earthquake drills in preventing injuries and deaths during disasters. The second example is the development of a stage step model used for a process evaluation of What's the Plan Stan?, a voluntary teaching resource distributed to all New Zealand primary schools for curricular integration of disaster education. The model illustrates a theory of use; specifically, expanding the reach of disaster education for children through increased promotion of the resource. The process of developing the program theory models for the purpose of evaluation planning is discussed, as well as the advantages and shortcomings of the theory‐based approaches.     

Freedom Works! The Vision and Broken Heart of Jack D. Douglas

It gives me particular pleasure to publish this review of a major but neglected figure in the recent history of symbolic interactionism. I only heard Jack Douglas speak once, when he gave a plenary address to the British Sociological Association annual conference in Lancaster in the mid‐1980s. The audience treated him quite disgracefully on that occasion. Douglas made two subtle points about the need for sociologists to take contemporary research in primate ethology more seriously and to reconsider spontaneous order theories in social science. His listeners assumed that he was talking about the crasser forms of sociobiology and praising the laissez‐faire ideologies of Thatcherism, and booed him off the stage. I declined to renew my membership to the BSA for about ten years after this episode. I only rejoined when I became a department chair and it was important to be engaged with the professional association, whatever my personal views. John Johnson's paper reminds us of Douglas's important and challenging legacy of ideas, and of the support and inspiration that he gave to a whole generation of outstanding scholars. Robert Dingwall Jack Douglas published 26 books and many articles between 1967 and 1989, and by his intellectual charisma influenced a productive cohort of young scholars who have produced over 70 books and 700 articles and chapters since the 1970s. He combined phenomenology, existentialism, and naturalistic field work to create an approach he termed Existential Sociology, also the title of a 1977 anthology. His thinking has undergone significant changes during the course of a long intellectual career. Following his 1992 retirement, the development of the internet and new technologies of communication afforded Jack a “second life” with a transdisciplinary intellectual community outside of the university environment. This paper briefly summarizes a small part of his life and intellectual project.     

The Sexual Possible Selves and Strategies of First-Semester College Students: What Do They Hope for and Fear and How Do They Plan to Get There?

The purpose of this study was to expand research on emerging adult sexuality by examining first-semester college students’ (N = 282) possible selves and strategies related to sex, and by considering whether these varied by demographic characteristics. Students were first asked to describe what they expected and feared regarding sex and sexuality in the coming year and were then asked to articulate strategies for achieving goals and avoiding fears. Content analysis of participants’ responses to open-ended questions revealed that expected possible selves commonly discussed included abstinence, interpersonal relationships, physical/sexual health, and exploration. Fears commonly discussed included reputation, risk-taking behaviors, and rape/assault. Categorical comparisons indicated abstinence and interpersonal relationships were the most prominent foci of expected sexual possible selves (SPS) and strategies, and physical/sexual health was the most prominent focus of feared SPS and strategies. Chi-square analyses indicated significant variations in SPS, feared selves, and strategies based on sex, intercourse experience, and relationship type. Binomial logistic regression analyses indicated religiosity differences in the SPS and strategies of abstinence, explore/experiment, physical/sexual health, interpersonal relationship, and risk-taking behaviors. Implications for research and sexual health education for college-based populations are discussed.     

Solution Focused Brief Therapy: A Systematic Review and Meta‐Summary of Process Research

This article presents a systematic review of the process research on solution‐focused brief therapy (SFBT). We searched published and unpublished studies in English across five databases, five major journals, two book chapters, and four websites to locate studies that investigate why and how SFBT works. Thirty‐three studies that used various research methods were located and included for further analysis using a meta‐summary approach. The findings supported the significance of the co‐construction process within SFBT and the effects of specific types of SFBT techniques. The most empirical support was found for the strength‐oriented techniques in comparison to the other techniques and for the co‐construction of meaning. Current studies require replications with larger samples and experimental designs that study SFBT process in relationship to outcomes.