Does How I Feel About It Matter? The Role of Affect in Cognitive and Behavioral Reactions to an Illness Diagnosis

Individuals often have low rates of compliance with treatment recommendations. We examined the role that experienced affect at the time of illness diagnosis might play in influencing thoughts and feelings relating treatment compliance. Participants were randomly assigned to receive a positive, neutral, or negative affect induction after imagining they were diagnosed with kidney cancer. They then reported on thoughts and feelings about the illness and the treatment regimen. Participants also reported interest in additional information about the illness and behavioral intentions for complying with the treatment regimen. Affect significantly influenced interest in information and behavioral intentions. Both effects were mediated by the influence of affect on participants' self-efficacy beliefs. These mediational findings support a mood-as-resource interpretation of the role of affect in treatment compliance.     

Acceptance in Cognitive Behavioral Psychotherapies: Different or the Same?

Acceptance is a key construct in both rational emotive behavior therapy (REBT) and acceptance and commitment therapy (ACT). The objectives of this study were to assess and compare the properties of ACT acceptance with those of REBT acceptance in predicting emotions. A sample of 112 subjects, comprising different educational and occupational status, completed three measures of acceptance (REBT and ACT), two of mindfulness, as well as completing depression and anxiety scales. Both ACT acceptance as process and REBT acceptance could predict significant ACT acceptance as outcome. Mindfulness as a trait also predicted the level of ACT outcome acceptance as well as the level of REBT acceptance, but mindfulness as process predicted only ACT outcome acceptance. The results show that REBT acceptance, ACT acceptance and mindfulness can explain anxiety and depression in different ways. The results show that the difference between ACT acceptance and REBT acceptance primary concern the process of acceptance, most likely due to the underlying cognitive processing. The outcome acceptance and emotional level are similar in the two conditions. Future research should employ multiple cognitive measurements.     

How Are Personality Judgments Made? A Cognitive Model of Reference Group Effects,Personality Scale Responses,and Behavioral Reactions

This article suggests that personality judgments are wholly relative, being the outcome of a comparison of a given individual to a reference group of others. The underlying comparison processes are the same as those used to judge psychophysical stimuli (as outlined by range frequency theory and decision by sampling accounts). Five experimental studies show that the same person's personality is rated differently depending on how his or her behavior (a) ranks within a reference group and (b) falls within the overall range of behavior shown by other reference group members. Results were invariant across stimulus type and response options (7-point Likert scale, 990-point allocation task, or dichotomous choice). Simulated occupational scenarios led participants to give different-sized bonuses and employ different people as a function of context. Future research should note that personality judgments (as in self-report personality scales) only represent perceived standing relative to others or alternatively should measure personality through behavior or biological reactivity. Personality judgments cannot be used to compare different populations when the population participants have different reference groups (as in cross-cultural research).     

Is it a he or a she? Behavioral and computational approaches to sex categorization

Can people categorize the sex of neonate faces? Our experiment tested the sex categorization of neonate faces by adult participants. We used a set of 120 Caucasian faces (adults and 4-day-old neonates) that were presented just once to a large sample of participants. A computational model of low-level visual processing, based on Gabor filters, was used to explore the relation between spatial-frequency information and sex categorization. The results showed that participants were able to categorize the sex of the faces, but were less accurate with neonate (d' = 0.36, β = –.97) than with adult (d' = 3.02, β = –.93) faces. Moreover, faces were more frequently categorized as boys’ than girls’ faces. The computational model suggests that specific spatial-frequency channels carry most of the useful information for the categorization task. Overall, the findings reveal that subtle differences in neonate facial structure were enough to allow the sex categorization of neonate faces, although accuracy was low in both adults and the computational model of low-level visual processing.     

Constructive or cruel? Positive or patronizing? Reactions to expressions of positive and negative stereotypes of the mentally ill

Previous research has shown that people respond with greater sensitivity to negative stereotypical comments about a group that are made from someone outside the group in question than from someone who belongs to the group. In this paper, we investigated if the same effect occurs in response to comments made about stigmatized groups. Specifically, we examined how people react to comments made about the mentally ill. The conditions under which people accept or reject stereotypes of the mentally ill may shed light on the conditions necessary for effective anti-discrimination campaigns. In the current study, participants responded to positive or negative stereotypes of the mentally ill voiced by either someone who has, or has not, suffered from a mental illness. Participants were more sensitive, agreed less, and evaluated the speaker less favourably when comments came from the out-group rather than the in-group source. The effects were strongest for negative comments, however contrary to previous research participants also responded less favourably to positive comments from the out-group source. These reactions were mediated by the perceived constructiveness of the speaker's motives. Implications for the effectiveness of anti-discrimination campaigns are discussed.     

Better than me or better than thee? Reactions to intrapersonal and interpersonal performance feedback

When people compare their own performance across domains, the comparison may be based on differences in their absolute (objective) performance and/or on diffrences in their performance relative to others Differential sensitivity to the interpersonal (relative) and intrapersonal (absolute) comparison information was examined as a function of the closeness of the social comparison target and individual differences in self-esteem Subjects (162) worked on two tasks with a partner, receiving item-by-item feedback, the partner was either a friend or a stranger The feedback was designed such that subjects' objective performance was better on one task (Task A) than on the other task (Task B), but their performance relative to that of the partner was better on Task B than on Task A High self-esteem subjects and subjects in the friend condition were more satisfied and evaluated the test more positively on the task associated with better relative performance (despite the fact that their objective performance was worse on that task) Low self-esteem subjects and subjects in the stranger condition expressed more positive reactions on the task associated with better objective performance (despite the fact that their relative performance was worse on that task) Results are discussed in terms of the informational and affective consequences of engaging in social comparison     

Outrage fatigue? Cognitive costs and decisions to blame

Motivation and Emotion - Across nine studies (N?=?1672), we assessed the link between cognitive costs and the choice to express outrage by blaming. We developed the Blame Selection...     

Reactions to Creative Problem Solving Training: Does Cognitive Style Make a Difference?

Creative Problem Solving (CPS), a well‐documented methodology for developing creative‐thinking skills, has often been the focus of studies that have examined the impact of creativity training. The purpose of the present study was to extend this line of research in two ways. The first objective was to evaluate participants' reactions to specific elements of a CPS course. Here participants were asked to rate the CPS components, stages, principles, and tools for enjoyment and future value. The second objective was to examine whether participants' reactions to the CPS training varied in accordance to their cognitive style preferences. The inventory used to measure cognitive style is called FourSight. FourSight identifies respondents' preferences in terms of four key elements of the creative process: problem identification (i.e., Clarifier), idea generation (i.e., Ideator), solution development (i.e., Developer), and implementation (i.e., Implementer). Eighty‐four participants were enrolled in various graduate and undergraduate courses in CPS. Participants completed FourSight at the beginning of their respective course and at the conclusion they responded to a survey in which they evaluated various aspects of CPS for enjoyment and value. Overall evaluation of the CPS courses indicated that participants associated the greatest enjoyment and future value with tools, principles, and stages that were primarily orientated towards divergent thinking. Analysis of participants' reactions in light of their FourSight preferences revealed two distinct types of reactions to the course content. One form of response was labeled true‐to‐type, for example, individuals who expressed high Clarifier preferences found learning the Gather Data stage of CPS to be more enjoyable than those with low Clarifier preferences. The second type of reaction was referred to as a complementary relationship. This type of relationship between the course and the participant's style seemed to indicate a desire to develop a skill that is perhaps outside of one's style preference. For example, participants with strong Ideator preferences were more likely to associate higher levels of future value with the Prepare for Action component of the CPS process. The implications of these and other findings are discussed.     

Facial Reactions to Emotional Facial Expressions: Affect or Cognition?

This study investigated whether observers' facial reactions to the emotional facial expressions of others represent an affective or a cognitive response to these emotional expressions. Three hypotheses were contrasted: (1) facial reactions to emotional facial expressions are due to mimicry as part of an affective empathic reaction; (2) facial reactions to emotional facial expressions are a reflection of shared affect due to emotion induction; and (3) facial reactions to emotional facial expressions are determined by cognitive load depending on task difficulty. Two experiments were conducted varying type of task, presentation of stimuli, and task difficulty. The results show that depending on the nature of the rating task, facial reactions to facial expressions may be either affective or cognitive. Specifically, evidence for facial mimicry was only found when individuals made judgements regarding the valence of an emotional facial expression. Other types of judgements regarding facial expressions did not seem to elicit mimicry but may lead to facial responses related to cognitive load.     

Fluency or Similarities? Cognitive Abilities that Contribute to Creative Metaphor Generation

This study focused on the cognitive abilities that contribute to creative metaphor generation. A concept explanation task was used to test conventional and novel (creative) metaphor generation. Conceptual fluency and similarities were measured using the Tel-Aviv Creativity Test (TACT). The main goal was to investigate how fluency of ideas and similarities contribute to creative metaphor generation. Fifty-four children (M = 12.59, SD = 2.05) participated in the study. The findings demonstrated that fluency of ideas contributed to the prediction of creative potential, but not conventional metaphor generation, beyond similarities, cognitive abilities, executive functions, verbal abilities, and age. The results thus show that novel metaphor generation is unique and separate estimate of creative potential, which is reciprocally related to conceptual fluency.     

Reactions to pornography on a college campus: For or against?

In recent years pornography has become a controversial political/moral issue sparking intense debate among a variety of groups. The purpose of the research carried out in 1988 and reported here was to examine attitudes about and exposure to sexually explicit materials for a representative sample of predominantly Caucasian students at a state university in the Midwest. Results indicated that a majority defined pornography as media portraying explicit sexual activities, agreed that adults should have access to sexually explicit materials, and attributed both harmful and positive effects to such materials. Respondents tended to endorse either the views that sexually explicit materials are harmful, do not have positive effects, and should be restricted, or the opposite views that they are not harmful, do have positive effects, and should not be restricted. Women, more religious respondents, less sexually active respondents, and those who had never seen such materials endorsed the more negative evaluations. These students' views are compared with those of a representative sample of the county as a whole, as well as with residents of other locales in the United States. Results are also discussed with respect to four conceptually distinct positions on the pornography issue.We wish to thank Leslie Morgan and Brian Powell for their helpful comments on a draft of this paper.     

Systematic Review and Meta-analysis of Adolescent Cognitive–Behavioral Sleep Interventions

This systematic review and meta-analysis examined the efficacy of adolescent cognitive–behavioral sleep interventions. Searches of PubMed, PsycINFO, CENTRAL, EMBASE, and MEDLINE were performed from inception to May 1, 2016, supplemented with manual screening. Nine trials were selected (n = 357, mean age = 14.97 years; female = 61.74%). Main outcomes were subjective (sleep diary/questionnaire) and objective (actigraphy) total sleep time (TST), sleep onset latency (SOL), sleep efficiency (SE), and wake after sleep onset (WASO). There were a small number of randomized controlled trials (RCTs; n = 4) and a high risk of bias across the RCTs; therefore, within sleep condition meta-analyses were examined (n = 221). At post-intervention, subjective TST improved by 29.47 min (95% CI 17.18, 41.75), SOL by 21.44 min (95% CI ?30.78, ?12.11), SE by 5.34% (95% CI 2.64, 8.04), and WASO by a medium effect size [d = 0.59 (95% CI 0.36, 0.82)]. Objective SOL improved by 16.15 min (95% CI ?26.13, ?6.17) and SE by 2.82% (95% CI 0.58, 5.07). Global sleep quality, daytime sleepiness, depression, and anxiety also improved. Gains were generally maintained over time. Preliminary evidence suggests that adolescent cognitive–behavioral sleep interventions are effective, but further high-quality RCTs are needed. Suggestions for further research are provided.     

Walking or talking? Behavioral and neurophysiological correlates of action verb processing

Brain activity elicited by visually presented words was investigated using behavioral measures and current source densities calculated from high-resolution EEG recordings. Verbs referring to actions usually performed with different body parts were compared. Behavioral data indicated faster processing of verbs referring to actions performed with the face muscles and articulators (face-related words) compared to verbs referring to movements involving the lower half of the body (leg-related words). Significant topographical differences in brain activity elicited by verb types were found starting approximately 250 ms after word onset. Differences were seen at recording sites located over the motor strip and adjacent frontal cortex. At the vertex, close to the cortical representation of the leg, leg-related verbs (for example, to walk) produced strongest in-going currents, whereas for face-related verbs (for example, to talk) the most in-going activity was seen at more lateral electrodes placed over the left Sylvian fissure, close to the representation of the articulators. Thus, action words caused differential activation along the motor strip, with strongest in-going activity occurring close to the cortical representation of the body parts primarily used for carrying out the actions the verbs refer to. Topographically specific physiological signs of word processing started earlier for face-related words and lasted longer for verbs referring to leg movements. We conclude that verb types can differ in their processing speed and can elicit neurophysiological activity with different cortical topographies. These behavioral and physiological differences can be related to cognitive processes, in particular to lexical semantic access. Our results are consistent with associative theories postulating that words are organized in the brain as distributed cell assemblies whose cortical distributions reflect the words' meanings.     

Do Cognitive Interview Instructions Contribute to False Beliefs and Memories?

To examine whether exposing people to false events using instructions taken from the cognitive interview creates false beliefs and false memories, we conducted an experiment where participants took part in two sessions. First, they rated how confident they were that they had experienced certain childhood events and their memories of those events; they also rated how plausible they thought the events were. Second, 2 weeks later, participants were exposed to two of three false target events: one high, one moderate, and one low plausibility. For the first event, participants were instructed to either report everything or mentally reinstate the event context. For the second event, participants received both instructions. The third event was the control event about which participants received no instructions. Finally, participants rated their confidence and memories the second time. The results showed that the cognitive interview instructions had little to no effect on the development of false beliefs and false memories. Copyright © 2012 John Wiley & Sons, Ltd.     

Reactions to diversity in recruitment advertising--are differences black and white?

The portrayal of racial diversity in corporate recruitment advertisements has become increasingly common. Despite widespread sentiment that ad diversity attracts a broader scope of applicants, empirical research on this topic is sparse. Consequently, the present study manipulated ad diversity at 2 hierarchical levels to assess its impact on organizational attractiveness for 273 Black and White university students. In contrast to the predictions of relational demography, White viewers exhibited no effect for ad diversity. Black viewers were attracted by ad diversity but only when it extended to supervisorylevel positions. More importantly, the effect of race on reactions to ad diversity was contingent on the viewer's openness to racial diversity (other-group orientation).     

Helping Police Officers to Cope with Stress: A Cognitive—Behavioral Approach

Police Academy trainees participated in a stress management program which focused on developing skills for coping with anxiety and anger. Stress management training took place in six 2-hour sessions and included instruction and practice in the self-monitoring of reactions to stressful situations, muscular relaxation, and the development of adaptive self-statements. Self-report measures of anxiety and anger were obtained before and after the stress management program. In addition, self and observer ratings of trainees' performance in stressful simulated police activities were utilized as posttreatment dependent measures. In comparison to a control group of trainees, the performance of the treatment group was rated, by academy personnel, as superior in several of the simulated police activities. The results of the present study suggest that stress management with law enforcement officers may be most effective when the program focuses on the specific situations which are likely to be encountered by trainees. Limitations of the present program are examined and suggestions for future efforts with law enforcement personnel are discussed.     

Are Sensation Seeking and Emotion Processing Related to or Distinct from Cognitive Control in Children with ADHD?

This study evaluated the relationship of (a) reactive inhibition and right-lateralized emotion processing to each other and (b) to executive control of response suppression, and (c) with regard to ADHD in 134 children ages 7–12 years. Reactive inhibition was indexed by child ratings of sensation seeking on the Sensation Seeking Scales, executive control by the Stop Signal Task, emotion processing by performance on the Chimeric Faces Test, and ADHD by parent- and teacher-reported symptoms. The results were consistent with a two-process model in which executive control, conceived as a right-hemisphere lateralized function, was distinct from sensation seeking and lateralized emotion processing. Supporting this distinction, ADHD was associated with executive control, but not with sensation seeking/reactive inhibition or lateralized emotion processing. The findings suggest that ADHD cannot be understood as a global right-lateralized neuropsychological weakness, but rather that it involves only particular functions that may be right lateralized. Findings further suggest that risk for comorbid disorders in ADHD (e.g., conduct disorder or mood disorders) may increase as a function of independent factors such as temperament. Mechanisms underlying executive inhibition and emotional processing could be functionally independent yet interact to multiply psychopathological risk in some children (leading, for example, to comorbid disorders).     

Prediction of Action- and Thought-Oriented Response: Behavioral Style or Situational Demand?

Male college students (N = 72) were administered an occupations/activities preference scale as a measure of action- and thought-oriented behavior styles, and responded to seven TAT cards varying in degrees of “stimulus pull” for action and thought modes of expression. Verbs in TAT stories were assigned to action and thought categories. Mean percentages of action and thought verbs were significantly related to both Ss’ behavior styles and to TAT stimulus demands. The results support Phillips’ (1968) action-thought typology, but suggest that situational demand may be equally as important as behavior style in determining one's action or thought mode of response in a given situation. Additional results raised questions concerning the adequacy of Phillips’ developmental conceptualization of action-thought behavior styles.