Contrasting the ironic monitoring and motivational explanations of postsuppressional rebound

Suppressing a thought often results in postsuppressional rebound, that is, a subsequent increase in the incidence of the suppressed thought. The present study was dcsigned to distinguish between two explanations of rebound: Wegner's 1994 ironic monitoring theory and Liberman and Forster's 2000 motivational account. Participants (99 Deakin University students) first suppressed, then expressed, thoughts of a white bear. In some conditions, a delay--presented as occurring either intentionally or unintentionally--between suppression and expression was introduced. In other conditions, participants concurrently completed a memory task and were encouraged to antribute the difficulty of suppression either to this task or to the requirement of suppression. An intentional delay, but not an unintentional delay, reduced rebound, while attributing difficulty to the suppression requirement was associated with greater rebound than was attributing it to the memory task. The results are interpreted as supporting Liberman and Forster's motivational account of rebound.     

The role of the left hemisphere in motor control of touch: a functional magnetic resonance imaging analysis

Previous research using a simple finger-touching task has shown greater blood oxygenation level dependent (BOLD) activation volume in the motor cortex of the right hemisphere for contralateral finger touching compared to ipsilateral finger touching, but no significant contralateral advantage for the left hemisphere. Such equal involvement of the left hemisphere for both contralateral and ipsilateral finger touching suggests a special role of the left hemisphere for finger touching. In contrast, we found a contralateral advantage in the motor cortex of both hemispheres in a majority of participants (14/16) when consistently activated BOLD volumes were examined. However, participants who did not show a clear contralateral advantage for the left hemisphere did show activation in the left inferior frontal gyrus (IFG; Broca's Area) and in the left insular cortex, which suggests that verbally mediated sequencing of finger movements can account for our less frequent result.     

Patterns of Coping Among Persons with HIV Infection: Configurations, Correlates, and Change

This study examines coping in response to HIV infection, using longitudinal data from a nationally representative sample (n = 2,864) of HIV-infected persons. We investigated configurations of coping responses, the correlates of configuration membership, the stability of coping configurations, and the relationship of coping to emotional well-being. Four coping configurations emerged from cluster analyses: relatively frequent use of blame-withdrawal coping, frequent use of distancing, frequent active-approach coping, and infrequent use of all three coping strategies (passive copers). Passive copers had few symptoms, high levels of physical functioning, and high emotional well-being; blame-withdrawal copers had the opposite pattern. Of those completing a second interview 1 year after baseline, 46% had the same coping configuration. Increases in the number of HIV-related symptoms raised the probability of blame-withdrawal coping at follow-up, whereas decreases raised the probability of passive coping. Infrequent use of coping responses at baseline was related to greater emotional well-being 1 year later. This result, in conjunction with the high levels of emotional well-being in the passive cluster, suggests that high levels of distress can induce blame-withdrawal coping whereas coping efforts are minimal when social support and emotional well-being are high. Results highlight issues in ascertaining the causal direction between coping and psychological outcomes, as well as in specifying the nature of stressful situations with which people are coping.     

Influence of test anxiety on measurement of intelligence

In this study a measurement model for a test anxiety questionnaire was investigated in a sample of 207 Dutch students in the first grade of junior secondary vocational education. The results of a confirmatory factor analysis showed that a model for test anxiety with three factors for worry, emotionality, and lack of self-confidence is associated with a significantly better fit than a model comprised of only the first two factors. The relations of the three test anxiety factors to scores on intelligence tests for measuring verbal ability, reasoning, and spatial ability were examined. The results indicated that test anxiety appears to be transitory: the negative relation between test anxiety and test performance promptly fades away. Finally, we examined whether a distinction can be made between highly test anxious students with low performance due to worrisome thoughts (interference hypothesis) or low ability (deficit hypothesis). Results do not support the deficit hypothesis because the scores of all highly test anxious students increased in a less stressful situation.     

Object scrambling in Dutch Broca's aphasia

This study focuses on the production of sentences in which objects have been moved without a change in the order of the thematic roles. In Dutch, the basic word order is subject-adverb-object-verb. The object can be moved over the adverb; this is called object scrambling. The difference between the two word orders is pragmatic in nature: in the basic word order the focus is on the object, in the scrambled order, the focus is on the adverb. The aim of the present study is to evaluate if production of constructions with moved objects is impaired in Broca's aphasia and if so, whether that is for syntactic or pragmatic reasons. The results show that for individuals with Broca's aphasia, sentences with the scrambled word order are more difficult to produce than sentences with the basic word order, even if the scrambled order results in a pragmatically more acceptable sentence. This falsifies several theories of production in Broca's aphasia and shows an interesting parallel to the performance on comprehension tasks.     

AN ANALYSIS OF SOCIAL SKILLS GENERALIZATION IN TWO NATURAL SETTINGS

The interactional behavior of two groups of elderly mentally retarded residents of a community facility was measured in two generalization situations before, during, and after one group received social skills training. The training group received social skills training within a game format, whereas the contrast group simply played a game with no emphasis on interactional behavior. Results suggested that generalization to natural interactional situations may be delayed following training and that it is more likely in some situations (i.e., with trained peers) than others (i.e., in the presence of untrained peers).     

The lack of effects of enriched and automated environments on the adaptive and maladaptive behavior of mentally retarded persons

This study addressed the relative effects of repeated exposures to an austere institutional dayroom, a toy enriched dayroom, a PUSH (Play Units for the Severely Handicapped) room that contained automated stimulation devices within a physical terrain, and a modular room that contained wall mounted automated stimulation devices, on the adaptive and maladaptive freeplay behavior of six groups of institutionalized mentally retarded individuals (N = 6 per group). Group One was observed in all four settings, whereas the other five were observed in two or more of the active settings. The results indicated that (1) there were only slight differences in object-directed adaptive behavior when the three active settings were compared to the austere setting, and (2) only the higher functioning subjects (Group Five) displayed consistent individual differences on any of the measures when active settings were compared. None of the comparisons, however, revealed statistically significant effects. This study clearly demonstrates the need for active control conditions, raises questions regarding the relevance of much of the previous research, and suggests that further refinements will be necessary before environments such as those in the present study produce meaningful changes in appropriate environmental interaction in the absence of staff mediation.     

Development and operating environments for a network of Walter/Palya experiment controllers on the Macintosh computer

A program development and an operating environment for using the Walter/Palya experiment controller with a Macintosh are discussed. The importance in maintaining the productivity and intuitive aspects of the Macintosh’s user interface is stressed. With this environment, simple choices using the mouse control most aspects of developing and debugging programs and the day-to-day conduct of research.     

REPLACING MALADAPTIVE SPEECH WITH VERBAL LABELING RESPONSES: AN ANALYSIS OF GENERALIZED RESPONDING

We taught three mentally handicapped students to answer questions with verbal labels and evaluated the generalized effects of this training on their maladaptive speech (e.g., echolalia) and correct responding to untrained questions. The students received cues-pause-point training on an initial question set followed by generalization assessments on a different set in another setting. Probes were conducted on novel questions in three other settings to determine the strength and spread of the generalization effect. A multiple baseline across subjects design revealed that maladaptive speech was replaced with correct labels (answers) to questions in the training and all generalization settings. These results replicate and extend previous research that suggested that cues-pause-point procedures may be useful in replacing maladaptive speech patterns by teaching students to use their verbal labeling repertoires.