Psychosocial stress evoked by a virtual audience: relation to neuroendocrine activity.

A modified version of the Trier Social Stress Test (TSST) was employed to determine whether exposure to a virtual audience using virtual reality (VR) technology would prompt an increase of neuroendocrine activity comparable to that prompted by a real audience. Following an anticipatory period, participants completed a speech or a speech-plus-math challenge in front of either a virtual audience, a panel of judges they were led to believe was behind a one-way mirror, or an audience comprised of confederates. An additional group that had prepared a speech was simply directed to observe the virtual audience but did not deliver the speech. Finally, a control group completed questionnaires for the duration of the experiment. Cortisol samples were obtained upon arrival to the laboratory, just before the challenge, and 15 and 30 minutes after the task. Participants also completed a measure assessing stressor appraisals of the task before and after the challenge. Anticipation of the task was associated with a modest increase of cortisol levels, and a further rise of cortisol was evident in response to the challenge. The neuroendocrine changes evoked by the virtual audience were comparable to those elicited by the imagined audience (behind the one-way mirror) but less than changes evoked by the panel of confederates. Stressor appraisals were higher post-challenge compared to those reported prior to the task; however, appraisals were similar across each group. These data suggest that VR technology may be amenable to evaluating the impact of psychosocial stressors such as the TSST.     

A Novel Approach to Enhancing Upper Extremity Coordination in Children with Autism Spectrum Disorder

Abstract

Recent studies examining children diagnosed with Autism Spectrum Disorder (ASD) have revealed kinematic markers highlighting deficits in the preparatory and online phases of upper extremity movements. In the following study, 12 children with high functioning ASD were first assessed (pre-test) on 15 trials of a reciprocal upper extremity Fitts Law target task by flexing and extending their right arm in the horizontal plane between two targets as fast and accurately as possible. Following the initial assessment, the children either continued with 30 additional trials of the target task (control) or were asked to track a sine wave template (experimental). All participants were then assessed on 15 trials of the target test (post-test). Results reveal that tracking the sine wave template during training not only produced faster movements compared to the control but also produced these movements in a more harmonic way.     

Studying psychotherapy change in narrative terms: The innovative moments method

This paper aims to describe the Innovative Moments (IM) Coding System (IMCS), an idiographic and transtheoretical methodology that allows the identification of IMs—markers of changes in the client's initial maladaptive framework of meaning—throughout psychotherapy. The present study introduces the theoretical background underlying this methodology, along with the main empirical findings resulting from former studies that have applied this tool to clinical data. The IMCS application is also detailed: the coding phases, the training steps and inter‐rater agreement measures. In order to illustrate the application of IM coding, a case study is presented. Although a partial coding was used, the results are in line with previous research. Discussion is centred on the usefulness of the IMCS for the advance of process research in psychotherapy, and the potential use of this methodology in group format.     

Examining the Factor Structure and Discriminant Validity of the 12-Item General Health Questionnaire (GHQ-12) Among Spanish Postpartum Women

In this study, the authors tested alternative factor models of the 12-item General Health Questionnaire (GHQ-12) in a sample of Spanish postpartum women, using confirmatory factor analysis. The authors report the results of modeling three different methods for scoring the GHQ-12 using estimation methods recommended for categorical and binary data. A discriminant function analysis was also performed to test the utility of a multiple factor model. A two-phase cross-sectional study was designed: (a) 1,453 women visiting at 6 weeks postpartum completed the GHQ-12 and the Edinburgh Postnatal Depression Scale questionnaire and (b) based on the Edinburgh Postnatal Depression Scale outcomes, participants were stratified and randomly selected within each stratum for clinical evaluation. Using the Likert-type scoring approach, Hankins's one-factor model with "method effects" obtained the best fit. In addition, Graetz's three-factor model provided little discrimination between diagnostic groups, the factors being highly correlated. These results support the presence of only one latent factor in the GHQ-12.     

Differential effects of task-specific practice on performance in a simulated penalty kick under high-pressure

ObjectivesThe current study investigated to what extent task-specific practice can help reduce the adverse effects of high-pressure on performance in a simulated penalty kick task. Based on the assumption that practice attenuates the required attentional resources, it was hypothesized that task-specific practice would enhance resilience against high-pressure.MethodParticipants practiced a simulated penalty kick in which they had to move a lever to the side opposite to the goalkeeper's dive. The goalkeeper moved at different times before ball-contact.DesignBefore and after task-specific practice, participants were tested on the same task both under low- and high-pressure conditions.ResultsBefore practice, performance of all participants worsened under high-pressure; however, whereas one group of participants merely required more time to correctly respond to the goalkeeper movement and showed a typical logistic relation between the percentage of correct responses and the time available to respond, a second group of participants showed a linear relationship between the percentage of correct responses and the time available to respond. This implies that they tended to make systematic errors for the shortest times available. Practice eliminated the debilitating effects of high-pressure in the former group, whereas in the latter group high-pressure continued to negatively affect performance.ConclusionsTask-specific practice increased resilience to high-pressure. However, the effect was a function of how participants responded initially to high-pressure, that is, prior to practice. The results are discussed within the framework of attentional control theory (ACT).     

Using Baby Books to Increase New Mothers' Self‐Efficacy and Improve Toddler Language Development

Maternal self‐efficacy (MSE) has been shown to be important, yet little is known about how it develops over time and whether increasing knowledge about child development and parenting results in feeling more efficacious, especially for first‐time mothers. Furthermore, research is lacking about whether increased maternal self‐efficacy results in better child outcomes such as more receptive and expressive language. Using a randomized three‐group design, this study explores whether educational books, embedded with information about typical child development and optimal parenting, increase MSE for women over the first year and a half of motherhood and whether these increases result in better language skills for children at 18 months of age. Hierarchical linear model analyses show that MSE starts high and remains high and that providing educational books further increases the development of MSE. Increases in MSE have a positive impact on children's language skills, as does providing books, irrespective of educational content. These findings support the importance of MSE and demonstrate an inexpensive way to increase MSE and improve child outcomes. Copyright © 2013 John Wiley & Sons, Ltd.     

Testing a longitudinal social cognitive model of intended persistence with engineering students across gender and race/ethnicity

We examined the temporal relations within Lent et al.'s (2013) integrative SCCT model of academic satisfaction and intended persistence in a sample of 551 engineering undergraduates from a Hispanic serving institution. They completed measures of instrumentality, support, self-efficacy, outcome expectations, interests, academic satisfaction, and intended persistence at two time points approximately 12 months apart. Using longitudinal cross-panel design, the findings supported a model where: (a) instrumentality predicted self-efficacy, (b) self-efficacy was a temporal precursor for both interests and academic satisfaction, (c) support was a temporal precursor for outcome expectations, while also predicting academic satisfaction, (d) academic satisfaction and intended persistence had a reciprocal relation with one another, and (e) relations in the model did not differ by gender or race/ethnicity. Implications for future research and practice are discussed.     

The effects of age and emotional valence on recognition memory: An ex‐Gaussian components analysis

The aim of this work was to study the effects of valence and age on visual image recognition memory. The International Affective Picture System (IAPS) battery was used, and response time data were analyzed using analysis of variance, as well as an ex‐Gaussian fit method. Older participants were slower and more variable in their reaction times. Response times were longer for negative valence pictures, however this was statistically significant only for young participants. This suggests that negative emotional valence has a strong effect on recognition memory in young but not in old participants. The τ parameter, often related to attention in the literature, was smaller for young than old participants in an ex‐Gaussian fit. Differences on the τ parameter might suggest poorer attentional performance in old participants.     

Words translated in sentence contexts produce repetition priming in visual word comprehension and spoken word production

Previous research with words read in context at encoding showed little if any long-term repetition priming. In Experiment 1, 96 Spanish–English bilinguals translated words in isolation or in sentence contexts at encoding. At test, they translated words or named pictures corresponding to words produced at encoding and control words not previously presented. Repetition priming was reliable in all conditions, but priming effects were generally smaller for contextualized than for isolated words. Repetition priming in picture naming indicated priming from production in context. A componential analysis indicated priming from comprehension in context, but only in the less fluent language. Experiment 2 was a replication of Experiment 1 with auditory presentation of the words and sentences to be translated. Repetition priming was reliable in all conditions, but priming effects were again smaller for contextualized than for isolated words. Priming in picture naming indicated priming from production in context, but the componential analysis indicated no detectable priming for auditory comprehension. The results of the two experiments taken together suggest that repetition priming reflects the long-term learning that occurs with comprehension and production exposures to words in the context of natural language.