Interparental conflict and children's school adjustment: the explanatory role of children's internal representations of interparental and parent-child relationships

This study examined how children's insecure internal representations of interparental and parent-child relationships served as explanatory mechanisms in multiple pathways linking interparental conflict and parent emotional unavailability with the emotional and classroom engagement difficulties the children had in their adjustment to school. With their parents, 229 kindergarten children (127 girls and 102 boys, mean age = 6.0 years, SD = .50, at Wave 1) participated in this multimethod, 3-year longitudinal investigation. Findings revealed that children's insecure representations of the interparental relationship were a significant intervening mechanism in associations between observational ratings of interparental conflict and child and teacher reports on children's emotional and classroom difficulties in school over a 2-year period. Moreover, increased parental emotional unavailability accompanying high levels of interparental conflict was associated with children's insecure representations of the parent-child relationship and children's difficulties in classroom engagement at school entry. The findings highlight the importance of understanding the intrinsic processes that contribute to difficulties with stage-salient tasks for children who are experiencing interparental discord.     

Utility of extinction-induced response variability for the selection of mands

Functional communication training (FCT; Carr & Durand, 1985) is a commonly used differential reinforcement procedure for replacing problem behavior with socially acceptable alternative responses. Most studies in the FCT literature consist of demonstrations of the maintenance of responding when various treatment components (e.g., extinction, punishment) are present and absent (e.g., Fisher et al., 1993; Wacker et al., 1990). Relatively little research on FCT has (a) evaluated the conditions under which alternative responses are acquired or (b) described procedures with technological precision. Thus, additional research on a cogent technology for response acquisition appears to be warranted. In the current study, we evaluated the efficacy of exposing problem behavior to extinction for inducing response variability as a tool for selecting an alternative response during FCT. Once participants engaged in appropriate alternative responses, the reinforcer identified in the functional analysis as maintaining problem behavior was delivered contingent on the alternative behavior. Results showed that exposing problem behavior to extinction was a useful method for producing alternative behaviors during FCT.     

Blonde like me: When self-construals moderate stereotype priming effects on intellectual performance

Stereotype priming can lead to assimilation or contrast effects on behavior. We argue that self-activation is a moderator of both assimilation and contrast effects. To test this hypothesis, in two studies, we activated independent or interdependent self-knowledge before priming participants with the dumb Blonde stereotype or a control category (Study 1) or no prime (Study 2). Participants then answered a knowledge test. Results support our expectations: Participants presented assimilation under interdependence (i.e., underperformance compared to control group) while they presented no assimilation (i.e., comparable performance with control group in Study 1) and contrast (better performance than control group in Study 2) under independence. We discuss implications of these findings in regards of previous research and recent models such as the Active Self Account [Wheeler, S. C., DeMarree, K. G., & Petty, R. E. (2005). The roles of the self in priming-to-behavior effects. In A. Tesser, J. V. Wood, & D. A. Stapel (Eds.), On building, defending and regulating the self: A psychological perspective (pp. 245-271). New York, NY, USA: Psychology Press].     

The etiology of behavioral problems and competencies in very young twins

Although genetic and environmental influences on behavior problems in middle childhood and adolescence have been well-studied, little is known about the etiology of behavior problems in very early childhood. The present study explores genetic and environmental contributions to individual differences in behavior problems and competences in an infant-toddler sample of twins. There were 1,950 twin pairs (mean age=23.8 months) who were rated by parents on the Infant-Toddler Social and Emotional Assessment. All four domains (Externalizing, Internalizing, Dysregulation, Competence) and 20 subscales-indices on the Infant-Toddler Social and Emotional Assessment displayed significant heritability. There were also substantial shared environmental influences operating on most of the domains and subscales. Compared with behavior problems, behavioral competencies were less heritable and more influenced by shared environments.     

Cognitive Remediation in Schizophrenia

Cognitive deficits are routinely evident in schizophrenia, and are of sufficient magnitude to influence functional outcomes in work, social functioning and illness management. Cognitive remediation is an evidenced-based non-pharmacological treatment for the neurocognitive deficits seen in schizophrenia. Narrowly defined, cognitive remediation is a set of cognitive drills or compensatory interventions designed to enhance cognitive functioning, but from the vantage of the psychiatric rehabilitation field, cognitive remediation is a therapy which engages the patient in learning activities that enhance the neurocognitive skills relevant to their chosen recovery goals. Cognitive remediation programs vary in the extent to which they reflect these narrow or broader perspectives but six meta-analytic studies report moderate range effect sizes on cognitive test performance, and daily functioning. Reciprocal interactions between baseline ability level, the type of instructional techniques used, and motivation provide some explanatory power for the heterogeneity in patient response to cognitive remediation.     

The Experience of Intrusions Scale: a preliminary examination

Intrusive thoughts (i.e., unwelcome, distressing, involuntary thoughts) are prevalent in a variety of clinical conditions and are increasingly a focus of translational research. The goal of this study was to develop and preliminarily examine a brief self-report measure designed to assess clinically relevant aspects of the experience of intrusive thoughts related to a particular target. The Experience of Intrusions Scale (EIS) is a five-item measure that assesses the frequency, unpredictability, and unwantedness of intrusive thoughts, as well as the interference and distress caused by the intrusions, each on a five-point Likert-type scale. Five times over a four-] period, female undergraduates (N=160) completed the EIS in response to intrusive thoughts regarding a film clip depicting a sexual assault. On the first and last days, participants completed the EIS five minutes after watching the clip. In between film clip viewings, participants completed the EIS once per day. The EIS demonstrated good internal consistency, good to excellent test-retest reliability using both immediate post-stimulus and 24-hour time intervals, and convergent validity with two existing measures of intrusive phenomena: the White Bear Suppression Inventory (Wegner & Zanakos, 1994) and the Post-traumatic Stress Disorder Checklist-Civilian Version (Weathers, Litz, Herman, Huska, & Keane, 1993).     

The influence of the Y-chromosome of Rb/1Bg mice on agonistic behaviors

Males of the Rb/lBg and C57BL/10Bg strains, as well as of the Bl0RblF, and RblBlOF1, reciprocal hybrids, were tested for aggression over three daily trials beginning at 50 days of age. The BlORblF, hybrids were sired by Rb/lBg males, and the RblBlOF, hybrids were sired by C57BL/10Bg males. The mean scores for the agonistic acts of chase, wrestle, flank-bite (but not tail rattle or attack), and the mean “aggression” score (but not mean latencies to first agonistic act or first attack) were significantly higher for BlORblF, than for RblBlOF, hybrids. These findings are consistent with the hypothesis that some aspect(s) of the Rb/lBg Y-chromosome strain can influence the occurrence of some of the motor patterns of offense but not defense. The Y-chromosomes of the DBA/1, DBA/2, CBA, and PHH inbred strains have a similar effect on agonistic behaviors.     

Retention by “fast” and “slow” learners

Four experiments were conducted to replicate and extend the findings by Shuell and Keppel (1970) as well as others, that when properly equated for original learning, “fast” and “slow” learners have parallel forgetting curves. In Experiments I and II, the Shuell-Keppel findings, originally demonstrated on American students learning lists of words, were replicated on samples of Nigerian students. In Experiments III and IV, Nigerian and American students, respectively, learned poems to a criterion of 75–90% correct and were tested for retention. In all studies, “fast” and “slow” learners were brought to a similar learning criterion, with the result that their forgetting curves were parallel.     

The effects of perceptual condition on proofreading for misspellings

In two experiments, subjects proofread text in which misspelled words were created by replacing a single letter with another one. The following perceptual conditions were included: clear-cut photocopies of typewritten text, clear-cut text presented on a CRT screen, ditto copies that varied in legibility, and text that included extraneous noise characters superimposed on some letters. In all conditions, subjects adopted a hierarchical feature test that gave first priority to resolving letter envelope and second priority to discriminating other letter features. When clear-cut text with no extraneous noise was proofread, subjects used a sophisticated-guessing decision rule that tolerated misspellings involving missing letter features (as when c replaced e) but not added ones (as when e replaced c). This asymmetrical rule was modified, however, when subjects were exposed to text that included extraneous noise that was confusable with the letter features. In those circumstances, subjects adopted a decision rule that tolerated misspellings involving missing features or any added features that resembled the noise.