A test of the interactive effects of anxiety sensitivity and mindfulness in the prediction of anxious arousal, agoraphobic cognitions, and body vigilance

The present investigation sought to examine the interactive effects of anxiety sensitivity [AS; Reiss, S., & McNally, R. J. (1985). Expectancy model of fear. In S. Reiss, & R. R. Bootzin (Eds.), Theoretical issues in behavior therapy (pp. 107-121). San Diego: Academic Press] and mindfulness [Brown, K. W., & Ryan, R. M. (2003). The benefit of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84, 822-848] in predicting panic-relevant processes. A community sample of 248 individuals participated in the study by completing a battery of self-report instruments. Consistent with prediction, the interaction between AS and mindfulness significantly predicted anxious arousal symptoms and agoraphobic cognitions, above and beyond the individual main effects, and did not significantly predict anhedonic depression symptoms. Contrary to prediction, the AS by mindfulness interaction did not significantly predict body vigilance. Theoretical implications are discussed and future directions are delineated.     

Priming us and them: automatic assimilation and contrast in group attitudes

Social judgment theory holds that a person's own attitudes function as reference points, influencing the perception of others' attitudes. The authors argue that attitudes themselves are influenced by reference points, namely, the presumed attitudes of others. Whereas exposure to a group that acts as a contextual reference should cause attitude assimilation, exposure to a group that acts as a comparative reference should cause attitude contrast. In Study 1, participants subliminally primed with their political ingroup or outgroup endorsed more extreme political positions than did controls. Study 2 demonstrated that prime types known to uniquely facilitate assimilation and contrast enhanced the polarization effect in the ingroup and outgroup conditions, respectively. Study 3 established an important boundary condition for whether group salience produces attitude assimilation or contrast by showing that perceived closeness to the elderly moderates the direction and strength of the group priming effect. The results suggest that the transition from assimilation to contrast occurs when a group ceases to function as a context and becomes a comparison point. Implications for social judgment theory, assimilation and contrast research, and conflict escalation are discussed.     

Maternal employment and child cognitive outcomes: the importance of analytic approach

J. Brooks-Gunn, W. J. Han, and J. Waldfogel (2002) and the National Institute of Child Health and Human Development Early Child Care Research Network (ECCRN; 2000b) came to different conclusions about the effects of maternal employment--although they were addressing similar questions using the same data set. Brooks-Gunn et al. concluded that maternal employment in infancy has a negative effect on children's cognitive abilities at age 3, whereas the ECCRN found that early nonmaternal care is not related to children's cognitive abilities in their first 3 years. The authors account for this difference by comparing 2 approaches to data analysis: a top-down testing of continuous variables (the approach used by the ECCRN, 2000b) and an a priori comparison approach that involves pairwise testing of specific dichotomous contrasts (the approach used by Brooks-Gunn et al., 2002). This comparison illustrates the critical importance of analytic approach. It also suggests that Brooks-Gunn et al.'s conclusion from this data set is overstated and should not be used on its own as the basis for practical or policy decisions.     

Editorial on Supervision

This Editorial provides background information to inform the report from the United Kingdom (UK) and Eire Association of Genetic Nurses and Counsellors (AGNC) Supervision Working Group on Genetic Counselling Supervision. We begin by introducing the context of practice as a genetic counselor in the UK and then follow with an overview of events that have happened in our profession that led to the need and creation of the report. Genetic counseling supervision has become instrumental to our practice, training and registration as genetic counselors in the UK.     

Semantic interference and associative facilitation from words presented in rapid serial visual presentation

Semantic interference in picture naming is readily obtained when categorically related distractor words are displayed with picture targets; however, this is not typically the case when both primes and targets are words. Researchers have argued that to obtain semantic interference for word primes and targets, the prime must be shown for a sufficient duration, prime processing must be made difficult, and participants must attend to the primes. In this article, we used a novel procedure for prime presentation to investigate semantic interference in word naming. Primes were presented as the last word of a rapid serial visual presentation stream, with the target following 600-1,200 msec later. Semantic interference was observed for categorically related targets, whereas facilitation was found for associatively related targets.     

Principles of cognitive science in education: The effects of generation,errors, and feedback

Principles of cognitive science hold the promise of helping children to study more effectively, yet they do not always make successful transitions from the laboratory to applied settings and have rarely been tested in such settings. For example, self-generation of answers to questions should help children to remember. But what if children cannot generate anything? And what if they make an error? Do these deviations from the laboratory norm of perfect generation hurt, and, if so, do they hurt enough that one should, in practice, spurn generation? Can feedback compensate, or are errors catastrophic? The studies reviewed here address three interlocking questions in an effort to better implement a computer-based study program to help children learn: (1) Does generation help? (2) Do errors hurt if they are corrected? And (3) what is the effect of feedback? The answers to these questions are: Yes, generation helps; no, surprisingly, errors that are corrected do not hurt; and, finally, feedback is beneficial in verbal learning. These answers may help put cognitive scientists in a better position to put their well-established principles in the service of children’s learning.     

Intentions,foreseen consequences and the doctrine of double effect

The difficulty of distinguishing between the intended and the merely foreseen consequences of actions seems to many to be the most serious problem for the doctrine of double effect. It has led some to reject the doctrine altogether, and has left some of its defenders recasting it in entirely different terms. I argue that these responses are unnecessary. Using Bratman’s conception of intention, I distinguish the intended consequences of an action from the merely foreseen in a way that can be used to support the doctrine of double effect.     

The role of memory for past test in the underconfidence with practice effect

According to the Memory for Past Test (MPT) heuristic, judgments of learning (JOLs) may be based, in part, on memory for the correctness of answers on a previous test. The authors explored MPT as the source of the underconfidence with practice effect (UWP; A. Koriat, L. Sheffer, & H. Ma'ayan, 2002), whereby Trial 1 overconfidence switches to underconfidence by Trial 2. Immediate and delayed JOLs were contrasted because only immediate JOLs demonstrate UWP. Consistent with MPT for immediate JOLs, Trial 1 test performance better predicted Trial 2 JOLs than did Trial 2 test performance. Delayed JOLs showed the reverse. Furthermore, items forgotten on Trial 1 but remembered on Trial 2 contributed disproportionately to UWP, but only with immediate JOLs.