Drawing with divergent perspective, ancient and modern

Before methods for drawing accurately in perspective were developed in the 15th century, many artists drew with divergent perspective. But we found that many university students draw with divergent perspective rather than with the correct convergent perspective. These experiments were designed to reveal why people tend to draw with divergent perspective. University students drew a cube and isolated edges and surfaces of a cube. Their drawings were very inaccurate. About half the students drew with divergent perspective like artists before the 15th century. Students selected a cube from a set of tapered boxes with great accuracy and were reasonably accurate in selecting the correct drawing of a cube from a set of tapered drawings. Each subject's drawing was much worse than the drawing selected as accurate. An analysis of errors in drawings of a cube and of isolated edges and surfaces of a cube revealed several factors that predispose people to draw in divergent perspective. The way these factors intrude depends on the order in which the edges of the cube are drawn.     

Participation bias among suicidal adults in a randomized controlled trial

Although individuals who attempt suicide have poor compliance rates with treatment recommendations, the nature and degree of participation bias in clinical treatment research among these individuals is virtually unknown. The purpose of this study was to examine participation bias by comparing the demographic and diagnostic characteristics of adult suicide attempters who participated in a randomized controlled trial to a sample of nonparticipants. Results indicated that males and individuals with a diagnosis of substance abuse or dependence were more likely to be participants in the randomized controlled trial. The implications of these findings for suicide intervention research are discussed.     

Simulating demand for cigarettes among pregnant women: A Low‐Risk method for studying vulnerable populations

A substantive obstacle to experimentally studying cigarette smoking and use of other tobacco products in pregnant women is the risk of adverse effects on mother and fetus from experimenter administration of the product of interest. The purpose of this study is to investigate bypassing that obstacle by using behavioral economic simulation tasks. In the present study we used the Cigarette Purchase Task (CPT) to simulate changes in demand for hypothetical cigarettes as a function of varying cigarette prices. Participants were 95 pregnant women who completed the CPT prior to participation in a smoking‐cessation trial. Aggregate and individual participant demand varied as an orderly function of price and those changes were well fitted by an exponential equation. Demand also varied in correspondence to two well‐validated predictors of individual differences in smoking cessation among pregnant women (cigarettes smoked per day, pre‐pregnancy quit attempts). Moreover, CPT indices were more effective than these two conventional variables in predicting individual differences in whether women made a quit attempt during the current pregnancy. Overall, these results represent a promising step in demonstrating the validity and utility of the CPT for experimentally examining demand for cigarettes, and potentially other tobacco and nicotine delivery products, among pregnant women.     

Heightened sensitivity to emotional expressions in generalised anxiety disorder,compared to social anxiety disorder,and controls

Few studies have examined potential differences between social anxiety disorder (SAD) and generalised anxiety disorder (GAD) in the sensitivity to detect emotional expressions. The present study aims to compare the detection of emotional expressions in SAD and GAD. Participants with a primary diagnosis of GAD (n?=?46), SAD (n?=?70), and controls (n?=?118) completed a morph movies task. The task presented faces expressing increasing degrees of emotional intensity, slowly changing from a neutral to a full-intensity happy, sad, or angry expressions. Participants used a slide bar to view the movie frames from left to right, and to stop at the first frame where they perceived an emotion. The frame selected thus indicated the intensity of emotion required to identify the facial expression. Participants with GAD detected the onset of facial emotions at lower intensity of emotion than participants with SAD (p?=?0.002) and controls (p?=?0.039). In a multiple regression analysis controlling for age, race, and depressive symptom severity, lower frame at which the emotion was detected was independently associated and GAD diagnosis (B?=?–5.73, SE?=?1.74, p?相似文献   

Thinking high but feeling low: An exploratory cluster analysis investigating how implicit and explicit spider fear co-vary

Research has demonstrated large differences in the degree to which direct and indirect measures predict each other and variables including behavioural approach and attentional bias. We investigated whether individual differences in the co-variance of “implicit” and “explicit” spider fear exist, and whether this covariation exerts an effect on spider fear-related outcomes. One hundred and thirty-two undergraduate students completed direct and indirect measures of spider fear/avoidance, self-report questionnaires of psychopathology, an attentional bias task, and a proxy Behavioural Approach Task. TwoStep cluster analysis using implicit and explicit spider fear as criterion variables resulted in three clusters: (1) low explicit/low implicit; (2) average explicit/high implicit; and (3) high explicit/low implicit. Clusters with higher explicit fear demonstrated greater disgust propensity and sensitivity and less willingness to approach a spider. No differences between clusters emerged on anticipatory approach anxiety or attentional bias. We discuss results in terms of dual-systems and cognitive–behavioural models of fear.     

Development of a therapists’ self-report measure of pluralistic thought and practice: the Therapy Pluralism Inventory

This study aimed to develop a self-report measure of pluralistic thought and practice. Following pilot development, a 23-item inventory was placed on an online survey site, and 474 participants satisfactorily completed the measure. Respondents were trainee or qualified therapists, predominantly female, based in the UK, and of a humanistic or integrative/eclectic orientation. A principal components analysis resulted in two scales, Pluralistic Philosophy and Pluralistic Practice, which had good internal consistency (Cronbach’s α?=?.72 and .80, respectively). Confirmatory factor analysis showed good model fit for this two factor solution. The Therapy Pluralism Inventory (TPI) has potential for use in training and research, although additional validity and normative data are needed.     

Individual differences in ego depletion: The role of sociotropy-autonomy

In his cognitive theory of depression, Beck (1987) suggested that highly sociotropic individuals have a strong need for social acceptance whereas highly autonomous individuals have an excessive need for achievement. Research by Baumeister (2000) has suggested that a phenomenon known as ego depletion, the weakening of performance on tasks following active self-control, occurs because it depletes a limited inner resource. The present study examined whether individuals who are highly sociotropic or autonomous would respond differently when faced with tasks requiring self-control. Participants completed the Sociotropy-Autonomy Scale (Clark et al. 1995) and engaged in two active self-control tasks. The results revealed that sociotropy levels were negatively correlated with persistence on tasks that require self-control whereas autonomy was positively correlated to persistence on the same task. In addition, the results suggested that, following a task requiring self-control, highly sociotropic individuals expend less effort, whereas highly autonomous individuals expend more effort on subsequent tasks requiring self-control.     

Applying signal-detection theory to the study of observer accuracy and bias in behavioral assessment

We evaluated the feasibility and utility of a laboratory model for examining observer accuracy within the framework of signal-detection theory (SDT). Sixty-one individuals collected data on aggression while viewing videotaped segments of simulated teacher-child interactions. The purpose of Experiment 1 was to determine if brief feedback and contingencies for scoring accurately would bias responding reliably. Experiment 2 focused on one variable (specificity of the operational definition) that we hypothesized might decrease the likelihood of bias. The effects of social consequences and information about expected behavior change were examined in Experiment 3. Results indicated that feedback and contingencies reliably biased responding and that the clarity of the definition only moderately affected this outcome.     

Alibi Believability: The Effect of Prior Convictions and Judicial Instructions

Undergraduates (N = 339) listened to a simulated police interview with a defendant concerning his alibi. We studied the impact of (a) the strength of the alibi evidence; (b) defendant's prior convictions; (c) judge's instructions on prior conviction evidence; and (d) perceivers' need for cognition (NFC) on alibi believability and defendant guilt ratings. Defendants previously convicted of the same crime as the current charge were seen as more likely to be guilty than defendants previously convicted of a different crime. Judge's instructions did not affect guilt ratings. NFC was less influential than anticipated, but did affect participants' understanding and recall of judicial instructions. Strong alibis were seen as more believable and led to lower guilt ratings than weak alibis.     

Tier 1 and Tier 2 early intervention for handwriting and composing

Three studies evaluated Tier 1 early intervention for handwriting at a critical period for literacy development in first grade and one study evaluated Tier 2 early intervention in the critical period between third and fourth grades for composing on high stakes tests. The results contribute to knowledge of research-supported handwriting and composing instruction that informs practice as school psychologists are empowered to embrace the role of intervention specialist. The first study found that neurodevelopmental training (orthographic-free motor activities and motor-free orthographic activities) led to improved accuracy and legibility of letter formation, but that direct handwriting instruction with visual cues and verbal mediation led to improved automatic handwriting (rate of writing legible letters) and transfer to improved word reading. The second study found that neither motor training nor orthographic training alone added value to direct instruction in automatic letter writing and composing practice in developing handwriting skills, which transferred to improved word reading; but the added motor training did improve performance on a grapho-motor planning task for sequential finger movements that is relevant to composing. A related analysis showed that direct instruction with visual cues and memory delays may reduce reversals. A third study found that adding handwriting to reading instruction improved handwriting but did not add value to reading outcomes for at risk readers; reading instruction alone was beneficial for word reading, decoding, and comprehension. The fourth study showed that comprehensive, explicit instruction in the processes of composition led to more significant improvement, based on group and individual data, than did the regular fourth grade program, on high stakes writing assessment.