Interstimulus interval and delivery cues influence timed conditioned responding in rats

Appetitive contextual excitation supported by intertrial unconditioned stimuli was more easily overcome by timed conditioned responding in rats using quiet (Experiment 1) rather than noisy (Experiment 2) food pellet deliveries. Head-entry responding in acquisition peaked above the contextual baseline when pellet delivery occurred 10, 30, 60, or 90 s after the onset of the 120-s white-noise conditioned stimulus (CS). Special tests in extinction revealed CS onset and offset were conditioned by pellet delivery at 0 and 120 s, respectively. Responding was not undermined in Experiment 3 when noisy pellet deliveries replaced quiet pellet deliveries. Our results suggest that micro-stimuli occasioned at different times during the CS are vulnerable to overshadowing, but do not lose strength if they are already predictive.     

Core self-evaluations interact with cognitive ability to predict academic achievement

Extant research suggests that core self-evaluations (CSE) is associated with various work-related criteria, but such research often focuses on main effects when predicting subjective outcomes. Drawing upon psychological theories involving self-concept and motivation, we investigated both the main and interactive effects of CSE and cognitive ability when predicting an objective outcome. Specifically, results indicated that high CSE strengthened the positive relation between cognitive ability and academic achievement. Study contributions and limitations are discussed.     

Attempts to Improve Children's Identifications From Sequential-Presentation Lineups

The effectiveness of practice and stringent lineup instructions in improving children's identifications from sequential-presentation lineups was investigated. Elementary school children ( N = 144) viewed a slide sequence of a crime followed by practice or control procedures. In the practice conditions, children either practiced themselves (self) or watched a videotape of a child practicing (modeled). Practice consisted of 2 target-absent lineups (unmixed) or a target-absent lineup and a target-present lineup (mixed) of female photos unrelated to the crime. The control conditions did not engage in identification practice. All witnesses were given stringent instructions for identifying the criminal from target-present or target-absent sequential-presentation lineups. Multiple responding was dramatically reduced. Practice affected gender differentially. Female children increased in correct identifications, whereas male children increased in false rejections. None of the practice procedures reduced foil identifications from target-absent lineups.     

Leadership under uncertainty: When leaders who are non-prototypical group members can gain support

Social identity theory of leadership (Hogg & van Knippenberg, 2003) research confirms that group members support group prototypical leaders more strongly than non-prototypical leaders. Two studies examined the prediction derived from uncertainty–identity theory (Hogg, 2007) that this relationship between leader prototypicality and support weakens when group members have elevated self-related uncertainty, due to increased support for non-prototypical leaders. Student participants indicated their level of uncertainty and their support for a prospective student leader who was prototypical or non-prototypical of students at their university–prototypicality was a between-subjects variable in Study 1 (N = 98), and a within-subjects variable in Study 2 (N = 132). As predicted, participants supported the prototypical leader more strongly than the non-prototypical leader, but this effect was significantly weakened (Study 2) or disappeared (Study 1) under uncertainty, due to a significant increase in support for the non-prototypical leader. Implications for empowerment of non-prototypical leaders are discussed.     

Comparing the effects of echoic prompts and echoic prompts plus modeled prompts on intraverbal behavior

We compared strategies to teach vocal intraverbal responses to an adolescent diagnosed with autism and Down syndrome. One strategy involved echoic prompts only. The second strategy involved an echoic prompt paired with a modeled prompt in the form of sign language. Presenting the modeled prompt with the echoic prompt resulted in faster acquisition of correct responding. Results are discussed in terms of using functional stimulus classes to facilitate vocal intraverbal acquisition with learners who have a history of sign language training.     

At the same time or apart in time? The role of presentation timing and retrieval dynamics in generalization

Several bodies of research have found different results with regard to presentation timing, categorization, and generalization. Both presenting instances at the same time (simultaneous) and presenting instances apart in time (spacing) have been shown to facilitate generalization. In this study, we resolved these results by examining simultaneous, massed, and spaced presentations in 2-year-old children's (N = 144) immediate and long-term performance on a novel noun generalization task. Results revealed that, when tested immediately, children in the simultaneous condition outperformed children in all other conditions. However, when tested after 15 min, children in the spaced condition outperformed children in all other conditions. Results are discussed in terms of how retrieval dynamics during learning affect abstraction, retention, and generalization across time.     

The father-daughter dance: the relationship between father-daughter relationship quality and daughters' stress response

The goal of the study was to determine whether father-daughter relationship quality is related to activity of the hypothalamic-pituitary-adrenal (HPA) axis (salivary cortisol) and autonomic nervous system (salivary alpha-amylase, sAA) in late adolescence-emerging adulthood during peer interactions. In the 1st study, reported father-daughter relationships characterized by rejection, chaos, and coercion had lower morning cortisol levels and were temperamentally more sensitive to emotional changes. In the 2nd study, young women who reported father-daughter relationships characterized by warmth, autonomy, support, and structure had lower pretask cortisol levels, and they had attenuated cortisol responses to problem discussion with a friend. In contrast, those who reported father-daughter relationships characterized by rejection, chaos, and coercion had higher pretask cortisol levels, had elevated cortisol in response to problem discussion with a friend, and were more likely to self-disclose about psychosocial stressors. No differences were observed between reported father-daughter relationship quality and sAA levels or task-related reactivity. The findings suggest that father-daughter interactions potentially influence both social cognition and HPA reactivity to developmentally salient stressors in young women.