Screw Those Guys: Polarization,Empathy, and Attitudes About Out-Partisans

Empathic ability is the ability to interpret the emotional state of others. In today's highly partisan and polarized environment, empathic ability may play a key role in determining how partisans respond emotionally to changes in public policy and those helped or harmed by the policy. Utilizing Baron-Cohen et al.'s (Journal of Child Psychology and Psychiatry, 42, 241–251, 2001) “Reading the Mind in the Eyes” test to measure empathic ability, we conduct a survey experiment where we asked participants to read about a partisan individual who may lose their health insurance if the Affordable Care Act were to be repealed. We show that empathic ability shapes attitudes about people and policies, but that the effects are contingent upon the respondent's partisanship, the target's partisanship, and an interaction of the two. Empathic ability produces more positive affect and policy support among Democrats but reduces positive affect among Republicans. The divergent effects of empathic ability on Democrats and Republicans are further exacerbated when the target is an out-partisan.     

Conceptualizing Self-determination from a Behavioral Perspective: The Role of Choice,Self-control,and Self-management

The goal of education can be defined in many ways; but in searching the literature, we found that in most cases, people consider the goal of education to be developing a self-determined individual. Self-determination is an abstract term. Behavior analysts may find this term difficult to define. Therefore, it may be difficult to observe and measure whether “self-determined behaviors” have developed. Many other service providers use this term frequently; thus, behavior analysts working with these service providers must come to terms with this concept in order to better collaborate. We argue that self-determination can be operationally defined with the concepts of choice, self-control, and self-management. By using the measurable behaviors included in these concepts, we believe that services can be developed to teach self-determination skills. This paper explores these concepts and how they can contribute to an operational definition of self-determination, and ultimately, help behavior analysts work with other providers to effectively teach self-determination to individuals with developmental disabilities.

     

Effect of chronic ethanol administration on intermale aggression in rats

An experiment was performed to study the effect of chronic ethanol administration on intermale aggression in rats using a 24-hour resident-intruder test. During the resident-intruder test residents displayed virtually all of the agonistic behaviors, and intruders displayed virtually all of the defensive behaviors. Intruders treated with ethanol displayed more defensive behavior and elicited more agonistic behavior than control intruders. Twenty minutes into the resident-intruder test intruders showed the greatest increase in corticosterone (338% vs. 129%), while residents showed the greatest increase in testosterone (103% vs. 18%). On the 2nd day of the resident-intruder test intruders lost more weight than residents (21.5 g vs. 10.2 g). Plasma corticosterone levels remained elevated for the intruders, and in particular for those intruders displaying defensive behaviors regardless of the resident's behavior. Plasma testosterone levels remained elevated for those residents that were paired with intruders that displayed defensive behaviors regardless of the resident's behavior. The frequency and severity of biting attacks by ethanol residents was significantly greater than that of control residents. In addition, the locus of biting attack shifted from the upper back of intruders paired with control residents to the flanks, tail, lower feet, and ventral surface on intruders paired with ethanol residents.     

Assessing the impact of a family nurse-led intervention on young mothers’ references to internal states

A mother's propensity to refer to internal states during mother–child interactions is important for her child's developing social understanding. However, adolescent mothers are less likely to reference internal states when interacting with their children. We investigated whether young mothers’ references to internal states are promoted by the Family Nurse Partnership (FNP) intervention, an intensive home-visiting programme designed to support adolescent mothers in England. We also investigated family, maternal, and child factors associated with young mothers’ references to inner states during interactions with their children. Adolescent mothers (n = 483, aged ≤ 19 years when recruited in pregnancy) and their children participated in an observational substudy of a randomized controlled trial investigating the impact of FNP compared to usual care. Mother–child dyads were video-recorded during free play, and mothers’ speech was coded for use of internal state language (references to cognitions, desires, emotions, intentions, preferences, physiology, and perception). We found no differences in mothers’ use of internal state language between the FNP and usual care groups. A sample-wide investigation identified that other features of mothers’ language and relationship status with the child's father were associated with internal state language use. Findings are discussed with reference to targeted interventions and implications for future research.     

Parents’ Beliefs about High School Students’ Spatial Abilities: Gender Differences and Associations with Parent Encouragement to Pursue a STEM Career and Students’ STEM Career Intentions

In the present study, we investigated whether parents’ beliefs about their high school aged adolescents’ spatial abilities (i.e., spatial visualization, mental manipulation, and navigation abilities) differed based on their child’s gender. We also examined whether these beliefs related to parents’ encouragement of their child to pursue a Science, Technology, Engineering, or Mathematics (STEM) career as well as students’ actual STEM major and career intentions. Data were collected from 117 pairs of U.S. high school students and one of their parents. We found that parents of young men thought their child had higher mental manipulation and navigation abilities than did parents of young women, even after statistically controlling for adolescents’ actual spatial abilities. Parents who perceived that their child had higher mental manipulation ability were more likely to encourage their child to pursue a STEM career, and those students were more likely to report that they intended to pursue a STEM career. These findings suggest that parents’ beliefs about how good their child is at spatial tasks may be based more strongly on gender stereotypes than on their child’s actual spatial abilities. Helping to make parents aware of these beliefs could be a potential lever of intervention to increase women’s participation in STEM careers.

     

Object names and object functions serve as cues to categories for infants

Can object names and functions act as cues to categories for infants? In Study 1, 14- and 18-month-old infants were shown novel category exemplars along with a function, a name, or no cues. Infants were then asked to "find another one," choosing between 2 novel objects (1 from the familiar category and the other not). Infants at both ages were more likely to select the category match in the function than in the no-cue condition. However, only at 18 months did naming the objects enhance categorization. Study 2 shows that names can facilitate categorization for 14-month-olds as well when a hint regarding the core meaning of the objects (the function of a single familiarization object) is provided.     

Perception of the symmetrical patterning of human gait by infants

Two experiments tested 3- and 5-month-old infants' sensitivity to properties of point-light displays of human gait. In Experiment 1, infants were tested for discrimination of point-light displays of a walker and a runner, which, although they differed in many ways, were equivalent with regard to the phasing of limb movements. Results revealed that 3-month-old, but not 5-month-old, infants discriminated these displays. In Experiment 2, the symmetrical phase-patterning of the runner display was perturbed by advancing two of its limbs by 25% of the gait cycle. Both 3- and 5-month-old infants discriminated the walker display from this new phase-shifted runner display. These findings suggest that 3-month-old infants respond to the absolute and relative motions within a single limb, whereas 5-month-old infants respond primarily to the relations between limbs and, in particular, to the bilateral symmetry between the limbs.