Ethnic identity and risky health behaviors in school-age Mexican-American children

The study examined the relationship between ethnic identity and risky health behaviors in 1,892 Mexican-American students (M age= 14.6, SD= 1.35; 50.3% male) in South Texas. The Ethnic Identity Scale assessed ethnic identity and questions from the Youth Risk Behavior Survey measured risky health behaviors (mixed use of alcohol and drugs, heavy drinking, driving under the influence, regular marijuana use, regular cigarette smoking, lack of regular exercise, not eating breakfast regularly, and carrying a gun or knife to school). Logistic regression tested the relationships between ethnic identity and report of risky health behaviors controlling for potential confounders (sex, free school lunch status, grade, and self-reported school grade). Adjusted odds ratio (AOR) and confidence intervals were calculated. Results indicated that being associated with Mexican-American cultural identity was significantly associated with a decreased mixed use of alcohol and drugs (AOR= .97), heavy drinking (AOR= .98), and regular marijuana use (AOR= .97). A stronger ethnic identity was protective against engaging in risky health behaviors among these Mexican-American adolescents.     

The On-line Study of Sentence Comprehension: An Examination of Dual Task Paradigms

This paper presents three studies which examine the susceptibility of sentence comprehension to intrusion by extra-sentential probe words in two on-line dual-task techniques commonly used to study sentence processing: the cross-modal lexical priming paradigm and the unimodal all-visual lexical priming paradigm. It provides both a general review and a direct empirical examination of the effects of task-demand in the on-line study of sentence comprehension. In all three studies, sentential materials were presented to participants together with a target probe word which constituted either a better or a worse continuation of the sentence at a point at which it was presented. Materials were identical for all three studies. The manner of presentation of the sentence materials was, however, manipulated; presentation was either visual, auditory (normal rate) or auditory (slow rate). The results demonstrate that a technique in which a visual target probe interrupts ongoing sentence processing (such as occurs in unimodal visual presentation and in very slow auditory sentence presentation) encourages the integration of the probe word into the on-going sentence. Thus, when using such ‘sentence interrupting’ techniques, additional care to equate probes is necessary. Importantly, however, the results provide strong evidence that the standard use of fluent cross-modality sentence investigation methods are immune from such external probe word intrusions into ongoing sentence processing and are thus accurately reflect underlying comprehension processes.     

Using Point-Of-View Video Modeling and Forward Chaining to Teach a Functional Self-Help Skill to a Child with Autism

This study examined the effectiveness of point-of-view video modeling in a forward-chaining procedure to teach a 4-year-old boy with autism to serve himself an afternoon snack. Task analysis was undertaken, and the task was divided into 3 phases with 1 video produced for each phase. A changing criterion design was used to evaluate the effects of the intervention on the participant’s ability to independently prepare and serve himself Weetbix. The results indicated that the combination of point-of-view modeling and forward chaining was effective in teaching the child to serve himself a snack without any prompting. The results also indicated that although the skill was maintained at follow-up, generalization to snacks other than Weetbix and to a different setting was limited. Parents reported satisfaction both with the procedures undertaken and with the outcomes of the intervention.     

Positive und negative Metakognitionen über Krankheitssorgen

Background

Metacognitions have been shown to be relevant in the emergence and maintenance of worry processes, particularly for generalized anxiety disorder (GAD). In contrast, metacognitions have been neglected in hypochondriasis and health anxiety, perhaps due to the traditional assignment of hypochondriasis to the somatoform disorders. Is worrying about illness associated with metacognitions and are these associated with other features of health anxiety?

Material and methods

In this study 1,246 people took part in an online survey. Items capturing positive (PM) and negative metacognitions (NM) were presented together with instruments for the assessment of health anxiety and depressive symptoms. The dimensional structure of PM and NM over illness worries was examined with nonlinear confirmatory factor analyses. Associations with depressivity and the number of consultations by different physicians were examined in structural equation models (SEM), separately for subgroups with and without a diagnosed somatic disease.

Results

The PMs and NMs about illness worries varied relatively independently from one another along two dimensions. The PMs were specifically associated with health anxiety and the number of different physician consultations and NMs were related to all dimensions of the Whiteley index and particularly strongly to depressivity.

Conclusions

Illness-related anxiety provokes metacognitions, similar to other worries as known from GAD. Considering the strong associations of PMs and NMs with several facets of health anxiety found, it appears promising to take them into account for the formulation of cognitive-behavioral models of health anxiety and its treatment.     

The Consequences of School Environment and Locus of Control on Adulthood Deviant Behavior

We examine the long-term effect of school environment on individual deviant behavior. Specifically, we contrast the effects of school deviance and students’ perception of school deviance on personal deviance later in life. Using longitudinal data from four waves of more than 3,100 participants in the Kaplan Longitudinal and Multigenerational Study, we are able to show that school deviance in 7th grade has only a short-term effect on individual deviance. However, when students perceive a lack of deviance in their school at 7th grade, it decreased their personal deviance in their mid-forties if they were both deviant in 7th grade and reported an external locus of control.     

Feature Centrality and Conceptual Coherence

Conceptual features differ in how mentally tranformable they are. A robin that does not eat is harder to imagine than a robin that does not chirp. We argue that features are immutable to the extent that they are central in a network of dependency relations. The immutability of a feature reflects how much the internal structure of a concept depends on that feature; i.e., how much the feature contributes to the concept's coherence. Complementarily, mutability reflects the aspects in which a concept is flexible. We show that features can be reliably ordered according to their mutability using tasks that require people to conceive of objects missing a feature, and that mutability (conceptual centrality) can be distinguished from category centrality and from diagnosticity and salience. We test a model of mutability based on asymmetric, unlabeled, pairwise dependency relations. With no free parameters, the model provides reasonable fits to data. Qualitative tests of the model show that mutability judgments are unaffected by the type of dependency relation and that dependency structure influences judgments of variability.     

A Bayesian approach for estimating the probability of trigger failures in the stop-signal paradigm

Response inhibition is frequently investigated using the stop-signal paradigm, where participants perform a two-choice response time task that is occasionally interrupted by a stop signal instructing them to withhold their response. Stop-signal performance is formalized as a race between a go and a stop process. If the go process wins, the response is executed; if the stop process wins, the response is inhibited. Successful inhibition requires fast stop responses and a high probability of triggering the stop process. Existing methods allow for the estimation of the latency of the stop response, but are unable to identify deficiencies in triggering the stop process. We introduce a Bayesian model that addresses this limitation and enables researchers to simultaneously estimate the probability of trigger failures and the entire distribution of stopping latencies. We demonstrate that trigger failures are clearly present in two previous studies, and that ignoring them distorts estimates of stopping latencies. The parameter estimation routine is implemented in the BEESTS software (Matzke et al., Front. Quantitative Psych. Measurement, 4, 918; 2013a) and is available at http://dora.erbe-matzke.com/software.html.