Empirically distinguishing interpersonal styles within romantic relationships: What is helpful or harmful when having a goal for your romantic partner?

IntroductionRelationship research rooted in self-determination theory often focuses on autonomy support. However, rarely is this interpersonal style considered alongside other facets of relational behaviours such as directive support and control.ObjectiveThe present study aimed to distinguish the three styles by providing a tool that can simultaneously assess them.MethodA total sample of 710 French Canadians involved in a romantic relationship was used for factor extraction and test of dimensionality as well as reliability. Predictive validity was tested using multiple linear regressions with six outcomes: well-being, relationship quality, closeness, goal progress, cooperation and conflicts.ResultsResults suggested three distinct interpersonal styles, each of which showing a different pattern of prediction with the outcomes. Overall, autonomy support was associated with positive outcomes, whereas control was associated with negative outcomes. As for directive support, the global pattern was between the two others.ConclusionThe present research offers a scale which simultaneously assesses and distinguishes the autonomy-supportive, directive-supportive and controlling styles in a romantic relationship context using three items each. By examining the associations between these three interpersonal styles and various outcomes four months later, this study sheds light on helpful and harmful behaviours in relation to the goals people have for their romantic partner.     

The effect of word length on hemispheric word recognition: evidence from unilateral and bilateral-redundant presentations

Visual half field studies have repeatedly demonstrated the left hemisphere's superiority for language processing. Previous studies examined the effect of word length on bilateral and unilateral performance by comparing foveal and parafoveal presentations. The present study removed the potential confound of acuity by using parafoveal presentations for both unilateral and bilateral trials. Twenty participants named 3-, 4-, 5-, and 6-letter words. The results supported previous findings, with right hemisphere performance being particularly degraded with increases in word length. There was no difference between left hemisphere and bihemispheric performance in terms of speed or accuracy, suggesting that bihemispheric performance is reliant upon the strategy of the hemisphere superior for language processing. Overall, the pattern of results supports the notion that the left hemisphere's superior linguistic capacity results from a more parallel processing strategy, while the right hemisphere is reliant upon a more sequential mechanism.     

Oral language deficits in dyslexic children: weaknesses in working memory and verbal planning

This paper focuses on the relationships among language processing (word- and sentence-level), working memory, and verbal/nonverbal linguistic output. The study examined oral language abilities in a group of 26 French-speaking dyslexic children, compared to two control groups (26 normally developing age-matched children and 26 normally developing younger children). The experimental procedure consisted of tasks involving auditory memory skills (digit span, unfamiliar word repetition, sentence repetition), word retrieval (with semantic, phonological and grammatical criteria), and sentence processing (with verbal and act-out production). The major findings reveal that (a) compared with their age-mates, the dyslexic children exhibited a significant deficit affecting all tasks; and (b) the dyslexic children and the younger controls performed similarly on several tasks. The results are consistent with the processing limitation hypothesis and suggest that the core deficit is the formulation of cognitive plans from auditory input to verbal output.     

Auditory disturbances promote temporal clustering of yawning and stretching in small groups of budgerigars (Melopsittacus undulatus)

Yawning may serve both social and nonsocial functions. When budgerigars (Melopsittacus undulatus) are briefly held, simulating capture by a predator, the temporal pattern of yawning changes. When this species is observed in a naturalistic setting (undisturbed flock), yawning and also stretching, a related behavior, are mildly contagious. On the basis of these findings, we hypothesized that a stressful event would be followed by the clustering of these behaviors in a group of birds, which may be facilitated both by a standard pattern of responding to a startling stressor and also contagion. In this study, we measured yawning and stretching in 4-bird groups following a nonspecific stressor (loud white noise) for a period of 1 hr, determining whether auditory disturbances alter the timing and frequency of these behaviors. Our results show that stretching, and to a lesser degree yawning, were nonrandomly clumped in time following the auditory disturbances, indicating that the temporal clustering is sensitive to, and enhanced by, environmental stressors while in small groups. No decrease in yawning such as found after handling stress was observed immediately after the loud noise but a similar increase in yawning 20 min after was observed. Future research is required to tease apart the roles of behavioral contagion and a time-setting effect following a startle in this species. This research is of interest because of the potential role that temporal clumping of yawning and stretching could play in both the collective detection of, and response to, local disturbances or predation threats.     

Teacher practices as predictors of children's classroom social preference

Students who do not get along with their peers are at elevated risk for academic disengagement and school failure. Research has predominantly focused on factors within such children that contribute to their peer problems. This study considers whether teacher practices also predict social preference for children in that classroom. Participants were 26 elementary school teachers and 490 students in their classrooms followed for one school year. Results suggested that teachers who favored the most academically talented students in the fall had classrooms where children had lower average social preference in the spring after statistical control of children's fall social preference and externalizing behavior problems. Teachers who demonstrated emotionally supportive relationships with students in the fall had classrooms where children had greater possibility of changing their social preference from fall to spring. Although children with high externalizing behaviors tended to experience declining social preference over the course of the school year, teachers' learner-centered practices attenuated this progression. However, teachers' favoring of the most academically talented accentuated the negative relation between externalizing behaviors and social preference. Implications for school psychology practitioners are discussed.     

The sunk cost effect with pigeons: some determinants of decisions about persistence

The sunk cost effect occurs when an individual persists following an initial investment, even when persisting is costly in the long run. The current study used a laboratory model of the sunk cost effect. Two response alternatives were available: Pigeons could persist by responding on a schedule key with mixed ratio requirements, or escape by responding on a second key. In Experiment 1, mean response requirements for persistence and escape were varied across conditions. Pigeons persisted (committing the sunk cost error) when persisting increased the mean response requirement only slightly but not when persisting was sufficiently nonoptimal. Experiment 2 explored more systematically combinations of ratios and probabilities assigned to the schedule key. Persistence varied with the ratio of the mean global response requirements for persistence and escape. In Experiment 3, transitions between ratios were signaled. This reduced nonoptimal persistence, and produced some instances of a reverse sunk cost error--escaping when persistence was optimal. In Experiment 4, it was optimal to escape after the second-smallest ratio ever presented. Pigeons escaped at approximately the optimal juncture, especially in conditions with added signals. Overall, this series of experiments suggests that the sunk cost error may arise in part because persistence is the default behavioral strategy in situations where the contingencies for escape and persistence are insufficiently disparate and/or it is relatively difficult to discriminate when to escape. The study also demonstrates the utility of animal models of complex decision making situations.     

Pregnancy, thirdness, and the aesthetics of catastrophe in Heinrich von Kleist

In documenting his own personal crisis of faith in Enlightenment rationalism through letters and essays, Kleist exposes the epistemological fissures in its edifice. This paper explores in psychoanalytic terms the dilemmas associated with knowing and not knowing, and the relationship between self and other, revealed by these texts. Kleist's literary work goes beyond expressing this crisis of knowledge to enact a kind of solution to it, not resolving the contradictions that are central in his world but presenting them aesthetically, intact and precariously balanced. More specifically, a pregnancy conceived without the knowledge of the mother-to-be--in his novella "The Marquise of O" (1807a)--suggests a modification of the psychoanalytic third to include within it the catastrophe that it also mitigates.     

Constructing Profiles of Religious Agreement and Disagreement Between Adolescents and Mothers: A Research Note

This research note describes the use of latent class analysis to examine how three dimensions of religiosity—the importance of religion (religious salience), attendance at religious services, and frequency of prayer—cluster together to form unique profiles. Building upon recent research identifying different profiles of religiosity at the level of the individual, we used data from the National Longitudinal Study of Adolescent Health to identify dyadic profiles of religious concordance or discordance between 14,202 adolescents and their mothers. We identified five profiles: one concordant (27% of sample), two discordant (25% of sample), and two of mixed concordance/discordance (49%). The profiles distinguish between various levels of adolescent/mother relations, suggesting that they may represent distinct family dynamics. They also distinguish between several variables (race, adolescent age, geographical region) in predictable ways, providing additional demonstration of the categories’ meaningfulness.     

Readers’ use of source information in text comprehension

In two experiments, we examined the role of discrepancy on readers’ text processing of and memory for the sources of brief news reports. Each story included two assertions that were attributed to different sources. We manipulated whether the second assertion was either discrepant or consistent with the first assertion. On the basis of the discrepancy-induced source comprehension (D-ISC) assumption, we predicted that discrepant stories would promote deeper processing and better memory for the sources conveying the messages, as compared to consistent stories. As predicted, readers mentioned more sources in summaries of discrepant stories, recalled more sources, made more fixations, and displayed longer gaze times in source areas when reading discrepant than when reading consistent stories. In Experiment 2, we found enhanced memory for source–content links for discrepant stories even when intersentential connectors were absent, and regardless of the reading goals. Discussion was focused on discrepancies as one mechanism by which readers are prompted to encode source–content links more deeply, as a method of integrating disparate pieces of information into a coherent mental representation of a text.     

Judgments for inaccessible targets: Comparing recognition without identification and the feeling of knowing

Both the recognition-without-identification (RWI) and feeling-of-knowing (FOK) paradigms attempt to tap participants?? sense about a target that is inaccessible. In the case of RWI, participants judge the likelihood that the inaccessible target was studied. In the case of FOKs, participants judge the likelihood that the inaccessible target will be recognized at a later point in time. The present study compared the two using a hybrid paradigm. The patterns of responding differed depending on whether the judgment was of the RWI type or the FOK type. For the former, ratings were significantly higher for studied than for unstudied inaccessible targets (the typical RWI effect). For the latter, ratings were significantly lower for studied than for unstudied inaccessible targets (a reversal of the usual RWI effect). Similarity of the targets and distractors diminished the usual RWI effect, but not its reversal in the FOK situation, suggesting that the bases of the two effects differ. A potential explanation is that when participants judge whether an inaccessible target was presented earlier, they are oriented toward relying on cue familiarity, which should be greater for cues of studied targets, whereas when they judge whether they will recognize an inaccessible target later on, they are oriented toward relying on the accessibility of information, which is greater in the unstudied condition, due to the lack of priming of the targets.