Who Will See Me? The Impact of Type of Audience on Willingness to Display Group‐Mediated Attitude–Intention Consistency

The present study examined the role that group norms, group identification, and imagined audience (in-group vs. out-group) play in attitude–behavior processes. University students ( N =187) participated in a study concerned with the prediction of consumer behavior. Attitudes toward drinking their preferred beer, subjective norm, perceived behavioral control, group norm, and group identification were assessed. Intentions and perceived audience reactions to consumption were assessed. As expected, group norms, identification, and imagined audience interacted to influence likelihood of drinking one's preferred beer and perceived audience reactions. High identifiers were more responsive to group norms in the presence of an in-group audience than an out-group audience. The present results indicate that audience concerns impact upon the relationship between attitudes and behavior.     

Pharmacologic and Behavioral Withdrawal From Addictive Drugs

ABSTRACT— Recent theories suggest that drug withdrawal does not motivate drug use and relapse. However, data now show that withdrawal produces complex changes over time in at least two symptoms (i.e., negative affect and urges) that are highly predictive of relapse. Evidence suggests that falling levels of the drug in the blood and interruption of the drug self-administration ritual both affect these symptoms. Both of these forms of withdrawal motivate renewed drug use in addicted individuals.     

Romantic competence behavior during problem solving among emerging adult dating couples: Development of an observational coding system

This study examined the hypothesis that romantic competence (RC) skills would be demonstrated behaviorally during dating couple problem solving interactions. A coding system was developed for RC behavior, and its validity was examined through its association with relationship satisfaction and negative affect expressed. A total of 106 emerging adult dating couples in different‐sex relationships were assessed using the Romantic Competence Interview for Emerging Adults, and they participated in a dyadic problem‐solving interaction coded for RC behavior and negative affect. Men's behavioral RC was positively associated with both his and his partner's satisfaction. Behavioral RC was also more associated with satisfaction than was negative affect. Implications for the utility of teaching RC skills in young couples are discussed.     

Varying Levels and Types of Engagement in an Online Relationship Enhancement Program for Couples Following Breast Cancer

Engagement in online interventions, defined as the extent to which participants are involved in and attentive to the contents of the intervention, has been shown to predict treatment outcome. However, participant engagement and program completion are often quite low. Aiming to provide insights that could help improve engagement, this study explores engagement in an online intervention for young couples with breast cancer, Couplelinks, by describing the development of a method to assess engagement, presenting a framework for understanding varying engagement levels, and discussing strategies used by Couplelinks facilitators to work with participants of differing engagement levels. The measure of engagement developed for this study was a composite consisting of indices of average completion time, accountability, and attitude. Utilizing this composite measure, the following distinct “couple types,” with varying levels of engagement, were discerned: (a) “keen” couples, (b) “compliant” couples, (c) “apologetic” couples, and (d) “straggling” couples. Facilitators’ approaches to working with each type of couple and suggestions for potential therapeutic applications are discussed. The finding that couples vary in terms of engagement level, and not solely based on facilitator skill and/or involvement, supports the need to better understand the concept of engagement in order to make online interventions more effective.     

Becoming an expert in the musical domain: It takes more than just practice

Previous research has supported the theory that acquisition of expertise in any domain is possible for healthy individuals with sufficient deliberate practice, but such an extreme environmental position brings the existence of innate talent into question. The present study investigates the effects of both environmental factors and talent on expert performance in both high school and conservatory-level musicians. Audition scores and accumulated practice time were recorded, and correlated with scores on Gordon's Advanced Measures of Music Audiation and Raven's Progressive Matrices. Higher-level musicians report significantly higher mean levels on innate characteristics such as general intelligence and music audiation, in addition to higher levels of accumulated practice time. These factors together accounted for more of the variance in music performance than practice alone. A multi-factor view is thus shown to be the best explanation for the acquisition of musical expertise.     

Social risk and protective factors for African American children's academic achievement and adjustment during the transition to middle school

The transition to middle school is often marked by decreased academic achievement and increased emotional stress, and African American children exposed to social risk may be especially vulnerable during this transition. To identify mediators and protective factors, the authors related severity and timing of risk exposure to academic achievement and adjustment between 4th and 6th grade in 74 African American children. Longitudinal analyses indicated that severity more than timing of risk exposure was negatively related to all outcomes and that language skills mediated the pathway from risk for most outcomes. Transition to middle school was related to lower math scores and to more externalizing problems when children experienced higher levels of social risk. Language skills and parenting served as protective factors, whereas expectations of racial discrimination was a vulnerability factor. Results imply that promoting parenting and, especially, language skills, and decreasing expectations of racial discrimination provide pathways to academic success for African American children during the transition from elementary to middle school, especially those exposed to adversity.     

Effects of a Carbohydrate Supplement upon Resting Brain Activity

Glucose is a major energy source for the brain, and along with several monosaccharide derivatives as components of brain gangliosides, they play important roles in neurologic function. However, there is little information available on the role of glucose and other monosaccharides on resting brain activity. This study was designed to evaluate the effects of a single dose of a carbohydrate supplement containing glucose and several of its derivatives on resting brain activity in 20 healthy male college students. The supplement provided an insignificant amount of carbohydrate (3.9 g), protein (0.28 g), fat (0 g), and calories (14 kcal). The amount of glucose in the supplement was 0.5 g (1% the amount of glucose used in adult studies of cognitive functioning and memory). We hypothesized that the glyconutrient supplement would enhance brain activity associated with alertness and attention. The study design was double blind, with subjects randomly assigned to one of two orders, either carbohydrate supplement week one followed by placebo a week later, or the opposite. Electrical brain activity was monitored by 15 electrodes positioned at nine standard international 10-20 system locations, including three bilateral pairs at frontal, parietal, and occipital sites. Thirty minutes following ingestion of a placebo or carbohydrate supplement drink, EEG activity was recorded for 10-mins while subjects focused on a stationary visual target. Spectral power of resting brain activity was computed and analyzed contrasting the placebo and supplement groups. Relative to placebo, the carbohydrate supplement significantly enhanced power in three brain wave frequencies (theta, alpha, and beta) that are known to be associated with attention and arousal. Since changes were observed in the supplement but not placebo group, our study suggests that additional sugars in the glyconutritional supplement facilitate enhancement of brain electrical activity. Whether the apparent enhancement of arousal in baseline recordings is associated with improved task performance remains to be determined.     

Threat as a Motivator of Political Activism: A Field Experiment

The research reported here examined the effects of two potential motivators of political activism—policy change threat and policy change opportunity—in a field experiment. Different versions of a letter were sent by a political lobbying organization to potential contributors. One version highlighted threats of undesirable policy changes, another version highlighted opportunities for desirable policy changes, and the third version did neither. Policy change threat increased the number of financial contributions made to the interest group, but policy change opportunity did not. Policy change opportunity increased the number of signed postcards returned to be sent to President Clinton, but policy change threat did not. These findings highlight the impact of interest group recruitment strategies on citizen responsiveness and demonstrate the need to account for sources of motivation in order to more fully understand when, why, and how citizens choose to become politically active.     

Is there a sex difference in lateralization for processing of humorous materials?

Leventhal and Cupchik (1976) reported an unpublished finding that women rate items funnier with left-ear input, while men give higher ratings with right-ear input. This finding, widely cited in the literature, has sometimes been quoted as evidence for a biological basis for sex differences in humor appreciation, in particular, and in information processing, in general. However, the effect has apparently never been replicated. In this study, 120 subjects rated the funniness of 35 monaurally-presented comedy excerpts, with half of the subjects receiving input over each ear. Although the experiment had several features intended to maximize replicability, the reported sex difference was not found. While failure to find an effect in a particular case is not definitive, it is troubling to see such widespread citation of an unpublished and apparently unreplicated effect and to see rather extreme conclusions based on it receive serious consideration in the literature.This research was supported by a University College of Cape Breton research grant and by a job internship grant awarded by Enterprise Cape Breton Corporation. I am very grateful to Wayne Baillie, Manager, UCCB Electronic Learning Center, for his assistance in conducting this experiment. An earlier version of this paper was presented at the annual meeting of the Canadian Psychological Association, Ottawa, June, 1990.