The “EA brief”: A single session of parent feedback and coaching to improve emotional attachment and emotional availability (EA)

The goal of this study was to determine the extent to which a brief parenting intervention provided the context for helping families to support positive mother–child interactions as well as more optimal mother and child outcomes. Participants in this study were middle income mothers and their children were between 0–3 years of age (N = 25 dyads). Participants were filmed via Skype during a 20-minute mother–child free play and completed questionnaires (Time 1) before attending the brief intervention (involving: a single session of one-on-one parent feedback and coaching, and information via group meeting, texts, and reading) followed by a repeat of the 20-minute Skype interaction and the completion of the same questionnaires (Time 2). Paired samples t-tests were performed, revealing that mothers reported improvements in their personal well-being (using the Flourishing Scale), reports about the mother-child relationship (using the Emotional Availability Self Report), and observed interactions, particularly the child's side of the relationship (using the Emotional Availability System), from pretest to posttest. Results are discussed in terms of a single session of parent feedback and coaching (in conjunction with an informational group session and texts) potentially having a role in “planting a seed” for observed and self-reported parenting enhancement and child development.     

The Effects of Numerical and Logical Group Size on Computer-Mediated Idea Generation

A laboratory experiment investigated the effects of numerical group size and logical group size (i.e., group heterogeneity in regard to task demands) on the performance of groups addressing an idea generation task while using computer-mediated communication. Six different numerical group sizes were studied, which ranged from 5 to 10 members. Logical size was manipulated by varying the amount of task-relevant information given to a particular group member. Larger logical group sizes (heterogeneous groups) were induced by distributing unique task-relevant information among group members; smaller logical group sizes (homogeneous groups) were induced by providing all task information to all members. A significant main effect for numerical group size showed that larger groups outperformed smaller groups. Numerical group size interacted with logical group size resulting in greater performance gains for increased numerical group size within heterogeneous groups. Average contributions per group member diminished with increased numerical group size for homogeneous groups and increased for heterogeneous groups.     

Development of letter-specific processing: the effect of reading ability

During development, perceptual processing is tuned to inputs in the environment such that certain frequently encountered classes of stimuli are processed more effectively than similar comparison stimuli. Letters represent a class of stimuli that are encountered frequently in the environment, at least in literate cultures. Thus, the present study examined the development of letter-specific processing in children 6-19 years old by comparing the difference between performance on a letter-matching task and an unfamiliar non-letter-matching task in different subject groups. Results revealed an increase in letter-specific processing with development. Moreover, comparisons of letter-specific processing in groups of subjects matched either in age or reading ability indicate that the emergence of letter-specific processing is linked to increased reading skill, rather than increased age per se. Findings support theories of perceptual expertise, which suggest that skilled processing drives the specialization of perceptual mechanisms for certain classes of stimuli.     

Dysfunctional belief-based obsessive-compulsive disorder subgroups

An attempt was made to identify obsessive-compulsive disorder (OCD) subgroups based on differences in OCD related beliefs. OCD patients (N=367) were assessed with the Obsessional-Beliefs Questionnaire prior to treatment. Individuals' scores on measures of inflated personal responsibility and the tendency to overestimate threat, perfectionism and intolerance of uncertainty, and over-importance and over-control of thoughts were subjected to cluster analysis. Support for both a simple and complex subgroup model was found (2-subgroup and 5-subgroup taxonomies). A low-beliefs subgroup was identified in both taxonomies. The low-beliefs subgroups reported scores on belief measures equivalent to scores reported for non-OCD comparison groups in earlier studies. Additional analyses were conducted to determine relations between belief-based and symptom subgroups. Significant relationships were found (e.g., Symmetry symptom subgroup membership was associated with membership in the Perfectionism/Certainty beliefs subgroup), although the shared variance was modest. Implications for understanding OCD heterogeneity and for cognitive theory are discussed.     

Information privacy in organizations: empowering creative and extrarole performance

This article examines the relationship of employee perceptions of information privacy in their work organizations and important psychological and behavioral outcomes. A model is presented in which information privacy predicts psychological empowerment, which in turn predicts discretionary behaviors on the job, including creative performance and organizational citizenship behavior (OCB). Results from 2 studies (Study 1: single organization, N=310; Study 2: multiple organizations, N=303) confirm that information privacy entails judgments of information gathering control, information handling control, and legitimacy. Moreover, a model linking information privacy to empowerment and empowerment to creative performance and OCBs was supported. Findings are discussed in light of organizational attempts to control employees through the gathering and handling of their personal information.     

Indicative Conditionals

Adams Thesis has much evidence in its favour, but DavidLewis famously showed that it cannot be true, in all but the most trivial of cases, if conditionals are proprositions and their probabilities are classical probabilities of truth. In this paper I show thatsimilar results can be constructed for a much wider class of conditionals. The fact that these results presupposethat the logic of conditionals is Boolean motivates a search for a non-Boolean alternative. It is arguedthat the exact proposition expressed by a conditional depends on the context in which it is uttered. Consequentlyits probability of truth will depend not only on the probabilities of the various propositions it mightexpress, but also on the probabilities of the contexts determining which proposition it does in fact express.The semantic theory developed from this is then shown to explain why agents degrees of belief satisfyAdams Thesis. Finally the theory is compared with proposals for a three-valued logic of conditionals.     

Comparing supervised and unsupervised category learning

Two unsupervised learning modes (incidental and intentional unsupervised learning) and their relation to supervised classification learning are examined. The approach allows for direct comparisons of unsupervised learning data with the Shepard, Hovland, and Jenkins (1961) seminal studies in supervised classification learning. Unlike supervised classification learning, unsupervised learning (especially under incidental conditions) favors linear category structures over compact nonlinear category structures. Unsupervised learning is shown to be multifaceted in that performance varies with task conditions. In comparison with incidental unsupervised learning, intentional unsupervised learning is more rule like, but is no more accurate. The acquisition and application of knowledge is also more laborious under intentional unsupervised learning.     

Factor Structure and Criterion Validity of Secondary School Teacher Ratings of ADHD and ODD

Attention-Deficit Hyperactivity Disorder (ADHD) is currently viewed as a heterogeneous disorder with two factors: inattention and impulsivity–hyperactivity. This conceptualization of ADHD is based primarily on research with children or samples that mix children and adolescents. To examine if the 2-factor ADHD model is appropriate for adolescents and if the ADHD factors are distinct from Oppositional Defiant Disorder (ODD) in adolescents, teacher rating data were collected for 2 samples of adolescents. The results of a confirmatory factor analysis supported the convergent and divergent validity of a model with separate but correlated factors for inattention, impulsivity–hyperactivity, and defiant behavior. Further evidence of construct validity was found when factor scores were examined relative to the criterion variables of academic performance and rule-breaking behavior. The results support the utility of teacher ratings of ADHD and ODD in the assessment of adolescents, and the applicability of the DSM-IV conceptualization of these disorders to adolescents.