Neurocognitive deficits related to poor decision making in people behind bars

Using a novel quantitative model of repeated choice behavior, we investigated the cognitive processes of criminal offenders incarcerated for various crimes. Eighty-one criminals, including violent offenders, drug and sex offenders, drivers operating a vehicle while impaired, and 18 matched controls were tested. The results were also contrasted with those obtained from neurological patients with focal brain lesions in the orbitofrontal cortex and from drug abusers. Participants performed the computerized version of the Iowa gambling task (Bechara, Damasio, Damasio, & Anderson, 1994), and the results were decomposed into specific component processes, using the expectancy valence model (Busemeyer & Stout, 2002). The findings indicated that whereas all the criminal groups tended to select disadvantageously, the cognitive profiles exhibited by different groups were considerably different. Certain subpopulations--most significantly, drug and sex offenders--overweighted potential gains as compared with losses, similar to chronic cocaine abusers. In contrast, assault/murder criminals tended to make less consistent choices and to focus on immediate outcomes and, in these respects, weremore similar to patients with orbitofrontal damage. The present cognitive model provides a novel way for building a bridge between cognitive neuroscience and complex human behaviors.     

Approaches to the study of media and religion: Notes from the Editors of the Journal of Media and Religion with recommendations for future research

As the Journal of Media and Religion (JMR) begins its seventh year, the editors pause to reflect on research directions and make recommendations for future research. Based on studies in JMR and other sources, three research approaches are identified: (1) The Proliferation of Mediated Religion, or the idea that media are creating multiple places of worship beyond the physical walls of traditional congregations, (2) Religious Audiences as Interpretive Communities, where shared interpretations of popular media content are increasingly important in understanding religious groups, and (3) Media Criticism drawing on the cultural aspects of religion in critiquing media genres and texts.A dominant theme across the three approaches is that individuals are increasingly willing to have religious experiences through media of popular culture. The numinous is recommended as an integrative concept to facilitate research of new forms of mediated religion.     

Reexamining the frustration effect in rats: Aftereffects of surprising reinforcement and nonreinforcement

The reinforcement-omission effect (ROE; also called frustration effect), or greater response strength immediately after nonreinforcement (N) than reinforcement (R), has been traditionally interpreted in terms of one of two factors: transient facilitation after N induced by primary frustration or transient suppression after R induced by postconsummatory processes. Three instrumental lever-pressing experiments with rats demonstrated that the ROE can be caused by either factor in isolation, or by both acting simultaneously. The distribution of trials and the interval between N or R and the target response determine which factor would cause the ROE. Both aftereffects decay in time, but the after-N process decays at a slower rate than the after-R factor.     

Individual differences in the response to forgone payoffs: an examination of high functioning drug abusers

This study evaluates the effect of forgone payoffs in decision‐making tasks used for studying individual differences. We investigate whether the disclosure of forgone payoffs (defined as payoffs associated with un‐chosen alternatives) has selective effects for drug abusers. Evidence suggests that drug abusers are hypersensitive to signals of positive reward. Accordingly, because the forgone payoffs of risky high‐variability options include rewarding outcomes, this may create a distraction and lead drug abusers to make more risky choices. In a controlled experiment, we examined the behavior of high‐functioning drug abusers and healthy controls using the Iowa gambling task. The results showed that in a forgone payoff condition, drug abusers made more risky choices. The results demonstrate that adding information about forgone payoffs can be useful for studying individual differences, and that studying individual differences can be valuable in evaluating the effects of forgone payoffs. Copyright © 2005 John Wiley & Sons, Ltd.     

Practical reasoning and practical knowledge

The judgement that provides the content of intention and coincides with the conclusion of practical reasoning is a normative judgement about what to do, and not, as Anscombe and McDowell argue, a factual judgement about what one is doing. Treating the conclusion of practical reasoning as expressing a recommendation rather than a verdict undermines McDowell’s argument; the special nature of practical reasoning does not preclude its conclusions being normative. Anscombe’s and McDowell’s claim that practical self-knowledge is productive of action may be accommodated by identifying the content of practical knowledge not with the conclusion but with a premise of practical reasoning – a kind of practical reasoning that occurs within rather than before action.     

The basic laws of conditioning differ for elemental cues and cues trained in compound

The cue-duration effect (i.e., longer cues result in less conditioned responding than shorter cues) was examined as a function of whether cues were trained alone or in compound. Compound (AX) or elemental (X) cues of either long or short duration were paired with the unconditioned stimulus. In testing with X alone, the cue-duration effect was observed with elementally trained cues, but not with compound cues. Instead, stronger responding resulted from training with long compound cues relative to short compound cues (i.e., a reversed cue-duration effect). Moreover, an overshadowing effect (i.e., decreased responding due to compound conditioning) was observed when conditioning was conducted with a short cue, but compound conditioning resulted in enhanced responding when it was conducted with a long cue (i.e., reversed overshadowing). These findings are consistent with other recent demonstrations that some laws of learning that apply to elementally trained cues do not similarly apply to cues trained in compound.     

The representation of borderline,avoidant, obsessive-compulsive,and schizotypal personality disorders by the five-factor model

This study evaluated the accuracy of hypothesized relationships of the five-factor model of personality to four targeted personality disorders in a large multisite sample of patients. Data were gathered from 668 patients, who were assigned to one of five study cells: Borderline, Schizotypal, Avoidant, and Obsessive-Compulsive Personality Disorder, and a Major Depression without personality disorder comparison group. Patients were administered a questionnaire designed to assess the domains and facets of the five-factor model and results were compared among diagnostic groups and between patients and community norms. Although many relationships between personality traits and disorders were obtained, the magnitude of the relationships varied greatly as a function of the comparison group involved. In general, the differences between the personality disorder patients and community norms were far larger than the differences between the specific personality disorder groups. Also, for avoidant personality, it appeared that statistical interactions between personality factors are needed to better differentiate it from other personality disorder groups. The four personality disorder groups studied could each be distinguished from community norms on the personality dimensions of the five-factor model. However, differentiating among the four groups proved more difficult, as each shared the configuration of high Neuroticism, low Agreeableness, and low Conscientiousness. It does not appear that these disorders represent extremes of different personality dimensions, but rather each appears to be a variant of the same extreme configuration. Differences between personality disorders may reflect diverse interactions among the dimensions, rather than differences on single dimensions.     

Triadic interactions support infants’ emerging understanding of intentional actions

Infants’ understanding of the intentional nature of human action develops gradually across the first year of life. A key question is what mechanisms drive changes in this foundational social‐cognitive ability. The current studies explored the hypothesis that triadic interactions in which infants coordinate attention between a social partner and an object of mutual interest promote infants’ developing understanding of others as intentional agents. Infants’ spontaneous tendency to participate in triadic engagement was assessed in a semi‐structured play session with a researcher. Intentional action understanding was assessed by evaluating infants’ ability to visually predict the goal of an intentional reaching action. Study 1 (N = 88) revealed that 8‐ to 9‐month‐olds who displayed more bouts of triadic engagement showed better concurrent reasoning about the goal of an intentional reaching action. Study 2 (N = 114) confirmed these findings using a longitudinal design and demonstrated that infants who displayed more bouts of triadic engagement at 6–7 months were better at prospectively reasoning about the goal of an intentional reaching action 3 months later. Cross‐lagged path analyses revealed that intentional action understanding at 6–7 months did not predict later triadic engagement, suggesting that early triadic engagement supports later intentional action processing and not the other way around. Finally, evidence from both studies revealed the unique contribution of triadic over dyadic forms of engagement. These results highlight the importance of social interaction as a developmental mechanism and suggest that infants enrich their understanding of intentionality through triadic interactions with social partners.     

School-Based Supports and Interventions to Improve Social and Behavioral Outcomes with Racially and Ethnically Minoritized Youth: A Review of Recent Quantitative Research

School discipline disproportionality has long been documented in educational research, primarily impacting Black/African American and non-White Hispanic/Latinx students. In response, federal policymakers have encouraged educators to change their disciplinary practice, emphasizing that more proactive support is critical to promoting students’ social and behavioral outcomes in school. Results from a literature review conducted nearly a decade ago indicated that there was, at that point, a paucity of empirical research related to considering students’ culture (e.g., race, ethnicity) and supporting school behavior. The purpose of this study is to replicate and expand the previous review to summarize the characteristics of the most recent school-based quantitative research addressing interventions to promote social and behavioral outcomes for racially and ethnically minoritized youth. We screened 1687 articles for inclusion in the review. Upon coding 32 eligible research studies, we found that intervention and implementer characteristics within these studies varied, but noted strong intervention effects in studies that included established evidence-based practices, adapted interventions, as well as new practices piloted with student participants. Results inform recommendations to continue to study interventions that promote positive social and behavioral outcomes for racially and ethnically minoritized students to disrupt a long history of subjection to exclusionary discipline disproportionately.