On the self-protective nature of inconsistency-negativity management: using the person memory paradigm to examine self-referent memory

How do individuals remember feedback that is inconsistent or negative? According to the inconsistency-negativity resolution model, individuals are motivated to reduce uncertainty and resolve inconsistency even when threat to self is potential. They more deeply process and better remember negative self- than other-referent information. According to the inconsistency-negativity neglect model, individuals are motivated to protect the self against threat. They engage in more shallow processing and remember less negative self- than other-referent information. Participants read and recalled either self- or other-referent mixed-valence information. The neglect model was supported in personality and minimal feedback settings. A chronometric exploration of processing mechanisms and the ruling out of a retrieval interference account clarified aspects of the model. Individuals are hypersensitive to threat potential: They will protect the self against even hypothetical threat.     

The impact of motivation on temporal comparisons: coping with traumatic events by perceiving personal growth

Four studies were conducted to investigate the impact of self-enhancement motivation on the temporal comparisons of victims of stressful life events. Study 1 revealed that (a) victims were more likely than acquaintances of victims to report greater improvement in their personal attributes after traumatic life events than after mild negative life events and (b) victims perceived improvement by derogating their pre-event attributes. In Studies 2 and 3, an experimental approach was used to study the impact of threatening experiences on perceptions of personal growth, and similar findings were obtained. Study 4 confirmed that threatening self-relevant feelings play a causal role in prompting self-enhancing temporal comparisons. Taken together, the findings of these studies support the view that perceptions of personal improvement reflect, at least in part, motivated illusions that are designed to help people cope with threatening life experiences.     

Color discrimination under chronic hypoxic conditions (simulated climb "Everest-Comex 97")

Hypoxia is known to alter visual functions. In the present study, the effects of chronic hypobaric hypoxia upon visual color discrimination were studied in 8 subjects participating in a simulated climb from sea level (PO2 = 210 hPa) to 8,848 m (PO2 = 70 hPa) over a 31-day period of confinement in a decompression chamber ('Everst-Comex 97'). During these investigations, the subjects were required to discriminate between colors of different hue in the red, blue, and green ranges. Alterations in color discrimination increased slightly but significantly as altitude increased. Impairments occurred mainly in the red and blue ranges. In addition, our results further indicate that color discrimination would be affected only when a minimum threshold of difference between color stimuli is not present. Methodological and physiological implications are discussed.     

The perceived position of the hand in space

This paper reports a series of experiments of the perceived position of the hand in egocentric space. The experiments focused on the bias in the proprioceptively perceived position of the hand at a series of locations spanning the midline from left to right. Perceived position was tested in a matching paradigm, in which subjects indicated the perceived position of a target, which could have been either a visual stimulus or their own fingertip, by placing the index finger of the other hand in the corresponding location on the other side of a fixed surface. Both the constant error, or bias, and the variable error, or consistency of matching attempts, were measured. Experiment 1 showed that (1) there is a far-left advantage in matching tasks, such that errors in perceived position are significantly lower in extreme-left positions than in extreme-right positions, and (2) there is a strong hand-bias effect in the absence of vision, such that the perceived positions of the left and right index fingertips held in the same actual target position in fact differ significantly. Experiments 2 and 3 demonstrated that this hand-bias effect is genuinely due to errors in the perceived position of the matched hand, and not to the attempt at matching it with the other hand. These results suggest that there is no unifying representation of egocentric, proprioceptive space. Rather, separate representations appear to be maintained for each effector. The bias of these representations may reflect the motor function of that effector.     

Where am I looking? The accuracy of video-mediated gaze awareness

Participants worked in pairs, with one person gazing at a flat horizontal stimulus between them. The other participant estimated where the gazer was looking. Experiment 1 used linear scales as gaze targets. The mean root mean square error of estimation equates to 3.8 degrees of head-and-eye pan and 2.6 degrees of tilt. This small error of estimation was essentially the same in a video-mediated condition and in one in which a procedure that did not allow the estimator to see the head-and-eye movement to the target position was used. Experiment 2 obtained comparable gaze estimation performance in face-to-face and video-mediated conditions, using a combined pan-and-tilt grid. It is concluded that people are very good at estimating what someone else is looking at and that such estimations should be practical during video-mediated conversation.     

The rhetoric of experimental social psychology, 1930-1960: from caution to enthusiasm

Between 1930 and 1960, experimentation became the premier form of knowledge generation in social psychology. In journals, texts, and handbooks, experiment was now conceived as the active manipulation of an independent variable, and the sole method for the discovery of "causes." Understanding this change requires further investigation of the fine-grained discursive strategies used to promote experimentation during the 1930s and 1940s. In this paper we use discourse analysis to contrast the cautious rhetoric used by Gardner Murphy and Lois Murphy and the more enthusiastic, unhedged arguments for experimentation employed by Kurt Lewin. We argue that analysis of changes in discourse justifying experimentation can illuminate the processes by which methodological consensus was constructed.     

Effects of Stimulant Medication Treatment on Mothers' and Children's Attributions for the Behavior of Children with Attention Deficit Hyperactivity Disorder

Participants were 55 children with attention deficit hyperactivity disorder (ADHD) who were receiving ongoing treatment with stimulant medications and their mothers, and 31 children with ADHD who were beginning stimulant medication and their mothers. Mothers and children offered attributions for child behaviors that occurred when the child was medicated and not medicated. Mothers rated child compliance and prosocial behavior as more global and stable when the child was medicated and rated noncompliance, ADHD symptoms, and oppositional behavior as more externally caused, less global and stable, but more controllable by the child when the child was medicated. Children rated both their compliance and noncompliance as more controllable in the medicated condition. On a forced-choice measure, both mothers and children selected ability, effort, and task attributions for compliance more in the not-medicated condition, and pill-taking attributions more in the medicated condition. This was reversed for noncompliance, which was attributed more to effort, task, or ability in the medicated condition and more to not taking a pill in the not-medicated condition. The potential risks and benefits for parent–child interactions and children's self-perceptions of these medication-related differences in attributions are discussed.     

Do Executive Function Deficits Differentiate Between Adolescents with ADHD and Oppositional Defiant/Conduct Disorder? A Neuropsychological Study Using the Six Elements Test and Hayling Sentence Completion Test

Two neuropsychological measures of executive functions—Six Elements Tests (SET) and Hayling Sentence Completion Test (HSCT)—were administered to 110 adolescents, aged 12–15 years. Participants comprised four groups: Attention Deficit Hyperactivity Disorder (ADHD) only (n = 35), ADHD and Oppositional Defiant Disorder/Conduct Disorder (ODD/CD) (n = 38), ODD/CD only (n = 11), and a normal community control group (n = 26). Results indicated that adolescents with ADHD performed significantly worse on both the SET and HSCT than those without ADHD, whether or not they also had ODD/CD. The adolescents with ADHD and with comorbid ADHD and ODD/CD were significantly more impaired in their ability to generate strategies and to monitor their ongoing behavior compared with age-matched controls and adolescents with ODD/CD only. It is argued that among adolescents with clinically significant levels of externalizing behavior problems, executive function deficits are specific to those with ADHD. The findings support the sensitivity of these two relatively new tests of executive functions and their ecological validity in tapping into everyday situations, which are potentially problematic for individuals with ADHD.     

“The Frog Ate the Bug and Made his Mouth Sad”: Narrative Competence in Children with Autism

This study compares the narrative abilities of 13 children with autism, 13 children with developmental delays, and 13 typically developing children matched on language ability. Although groups did not differ in their use of causal language or internal state terms, children with autism and children with developmental delays were less likely than typical children to identify the causes of characters' internal states. Rather, they tended simply to label emotions and explain actions. Children with autism and children with developmental delays also relied on a more restricted range of evaluative devices, which both convey point of view and maintain listener involvement. In addition, the narrative abilities of children with autism were linked to performance on measures of theory of mind and an index of conversational competence, whereas this was not the case among children with developmental delays. Findings are discussed in relation to the social, cognitive, and emotional underpinnings and consequences of narrative activity.