Hemifacial preferences for the perception of emotion and attractiveness differ with the gender of the one beheld

Though the left cheek appears more emotive, perceptions of attractiveness vary with gender. For the first time, this study assessed the relationship between perceptions of emotion (happiness) and attractiveness in naturalistic photographic portraits. One hundred ninety-two participants (63 male; 129 female) viewed pairs of left and right cheek poses, and made a forced-choice decision indicating which image appeared (a) more emotive and (b) more attractive (order counterbalanced). Half the images were mirror-reversed to control for perceptual biases. Results indicated a striking gender difference: for males, the left cheek appears both more emotive and more attractive; for females, preferences are subject to stronger perceptual influences, with the right cheek bias for emotion and attractiveness reversing to a left cheek bias when images are mirror-reversed. These findings suggest that if you want to show the world your "best side", men should lead with the left but for women, the right cheek is right.     

Thinking About Your Thoughts: Investigating Different Cognitive Change Strategies

A mainstay technique of cognitive therapy is the cognitive error (CE) method, which aims to mitigate psychological distress by identifying logical errors in thinking and replacing them with alternative, adaptive cognitions. Monson and Fredman (2012) have developed a different cognitive change strategy, named the U.N.S.T.U.C.K., which is predicated on the notion of increasing cognitive flexibility to improve distress. This therapy analogue study (N?=?32) examined the emotional change produced by each strategy and initially tested each strategy??s underlying theory. Both strategies resulted in emotional change, and there was a marginally significant advantage of the U.N.S.T.U.C.K. in producing this change. The U.N.S.T.U.C.K. also resulted in a greater decline in belief in original thought over time. Finally, the interaction between level of belief in new thought and cognitive strategy was a marginally significant predictor of emotional change; there was a stronger relationship between belief in new thought and emotional change for those in the U.N.S.T.U.C.K. group. Limitations and future research directions are offered.     

Handedness differences in information framing

Previous research has shown that strength of handedness predicts differences in sensory illusions, Stroop interference, episodic memory, and beliefs about body image. Recent evidence also suggests handedness differences in the susceptibility to common decision biases such as anchoring and sunk cost. The present paper extends this line of work to attribute framing effects. Sixty-three undergraduates were asked to advise a friend concerning the use of a safe allergy medication during pregnancy. A third of the participants received negatively-framed information concerning the fetal risk of the drug (1–3% chance of having a malformed child); another third received positively-framed information (97–99% chance of having a normal child); and the final third received no counseling information and served as the control. Results indicated that, as predicted, inconsistent (mixed)-handers were more responsive than consistent (strong)-handers to information changes and readily update their beliefs. Although not significant, the data also suggested that only inconsistent handers were affected by information framing. Theoretical implications as well as ongoing work in holistic versus analytic processing, contextual sensitivity, and brain asymmetry will be discussed.     

Desire for social contact,not empathy,may explain “rescue” behavior in rats

Ben-Ami Bartal et al. (Science 334:1427–1430, 2011) showed that a rat in an open space (free rat) would touch the front door of a restraining tube to open its rear door, thereby enabling a rat trapped within (trapped rat) to enter a larger space that was farther away from the free rat. Since opening the rear door distanced the trapped rat from the free rat, Ben-Ami Bartal et al. argued free-rat behavior could not be motivated by the pursuit of social contact. Instead, this rat was empathically motivated, its goal being to reduce the presumed distress of the rat trapped in the restraining tube. In two experiments, we show that (a) a free rat will not learn to touch the front door to open the rear door when it is the first condition of the experiment; (b) over time, a trapped rat will often return to a restraining tube despite its presumed aversiveness; and (c) a free rat experienced in touching the front door will continue to touch it even if touching does not free the trapped rat. We explain these results and Ben-Ami Bartal et al.’s in terms of two processes, neophobia and the pursuit of social contact. When first placed in a restraining tube, neophobia causes the trapped rat to escape the tube when the rear door is opened. Across sessions, neophobia diminishes, permitting the rats’ pursuit of social contact to emerge and dominate free- and trapped-rat behavior.     

Why do People Disagree? Explaining and Endorsing the Possibility of Partiality in Judgments

The current study examines developing changes in children's intuitions about why disagreements about decisions might occur, focusing on what children understand about partiality and how it may vary depending on the context. Eighty children ages 6 to 13 years old and 20 adults were presented with stories in which there was a disagreement with the judge about who the winner of a contest should be. Participants were asked to generate their own explanations for why the disagreement may have occurred and to evaluate the plausibility of different explanations provided by the experimenter. Even 6-year-olds generated and endorsed partiality as a possible explanation for disagreement, although they did so at a lower rate than older children. A richer understanding of how context influences both the reasons for disagreement and the likelihood of partiality seems to develop over childhood.     

Imaginary Worlds in Middle Childhood: A Qualitative Study of Two Pairs of Coordinated Paracosms

Imagining alternatives to actual experiences is an important part of everyday life that can take many forms. One manifestation in middle childhood is the creation of elaborate imaginary worlds, called paracosms. Retrospective reports of adults indicate that having a childhood paracosm is more commonly reported in individuals acknowledged for being highly creative. In this study, we interviewed four children aged 10 to 12 years with interconnected paracosms about the details of their imagined worlds. Our findings indicated that paracosms served as a platform for social activity with friends, a way to explore real world interests (e.g., geography, language), and a vehicle for engaging in creative pursuits (e.g., drawing, storytelling).     

Beyond emotional benefits: Physical activity and sedentary behaviour affect psychosocial resources through emotions

Physical activity is known to improve emotional experiences, and positive emotions have been shown to lead to important life outcomes, including the development of psychosocial resources. In contrast, time spent sedentary may negatively impact emotional experiences and, consequently, erode psychosocial resources. Two studies tested whether activity independently influenced emotions and psychosocial resources, and whether activity indirectly influenced psychosocial resources through emotional experiences. Using cross-sectional (Study 1a) and longitudinal (Study 1b) methods, we found that time spent physically active independently predicted emotions and psychosocial resources. Mediation analyses suggested that emotions may account for the relation between activity and psychosocial resources. The improved emotional experiences associated with physical activity may help individuals build psychosocial resources known to improve mental health. Study 1a provided first indicators to suggest that, in contrast, sedentary behaviour may reduce positive emotions, which could in turn lead to decrements in psychosocial resources.     

Visual working memory is disrupted by covert verbal retrieval

If working memory (WM) depends on a central resource—as is posited in some theories, but not in others—it should be possible to observe interference between tasks that share few features with each other. We investigated whether interference with WM for visual arrays would occur, even if the interfering task required neither visual processing nor overt responding. In an auditory-verbal interfering task, a response was to be made if a word was recognized as having come from one of two prelearned lists, but not from the other list. As compared with nonretrieval control conditions, even covert verbal memory retrieval disrupted the storage of visual items held in WM. A second experiment ruled out verbal recoding of the visual arrays as the basis of interference. The results indicate that visual WM and verbal long-term retrieval share a central resource (e.g., attention).     

Seven-year-olds allocate attention like adults unless working memory is overloaded

Previous studies have indicated that visual working memory performance increases with age in childhood, but it is not clear why. One main hypothesis has been that younger children are less efficient in their attention; specifically, they are less able to exclude irrelevant items from working memory to make room for relevant items. We examined this hypothesis by measuring visual working memory capacity under a continuum of five attention conditions. A recognition advantage was found for items to be attended as opposed to ignored. The size of this attention-related effect was adult-like in young children with small arrays, suggesting that their attention processes are efficient even though their working memory capacity is smaller than that of older children and adults. With a larger working memory load, this efficiency in young children was compromised. The efficiency of attention cannot be the sole explanation for the capacity difference.     

A Pilot Study of the Effects of Cognitive-Behavioral Conjoint Therapy for Posttraumatic Stress Disorder on Parenting

Parental posttraumatic stress disorder (PTSD) is associated with parenting difficulties. Cognitive-behavioral conjoint therapy for PTSD (CBCT for PTSD) improves PTSD symptoms, relationship adjustment, and partners’ mental health functioning. However, the impact of CBCT for PTSD on parenting competency is unknown. In this pilot study, the effects of CBCT for PTSD on parenting competency were investigated in 14 individuals (6 patients with PTSD and 8 partners) who had children under age 18. Results suggested that most participants perceived themselves as competent in their parenting prior to treatment, and some enhancements in competency occurred following CBCT for PTSD. Moreover, changes in parenting competency were associated with improvements in patient-rated PTSD. Adjunctive interventions targeting parenting and goals for future research are discussed.