Encoding differences affect the number and precision of own-race versus other-race faces stored in visual working memory

Other-race faces are discriminated and recognized less accurately than own-race faces. Despite a wealth of research characterizing this other-race effect (ORE), little is known about the nature of the representations of own-race versus other-race faces. This is because traditional measures of this ORE provide a binary measure of discrimination or recognition (correct/incorrect), failing to capture potential variation in the quality of face representations. We applied a novel continuous-response paradigm to independently measure the number of own-race and other-race face representations stored in visual working memory (VWM) and the precision with which they are stored. Participants reported target own-race or other-race faces on a circular face space that smoothly varied along the dimension of identity. Using probabilistic mixture modeling, we found that following ample encoding time, the ORE is attributable to differences in the probability of a face being maintained in VWM. Reducing encoding time, a manipulation that is more sensitive to encoding limitations, caused a loss of precision or an increase in variability of VWM for other-race but not own-race faces. These results suggest that the ORE is driven by the inefficiency with which other-race faces are rapidly encoded in VWM and provide novel insights about how perceptual experience influences the representation of own-race and other-race faces in VWM.

     

Experiential Avoidance: An Examination of the Construct Validity of the AAQ-II and MEAQ

Experiential avoidance (also referred to as acceptance or psychological flexibility) is a core construct of third-wave behavior therapies. It is the tendency to avoid uncomfortable thoughts or feelings, even when doing so has negative long-term consequences. In order for developments in experiential avoidance and third-wave behavior therapies to continue, it is imperative to examine the construct validity of the most widely used measures of this construct, the Acceptance and Action Questionnaire–II (AAQ-II) and the Multidimensional Experiential Avoidance Questionnaire (MEAQ). In Amazon’s Mechanical Turk (N = 1,052) and college (N = 364) samples, we evaluated the construct validity of these measures. The AAQ-II demonstrated suboptimal patterns of convergent and discriminant validity with measures of neuroticism/negative affect (Big Five Inventory, Big Five Aspects Scale, Positive and Negative Affect Schedule), the MEAQ, and mindfulness (Five Factor Mindfulness Questionnaire). In contrast, the MEAQ demonstrated optimal convergent and discriminant validity. Factor analyses at the scale, subscale, and item levels demonstrated that the AAQ-II loads with indicators of neuroticism/negative affect and not with other constructs at the core of third-wave behavior therapies. In contrast, the MEAQ loads on factors with mindfulness or forms its own factors. These findings suggest the AAQ-II functions as a measure of neuroticism/negative affect, whereas the MEAQ functions as an indicator of experiential avoidance. These findings have substantial implications for research on experiential avoidance and third-wave behavior therapies. Therefore, in order to improve the theory, research, and practice of third-wave behavior therapies, we recommend using the MEAQ to assess experiential avoidance.     

Conscious Control Is Associated With Freezing of Mechanical Degrees of Freedom During Motor Learning

This study investigated whether conscious control is associated with freezing of mechanical degrees of freedom during motor learning. Participants practiced a throwing task using either error-strewn or error-reduced practice protocols, which encourage high or low levels of conscious control, respectively. After 24 hr, participants engaged in a series of delayed retention and transfer tests. Furthermore, propensity for conscious control was assessed using participants' ratings and freezing was gauged through movement variability of the throwing arm. Performance was defined by mean radial error. In the error-strewn group, propensity for conscious control was positively associated with both freezing and performance. In the error-reduced group, propensity for conscious control was negatively associated with performance, but not with freezing. These results suggest that conscious control is associated with freezing of mechanical degrees of freedom during motor learning.     

Cultural identity dynamics: Capturing changes in cultural identities over time and their intraindividual organization

Important life transitions – such as migration – have the potential to enrich one's sense of self, but they are also demanding and challenging. The current research investigates how cultural identities change and become configured over time among newly arrived international students and the social factors that predict these longitudinal changes. A four‐wave longitudinal study was conducted during international students' first year in their new country (N = 278). Multivariate hierarchical linear modeling analyses allowed us to unpack both baseline (between‐person) and intraindividual change (within‐person) effects. Whereas increased psychological need satisfaction via both the new and one's heritage cultural group predicted increased identity integration, greater discrimination (i.e., both at baseline and an increase over time) predicted increased compartmentalization and the predominance (categorization) of one identity over the others. Results are discussed in light of novel theoretical developments in the acculturation and identity change literatures.     

Sources of evaluation of parental behaviors as predictors of achievement outcomes

Parents contribute to their children’s academic achievements by supporting their basic psychological needs. Parents’ need supporting behaviors (NSB) were expected to predict positive academic outcomes such as students’ academic performance and persistence intentions. The present study tested the contribution of parental NSB by distinguishing which of the source of evaluation (parent or adolescent) or specific NSB (autonomy support, involvement, structure) was a better predictor of youths’ academic performance and persistence intentions. This prospective study used a sample of 435 mother–adolescent dyads and 246 father–adolescent dyads, who completed two questionnaires a year apart. Results suggested that poor agreement between sources precluded the adoption of a multitrait-multimethod model. Using distinct factors for mothers, fathers, and adolescents to evaluate each NSB, different predictions were found for each outcome. Our results showed stronger contributions for paternal behaviors than for maternal ones, from the perspective of both students and their parents. These findings are examined in light of theories and research on parenting and education.     

Telehealth and in‐person training outcomes for novice discrete trial training therapists

The efficacy and efficiency of telehealth and in‐person training were compared while teaching seven undergraduate students to implement components of discrete trial training. A multiple‐baseline design across skills with elements of multiple probe and delayed multiple baseline combined with an alternating‐treatments design was used to evaluate the effects of behavioral skills training (BST) on (a) implementing a multiple stimulus without replacement preference assessment, (b) setting up an instructional context, (c) delivering antecedent prompts, and (d) delivering consequences for accurate and inaccurate responding. Two skills were trained via telehealth and two skills were trained in‐person using BST procedures with a mock student. All participants provided high acceptability ratings for both training procedures. Results also showed that telehealth training was as efficacious and efficient as in‐person training for all skills across all participants. Five of six participants showed high levels of maintenance of the newly acquired skills; these five also exhibited the skills during a novel instructional task.     

Too Much of a Good Thing? Emotional Intelligence and Interpersonal Conflict Behaviors

Research suggests that the outcomes of interpersonal conflict are determined not only by the conflict itself, but also by the way in which it is handled. Confrontational and domineering tactics have been found to magnify the adverse impact of conflict. Thus, investigations of determinants of aggressive conflict management behaviors are of considerable interest. This study extends the literature by examining the relationship between conflict management preferences and conflict management behaviors and by examining how emotional intelligence (EI) shapes this preference-behavior relationship. Individuals’ conflict management preferences predicted actual conflict management behaviors. EI was found to moderate this relationship. However, some of these moderating effects run contrary to the popular view of EI as a prosocial concept. Specifically, some EI facets were found to strengthen the link between aggressive conflict management preferences and subsequent conflict management behaviors.     

Potential Job Facilitation Benefits of “Water Cooler” Conversations: The Importance of Social Interactions in the Workplace

This study looked at the extent to which personality and cultural factors predicted participants’ perceptions of the importance private interactions played in the workplace. The 134 participants read a vignette (where a new employee socially interacted at low or high levels with co-workers) and completed the Big Five Inventory, Social Axioms Survey, and questions concerning expected workplace experiences. Results indicated employees who engaged in high levels of private interaction with co-workers were expected to be better liked, to receive better performance evaluations, were more likely to receive co-worker assistance, and were thought to be more likely chosen for future projects. However, the personality and social axiom variables studied did not significantly interact with social interaction to influence expectations of workplace outcomes.     

Community-Based Arts Initiatives: Exploring the Science of the Arts

In this introduction to the special issue, we describe some of the rewards and challenges of community‐based arts initiatives for our discipline. We explore the inherent tensions between art and science that are reflected in community‐based arts activities. We pose larger questions about researching community‐based arts activities and defining the arts as a means of promoting social change. The diversity of populations, settings, and issues represented by the papers in the special issue are described and a common set of values, methods of inquiry and action are discussed.