Criticism or praise? The impact of verbal versus text-only computer feedback on social presence, intrinsic motivation, and recall.

The Computers Are Social Actors (CASA) paradigm asserts that human computer users interact socially with computers, and has provided extensive evidence that this is the case. In this experiment (n = 134), participants received either praise or criticism from a computer. Independent variables were the direction feedback (praise or criticism), and voice channel (verbal or text-only). Dependent variables measured via a computer-based questionnaire were recall, perceived ability, intrinsic motivation, and perceptions of the computer as a social entity. Results demonstrate that participants had similar reactions to computers as predicted by interpersonal communication research with participants who received text-only criticism reporting higher levels of intrinsic motivation, perceived ability, and recall. Additionally, the computer was seen as more intelligent. Implications for theory and application are discussed.     

Creative Writing as Resistance and Discovery in an Analysis

This paper was originally written as a graduation paper for the completion of adult analytic training. In this paper I trace and explore multiple uses of creative writing in my personal analysis, illuminating the development of analytic phases and process. The creative writing used in this paper is primarily from the first three and a half years of my analysis, well before entering analytic training. It is an eventual interpretation on the part of my analyst, as well as the rest of my analysis and analytic training, that allow me to realize that while my writing felt like self-discovery, it also served as resistance, defense against the entirety of my affective world and internal conflicts. A poem written much later in the analysis is included, as it reveals the integration of struggled with concepts, as well as the pain of the inevitable separation of termination.     

Screening for motor coordination challenges in children using teacher ratings of physical ability and activity

We examined the effectiveness of a teacher-based rating scale called the teacher estimation of activity form (TEAF) to screen for developmental coordination disorder (DCD) in children. A random selection of 15 of 75 schools from the District School Board of Niagara in Ontario, Canada was chosen for this study. Every consented child in Grade 4 (n=502) was evaluated for probable DCD (pDCD) in school using the short form Bruininks-Oseretsky test of motor proficiency (BOTMP-SF). Each student also completed the children's self perceptions of adequacy in and predilection toward physical activity (CSAPPA) scale, participation questionnaire, and Léger 20-meter shuttle run, and had their height and weight measured. The 27 children (5.1%) who scored below the 5th percentile on BOTMP-SF were designated as pDCD cases and the 475 children who scored above the 5th percentile served as controls. Results showed that mean TEAF scores were significantly lower for pDCD children than controls (p<.001). Total TEAF scores ranging from 28 to 32 were preferred in maintaining good sensitivity (.74, 95% CI=.55-.87 to .85, 95% CI=.68-.94). The area under the ROC curve was .77 (95% CI, .68-.86) for the TEAF total score, and some individual items performed approximately as well as the full scale. The TEAF was positively correlated with measures of physical activity and fitness. The TEAF appears to be an effective tool in screening for DCD, particularly in a population setting. Considering the brevity of the TEAF and the discriminative power of individual items, this instrument would be effective in an abbreviated version.     

Angry, disgusted, or afraid? Studies on the malleability of emotion perception

ABSTRACT— Current theories of emotion perception posit that basic facial expressions signal categorically discrete emotions or affective dimensions of valence and arousal. In both cases, the information is thought to be directly "read out" from the face in a way that is largely immune to context. In contrast, the three studies reported here demonstrated that identical facial configurations convey strikingly different emotions and dimensional values depending on the affective context in which they are embedded. This effect is modulated by the similarity between the target facial expression and the facial expression typically associated with the context. Moreover, by monitoring eye movements, we demonstrated that characteristic fixation patterns previously thought to be determined solely by the facial expression are systematically modulated by emotional context already at very early stages of visual processing, even by the first time the face is fixated. Our results indicate that the perception of basic facial expressions is not context invariant and can be categorically altered by context at early perceptual levels.     

Beyond pleasure: emotion activity affects the relationship between attitudes and behavior

The research examined an additional proposed moderator of the attitude-behavior relationship: the activity level of emotions associated with an attitude object. In Experiment 1, participants who self-generated active rather than passive emotions as being associated with gay men displayed greater attitude-behavior consistency in hiring recommendations for a gay job applicant, as did participants who rated active rather than passive experimenter-provided emotions as being associated with gay men. In Experiment 2, participants who were instructed to associate active rather than passive emotions with gay men subsequently displayed greater attitude-behavior consistency in similar hiring recommendations. It is suggested that future research on the affective component of attitudes might benefit from going beyond consideration of whether the associated emotions entail displeasure or pleasure.     

Can 15-month-old infants understand pretence? An investigation using the 'violation-of-expectation' paradigm

Productive tests are unsuitable for measuring infants' earliest understanding of pretence, because performance demands may render infants unable to produce the actions required to pass the test. Recently, Onishi, Baillargeon and Leslie (2007) used the violation-of-expectation (VOE) paradigm as a measure of infants' understanding of others' pretence that is free from such performance demands. They found that 15-month-old infants looked longer at an Unexpected event in which an actor pretended to pour into one cup but pretended to drink from another cup, compared to pretending to pour and drink with the same cup. On this basis, they argued that 15-month-old infants expect others' pretence to be consistent, demonstrating their understanding of others' pretence. However, infants may have responded to expectations they had about familiar action sequences, rather than to pretence per se. To test this hypothesis, the current study firstly replicated Onishi et al.'s results in a sample of 28 typically developing 15-month-old infants, and then added a condition using closely matched real versions of their pretend VOE tasks. It was found that infants looked longer at unexpected events, whether or not the events were real or pretend. It was concluded that 15-month-old infants may look longer at pretend events due to violations of expectations they have about familiar action sequences, rather than because they understand others' pretence behaviour.     

Feminism and the Decade of Behavior

This Psychology of Women Quarterly special issue argues that the goals of the Decade of Behavior to foster a healthier, safer, better educated, more prosperous, and more democratic nation cannot be achieved without contributions from feminist psychology. Its individual articles reflect feminist perspectives and provide examples of how feminist perspectives can inform behavioral and social research within Decade domains. In this overview, we outline the challenges that gender poses to achieving Decade goals, and discuss four cross-cutting feminist principles for research to address those challenges: Inclusiveness and Diversity, Context, Power and Privilege, and Activism. We discuss specific limitations of traditional research, and emphasize the need for new models that view the world in more complex, context-based ways. We underscore the importance of generating new, diversity-mindful research questions and of developing and accepting new methods to answer them. We discuss policy implications, stressing the need for activism. We hope this work will encourage the expansion of feminist scholarship in the new millennium and be helpful to researchers, educators, and policymakers in working to achieve the goals of the Decade of Behavior.