Assessment of Parental Disclosure of a 22q11.2 Deletion Syndrome Diagnosis and Implications for Clinicians

Most children with chromosome 22q11.2 deletion syndrome (22q11DS) have an IQ in the range that may allow them to be capable of understanding a genetic diagnosis despite mild intellectual disabilities. However, there are no publications that relate to the disclosure of a 22q11DS diagnosis to the affected child, or the factors that influence parents’ disclosure to the child. A pilot study was conducted including eight semi-structured interviews with caregivers of children with 22q11DS, 10 to 17?years of age, to investigate the factors that influence how parents inform their children of the diagnosis. Six of eight participants had disclosed the diagnosis to the child, and most of these parents felt they could have benefited from additional advice from professionals to increase their confidence and success, as well as the child’s comprehension of the information. Those who had not informed the child were uncertain about the words to use, how to initiate the conversation, or were concerned about the child’s level of understanding. Our results demonstrate that genetics professionals should help prepare caregivers for conversations with their children about the diagnosis of 22q11DS, monitor the understanding of the diagnosis over time, and provide ongoing support.     

Social presence and service satisfaction: The moderating role of cultural value‐orientation

Two studies examine the role of the cultural value orientation, self‐construal, as a moderator of the relationship between social presence and service satisfaction. Cross‐cultural data are collected in China and the USA to maximize variation on self‐construal. Results suggest that social presence effects vary depending on the consumer's independent self‐construal. Regardless of whether the service encounter is positive or negative, social presence increases the strength of satisfaction or dissatisfaction for low independents but not for high independents. Copyright © 2012 John Wiley & Sons, Ltd.     

Estimating linear effects in ANOVA designs: The easy way

Research in cognitive science has documented numerous phenomena that are approximated by linear relationships. In the domain of numerical cognition, the use of linear regression for estimating linear effects (e.g., distance and SNARC effects) became common following Fias, Brysbaert, Geypens, and d'Ydewalle's (1996) study on the SNARC effect. While their work has become the model for analyzing linear effects in the field, it requires statistical analysis of individual participants and does not provide measures of the proportions of variability accounted for (cf. Lorch & Myers, 1990). In the present methodological note, using both the distance and SNARC effects as examples, we demonstrate how linear effects can be estimated in a simple way within the framework of repeated measures analysis of variance. This method allows for estimating effect sizes in terms of both slope and proportions of variability accounted for. Finally, we show that our method can easily be extended to estimate linear interaction effects, not just linear effects calculated as main effects.     

Visual nesting impacts approximate number system estimation

The approximate number system (ANS) allows people to quickly but inaccurately enumerate large sets without counting. One popular account of the ANS is known as the accumulator model. This model posits that the ANS acts analogously to a graduated cylinder to which one ??cup?? is added for each item in the set, with set numerosity read from the ??height?? of the cylinder. Under this model, one would predict that if all the to-be-enumerated items were not collected into the accumulator, either the sets would be underestimated, or the misses would need to be corrected by a subsequent process, leading to longer reaction times. In this experiment, we tested whether such miss effects occur. Fifty participants judged numerosities of briefly presented sets of circles. In some conditions, circles were arranged such that some were inside others. This circle nesting was expected to increase the miss rate, since previous research had indicated that items in nested configurations cannot be preattentively individuated in parallel. Logically, items in a set that cannot be simultaneously individuated cannot be simultaneously added to an accumulator. Participants?? response times were longer and their estimations were lower for sets whose configurations yielded greater levels of nesting. The level of nesting in a display influenced estimation independently of the total number of items present. This indicates that miss effects, predicted by the accumulator model, are indeed seen in ANS estimation. We speculate that ANS biases might, in turn, influence cognition and behavior, perhaps by influencing which kinds of sets are spontaneously counted.     

Effects of Directed Thinking on Intentions to Engage in Beneficial Activities: Idea Generation or Mental Simulation?

How might people best persuade themselves to engage in beneficial activities, such as dieting, exercise, and studying? One strategy is to think about actions. Another strategy is to think about reasons. In previous research, students who were directed to think about actions increased their study intentions more than did students who were directed to think about reasons. The present experiment tested whether thinking about actions was effective because of idea generation (coming up with the thoughts) or because of mental simulation (imagining the scenarios). In immediate and delayed measures, directed thinking about actions (but not reasons) proved generally more effective when students focused on mental simulation than when they focused on idea generation. Theoretical and applied implications are discussed.     

Is that a “No”? The Interpretation of Responses to Unwanted Sexual Attention

In this study, we used an interactive perspective to address the issue of responses to sexual harassment. We examined the effect of the consistency across time, consistency across types of advances, and assertiveness of a rejecting response on its perceived effectiveness. Participants were presented with scenarios that described responses to unwanted sexual attention and were required to rate the effectiveness of the responses for their clarity, content, and estimated effect on the future behavior of the perpetrator. The results show significant effects of consistency across time, consistency across types of advances, and assertiveness on perceived effectiveness of the response. As expected, an assertive response that was consistent across time and types of advances was perceived to be the most effective. This effect was found to be stronger for women than for men.     

Preposition-phrase attachment in noun phrases

This paper examines the ambiguity of noun phrases (NPs) with postmodifying preposition phrases (PPs), such as the triangle next to the circle below the square. This ambiguity is attributable in part to the difference in attachment sites for the second PP. If it attaches low, it modifies just the NP that is the object of the first preposition, and the resulting structure is right branching. If it attaches high, it modifies the entire preceding NP, and the resulting structure is left branching. However, each of these structures itself has two distinct interpretations. In the case of the high-attachment structure, these different interpretations have been previously noted; we call them stacking and coordinating. In the stacking interpretation, each PP modifies the entire NP to its left, whereas in the coordinating interpretation, it modifies just the head noun to its left (the first noun in the construction). In the case of the low-attachment structure, only the interpretation corresponding to the coordinating one has been noted; we call it alternating. However, a fourth distinct interpretation is possible, which corresponds to the stacking interpretation of the highattachment structure; we call it stuffing. In the alternating interpretation, each preposition has scope only over the head of the NP that is its complement. In the stuffing interpretation, each preposition has scope over its entire complement. In a pilot study, we found that the interpretations based on low attachment are preferred to those based on high attachment by a 21 ratio. Of the two low-attachment interpretations, alternating is preferred to stuffing by a 201 ratio. However, of the two high-attachment interpretations, coordinating is preferred to stacking by only a 21 ratio. In a second pilot study, we examined the pattern of interpretations of phrases with four PP postmodifiers of an NP, which in principle have 112 distinct interpretation types. Eleven of these types were noted in the experimental materials. We provide a detailed analysis of these types and note that the relative preference of the various interpretations found in the first study is preserved.     

The false consensus effect: A meta-analysis of 115 hypothesis tests

False consensus refers to an egocentric bias that occurs when people estimate consensus for their own behaviors. Specifically, the false consensus hypothesis holds that people who engage in a given behavior will estimate that behavior to be more common than it is estimated to be by people who engage in alternative behaviors. A meta-analysis was conducted upon 115 tests of this hypothesis. The combined effects of the tests of the false consensus hypothesis were highly statistically significant and of moderate magnitude. Further, the 115 tests of false consensus appear to be relatively heterogeneous in terms of significance levels and effect sizes. Correlational analyses and focused comparisons indicate that the false consensus effect does not appear to be influenced by the generality of the reference population, nor by the difference between alternative choices in actual consensus. However, the significance and magnitude of the false consensus effect was significantly predicted by the number of behavioral choices/estimates subjects had to make, and the sequence of measurement of choices and estimates. These patterns of results are interpreted as being inconsistent with the self-presentational, motivational explanation for the false consensus effect.     

A service-delivery paradigm for personality assessment

This paper describes a human science approach to the delivery of the feedback component of assessment services. The feedback process is now central to a collaborative assessment that is integrated with intervention. Research has suggested that subject, situational, and assessor variables are relevant for feedback, but such research has been unsystematic. A service-delivery paradigm for feedback of assessment findings is described that includes four levels of increasing client participation: information, emotional contingencies, transfer of power, and functioning of an assessment system. Communication of assessment findings has been incomplete historically because motivation for feedback, resource accessibility for feedback utilization, and criteria for adequate feedback have been considered as unrelated ingredients. The components of Antonovsky's Sense of Coherence construct--meaningfulness, manageability and comprehensibility--provide one conceptualization for interaction of these ingredients. It is now feasible to do systematic research on assessment that includes feedback of assessment findings and the service-delivery process.     

The child as informant: Eliciting linguistic intuitions from young children

In this paper we report an interview technique we have developed to elicit judgments from young children about the well-formedness and referential properties of sentences. Judgments are compared with act-out responses of a group of 20 children ranging in age from 3 years 9 months to 5 years 4 months. We argue that judgment data are more revealing of children's grammars than are traditional performance tasks.