False memory in a short-term memory task

The Deese/Roediger-McDermott (DRM; Roediger & McDermott, 1995) paradigm reliably elicits false memories for critical nonpresented words in recognition tasks. The present studies used a Sternberg (1966) task with DRM lists to determine whether false memories occur in short-term memory tasks and to assess the contribution of latency data in the measurement of false memories. Subjects studied three, five, or seven items from DRM lists and responded to a single probe (studied or nonstudied). In both experiments, critical lures were falsely recognized more often than nonpresented weak associates. Latency data indicated that correct rejections of critical lures were slower than correct rejections of weakly related items at all set sizes. False alarms to critical lures were slower than hits to list items. Latency data can distinguish veridical and false memories in a short-term memory task. Results are discussed in terms of activation-monitoring models of false memory.     

Establishing a generalized repertoire of helping behavior in children with autism

The present study used a multiple baseline across participants design to assess whether 4 children with autism could learn a generalized repertoire of helping adults with different tasks through the use of a multicomponent teaching package. Different helping responses were taught in the presence of multiple exemplars of discriminative stimuli drawn from experimenter-defined categories of helping behavior (e.g., locating objects, putting away items, setting up an activity). During the training condition, video models, prompting, and reinforcement were used. The results showed that all 4 children learned to emit appropriate helping responses in the presence of discriminative stimuli from the helping categories used during training. Generalization of helping responses was observed in the presence of untrained discriminative stimuli during additional probe conditions. Additional pre- and postintervention generalization trials showed that the frequency of helping responses also increased in the presence of novel stimuli, in a novel setting, and with a novel instructor.     

Ain’t sure who to blame: Metacognitive influences on appraisal–emotion processes

In this research, we propose that emotions are affected not only by appraisals, but also by a metacognitive sense of confidence versus doubt over the appraisals. Focusing on core-relational themes (CRTs), higher-order appraisals comprising the combined meaning of several appraisals, we predicted and found evidence, over two studies, that the effect of a CRT on the corresponding emotion is stronger if one feels confident about the validity of the CRT compared to feeling doubtful. In Study 1, CRT was manipulated by recall and in Study 2, CRT was manipulated in vivo. Both designs produced consistent support for the hypotheses. These findings demonstrate the need to consider metacognitive processes in understanding the effects of appraisals on emotions.     

Heterosexual Allies? Understanding Heterosexuals’ Alliance with the Gay Community

Prevailing wisdom is that increased visibility of gay men and lesbians reduces levels of sexual prejudice, but less is known about who is more likely to ally with the gay community and how interaction with the gay community influences attitudes toward gay men and lesbians. Using data from 873 heterosexual college students in the US, we examine how alliance with the gay community, a typology which combines measures of personal contact and community contact, relates to attitudes towards gay men and lesbians. Membership in each alliance category differed by gender, race/ethnicity, size of place, traditional gender role and authoritarian attitudes, religiosity, and political conservatism. Approximately one-third of the sample are allies of the gay community with both personal contact and community contact and lower levels of sexual prejudice. By contrast, another 30 % of the sample has no contact (personal or community) and higher levels of sexual prejudice toward the gay community. We conclude that more complex models of heterosexual contact with gay community are more useful than dichotomous models for understanding differences in attitudes towards gay men and lesbians.     

Flexing Work Boundaries: The Spillover and Crossover of Workplace Support

Using boundary theory and conservation of resources theory, we examined how job incumbents’ perceptions of supervisor instrumental support and organizational segmentation support influence outcomes for both the incumbent and the spouse. First, we examined how supervisor instrumental support and organizational segmentation support shape incumbents’ perceived ability to flex work boundaries and thus affect their experience of family functioning and their organizational commitment. Second, we examine the effects of supervisor instrumental support and organizational segmentation support on spousal martial satisfaction and the spouse's commitment to the incumbent's employing organization as mediated through boundary flexibility and the spouse's perception of successful boundary management by the incumbent. Using a matched set of 503 subordinates and their spouses, this study found that both supervisor instrumental support and organizational segmentation support contribute to work boundary flexibility. Further, for the incumbent, family functioning and organizational commitment were enhanced through work boundary flexibility, whereas for the spouse, marital satisfaction and commitment to the incumbent's organization were enhanced through both incumbent work boundary flexibility and the spouse's perception of successful boundary management by the incumbent. We discuss the study's implications for theory, research, and practice while suggesting new research directions.     

Living With Genetic Vulnerability: a Life Course Perspective

This is the second article of a two part series about utilizing the life course perspective (LCP) in genetic counseling. Secondary data analysis was conducted on a grounded theory, longitudinal study which provided a wide focus on living with hereditary breast and ovarian cancer (HBOC) risk. The aim of this analysis was to explore the longitudinal data for both the temporal and social context of living with BRCA mutation genetic test results. Sixteen women from two previous studies were interviewed on multiple occasions over an 8 year time period. The LCP was used to direct a thematic analysis of the data. Families experience the consequences of knowing they carry a BRCA1 or BRCA2 gene mutation long after the initial diagnosis. These women’s experiences across time reflect the concepts of the LCP and show how life is changed when families know they live with a genetic vulnerability to an adult-onset and potentially life-threatening disease. Different emphases on concepts from the LCP were evident across the different age groups. For example, the group of 40–50 year old women emphasized the concept of linked lives, those in their 30’s focused on human agency and women in their 20’s were more focused on timing of events. This study helps give direction to healthcare providers counseling women living with a BRCA mutation.     

Parent Involvement in Secondary Special Education and Transition: An Exploratory Psychometric Study

An increased level of parent involvement in education has been identified as a predictor of positive postschool outcomes for students with disabilities who have traditionally experienced lower rates of employment and postsecondary education than their peers without disabilities. The purpose of this study was to explore the factor structure of scales adapted from the Hoover-Dempsey and Sandler Model of Parent Involvement that might be used to predict parent involvement in secondary special education. An iterative adaption process included adding and revising scale items to reflect parent beliefs and involvement activities related to transition planning and secondary education for parents of high school students with disabilities. Participants were 149 parents of students with disabilities, ages 16–21. Two exploratory factor analyses (EFA) were conducted to examine the psychometric properties of the scales. Results of the EFA for involvement activities suggested a three-factor solution including: Future Planning; Home-based Involvement; and Agency/School-based Involvement. Results of the EFA for Motivators for Involvement suggested a seven-factor solution including: Parent Expectations for the Future; General School Invitations; Role Construction; Perceptions of Time and Energy; Knowledge, Skills, and Self-efficacy; Specific Child Invitations, and Specific Teacher Invitations. Implications and future research directions are discussed.