Searching for emotion or race: Task-irrelevant facial cues have asymmetrical effects

Facial cues of threat such as anger and other race membership are detected preferentially in visual search tasks. However, it remains unclear whether these facial cues interact in visual search. If both cues equally facilitate search, a symmetrical interaction would be predicted; anger cues should facilitate detection of other race faces and cues of other race membership should facilitate detection of anger. Past research investigating this race by emotional expression interaction in categorisation tasks revealed an asymmetrical interaction. This suggests that cues of other race membership may facilitate the detection of angry faces but not vice versa. Utilising the same stimuli and procedures across two search tasks, participants were asked to search for targets defined by either race or emotional expression. Contrary to the results revealed in the categorisation paradigm, cues of anger facilitated detection of other race faces whereas differences in race did not differentially influence detection of emotion targets.     

IMPACT OF THE IMPLEMENTATION OF THE TEACHING/LEARNING CYCLE ON TEACHER DECISION-MAKING AND EMERGENT READERS

No topic is on the minds of the general public, federal and state legislatures, parents, and educators more than the issue of establishing and maintaining school programs that are consistent in their ability to produce competent readers. Teachers, administrators, and teacher preparation programs are admonished to change programs, resources, monitoring procedures - whatever it takes to bring about this reformation of student reading achievement. Topics under investigation include effective models, methods, and strategies of instruction; essential teacher knowledge; teacher decision-making; and professional development of in-service and pre-service teachers. From this body of research the terms "balanced literacy" and "engaged literacy" have emerged. These terms are defined as emphasizing instruction on identified student need and including skills development as well as experience in a variety of texts. The teaching/learning cycle, a model for evaluating student reading behaviors and planning focused instruction, providesa foundation for the development of essential teacher knowledge and skills. As teachers articulate their understanding of the reading process, the characteristics of the learner, and the supports and challenges offered in text and teaching approaches, their practice is changed to make it more congruent with these stated beliefs. When teacher instructional practice is aligned with clear understandings and beliefs, student achievement increases. This study explored how knowledge and use of the teaching/learning cycle in beginning reading instruction impacts teacher decision-making and student achievement. While investigating teachers' knowledge and use of the teaching/learning cycle, two research questions focused on how student learning was affected and the impact of the changes on student/teacher interactions.     

Subgroup Differences in Situational Judgment Test Performance: A Meta-Analysis

In this article, we describe a systematic review of mean race and sex differences in situational judgment test (SJT) performance. On average, White test takers perform better on SJTs than Black, Hispanic, and Asian test takers. Female examinees perform slightly better than male test takers on SJTs. We investigate two moderators of these differences: loading of g or personality on the SJT, and response instructions. Mean race differences between Black, Hispanic, Asian and White examinees in SJT performance are largely explained by the cognitive loading of the SJT such that the larger the cognitive load, the larger the mean race differences. Regarding the effect of personality loadings of SJTs on race differences, Black–White and Asian–White differences are smaller to the extent that the SJT is correlated with emotional stability and Hispanic–White differences are smaller to the extent that SJTs are correlated with conscientiousness and agreeableness. Cognitive loading has minimal effect on male–female SJT score differences; however, SJT score differences are larger, favoring women, when SJTs are correlated with conscientiousness and agreeableness. Concerning response instructions, knowledge response instructions showed greater race differences than behavioral tendency instructions. The mean correlations show that these differences are largely because of the greater g loading of knowledge instructions. A second study showed that when used in hiring, SJTs are likely to have adverse impact by race but not by sex.     

Assessing Personality in the Employment Interview: The Impact of Training on Rater Accuracy

We developed a training protocol to enhance interviewers' knowledge of personality-related cues and, in so doing, improve the accuracy of their personality judgments. Participants (N = 164) watched 3 videotaped mock employment interviews and judged the personality of those interviewees. The trained group was more accurate than the control group for some, but not all, of the rated traits. It was predicted that training would increase participants' dispositional intelligence (knowledge of personality) scores. This hypothesis was not supported, suggesting that trait cue knowledge and dispositional intelligence may function independently in the improvement of rating accuracy. These findings contribute to further articulation of the process underlying accurate personality inferences.     

Acting Up and Acting Out: Conduct Disorder and Competing Media Frames

This article compares diverse symbolic frames for the childhood psychiatric diagnosis “Conduct Disorder” (CD) found in the popular media with the dominant medicalized frame in the professional literature. Although vestiges of earlier frameworks remain, almost all professional accounts frame the disorder as a way of “acting out” the sick role. In contrast, the popular media use various culturally consistent frames, including delinquently “acting up.” However, unlike other instances in which the public and professionals lack a common understanding about a health condition, there has been no overt contestation about the definition of CD. Social, policy, and theoretical implications are explored.     

A pilot evaluation of the efficacy of a couple-tailored print intervention on colorectal cancer screening practices among non-adherent couples

The objective of this study was to evaluate the efficacy of a couple-tailored print (CTP) intervention on colorectal cancer screening (CRCS), CRCS intentions, and on knowledge and attitudes among couples in which neither partner is on schedule with regard to CRCS. A total of 168 married couples with both members non-adherent with CRCS were randomly assigned to receive either a CTP pamphlet accompanied by a generic print (GP) pamphlet or a GP pamphlet only. Couples completed measures of CRCS, intentions, relational perspective on CRCS, discussions about CRCS, spouse support for CRCS, spouse influence strategies, CRC knowledge, perceived CRC risk, and CRCS benefits and barriers. Results indicated there was no significant benefit of CTP vs. GP on CRCS, but there was a significant increase in CRCS intentions in CTP compared with GP. There was also a significant increase in relationship perspective on CRCS, a significant increase in husbands’ support of their wives’ CRCS, and a significant increase in CRCS benefits in CTP. In summary, CTP did not increase CRCS practices but increased intentions and perceived benefits of CRCS as well as improving couples’ ability to view CRCS as having benefit for the marital relationship.     

The prediction of safe sex behaviour: The role of intentions,attitudes, norms and control beliefs

Abstract

The present study was designed to examine the utility of the theory of reasoned action (Fishbein and Azjen, 1975) in relation to people's propensity to engage in a range of different safe sex strategies, including engaging in an exclusive sexual relationship, avoiding casual sex, and asking sexual partners about their previous sexual and IV drug use history. It was proposed that the intention to engage in a particular safe sex practice would be influenced by the person's attitude towards engaging in the practice, as well as his or her perception of the extent to which others thought they should do so (subjective norm), while behavioural intentions were proposed to predict actual behaviour. The study was also designed to examine whether, after control of the effects of the components of the theory of reasoned action, the person's generalised control beliefs would explain any additional variance in either behavioural intentions or actual behaviour. One hundred and two sexually active heterosexual students participated in the study. At the first wave of data collection, subjects completed measures of intentions, attitudes, and norms appropriate to each of the different behaviours. Measures of actual behaviour were obtained at follow-tip (three months after first period of data collection). The results of the study indicated that attitudes and norms predicted intentions for avoiding casual sex and asking sexual partners about their previous sexual and IV drug use history, while intentions predicted actual behaviour for all three safe sex strategies. Although there were no significant main effects of control beliefs on intentions or behaviour, subjects with internal control beliefs were more likely than their counterparts with external control beliefs to behave in accordance with their intentions to engage in an exclusive sexual relationship and ask sexual partners about their previous sexual and IV drug use history. Additional analyses revealed that the levels and determinants of intentions and actual behaviour were, in general, similar for males and females.     

ERP Correlates of Form and Rhyme Letter Tasks in Impaired Reading Children: A Critical Evaluation

Event-related potentials (ERPs) were obtained from 15 electrode sites in six average and six impaired reading children, 12 years of age, during visual letter discrimination tasks. Subjects responded to target letters with an enclosed area in the form task and to letters that rhymed with “e” in the rhyme task. Response accuracy was similar between the groups. Reaction time was relatively longer for the impaired group during the rhyme task. At lateral sites, condition differences were evident as greater negative shifts in the rhyme task than the form at 170 and 470 ms as well as a delayed late positivity for the rhyme. In terms of reading ability, the average readers’ ERPs were more negative than those of the impaired group at 270 and 450 ms. Interhemispheric variations were also seen between the groups, with the average readers more negative than the impaired readers at right hemisphere sites. Contrary to expectations, group differences in the ERP did not vary substantially as a function of condition, and task demands were evaluated in view of these findings.     

Intra-Individual Variability Among Children with ADHD on a Working Memory Task: An Ex-Gaussian Approach

Intra-individual variability on a computer-based working memory task was examined among 25 children/adolescents with ADHD and 24 typically developing peers. Participants completed the Visual Serial Addition Task (VSAT) and reaction time data were fit to an ex-Gaussian distribution. ADHD participants demonstrated significantly more variable performance than controls, and effects of working memory load were observed. Event rate, however, had no influence on group differences in performance. Follow-up correlations revealed associations between VSAT performance and ADHD symptomatology. This study supports intra-individual variability as a hallmark feature of ADHD beyond the domain of response inhibition and reinforces the need to consider variability in ADHD more broadly.