Atypical maternal behavior toward feeding‐disordered infants before and after intervention

The display of atypical behaviors and disrupted communication during parent–infant interactions, as assessed by the Atypical Maternal Behavior Instrument for Assessment and Classification (AMBIANCE), has been linked to disorganized infant attachment, which, in turn, has been linked to psychopathology. The present study examined the usefulness of the AMBIANCE as an indicator of the efficacy of two brief interventions in reducing atypical behaviors and disrupted communication during play interactions. Twenty‐eight mother–infant dyads participated (14 per intervention). All infants had feeding problems. One intervention, Interaction Guidance, focused on training caregivers to respond sensitively to their infants (play‐focused intervention). The other intervention focused on training mothers to use new feeding techniques (feeding‐focused intervention). Results showed a significant decrease in AMBIANCE scores in the play‐focused group from pre‐ to postintervention, but not in the feeding‐focused group. There was a significant decrease in the level of disrupted communication from pre‐ to postintervention sessions in the play‐focused group but not in the feeding‐focused group. 73% of mothers from the play‐focused group and 17% of mothers from the feeding‐focused group initially classified as “disrupted” attained a classification of “nondisrupted” at the postintervention session. Some limitations of the study include small sample size, differences in timing of assessment for each intervention, and use of samples of convenience. Nonetheless, these findings provide preliminary evidence both of the usefulness of AMBIANCE as an instrument for assessing clinical efficacy and the efficacy of Interaction Guidance. ©2001 Michigan Association for Infant Mental Health.     

Familiar eyes are smiling: on the role of familiarity in the perception of facial affect

Quickly and accurately perceiving others' facial affect is paramount for successful social interaction. This work investigates the role of familiarity in helping us to interpret others' facial emotions. In Experiments 1 and 2, participants viewed several faces, some familiar and some novel, and judged how happy each face appeared. As predicted, results showed that familiar faces were perceived as happier than were novel faces. In Experiment 3, participants again viewed several faces, some familiar and some not, and rated the perceived anger or happiness of these faces. As expected, familiar faces were perceived as happier and less angry than were novel faces. Thus, these results suggest that familiarity is one cue we use to interpret the facial affect of others. Copyright © 2007 John Wiley & Sons, Ltd.     

Thinking straight while seeing red: the influence of anger on information processing

Because angry people apparently rely on heuristic cues when making judgments, anger has been claimed to trigger superficial, nonanalytic information processing. In three studies, the authors found that induced anger promoted analytic processing. Experiment 1 showed that angry participants were more likely to discriminate between weak and strong arguments than participants in neutral moods. Experiment 2 demonstrated that anger overrode dispositional preferences not to process, causing even those low in need for cognition to process analytically. Experiment 3 reconciled these findings with previous work by showing that angry people used accessible, valid, and relevant heuristics but otherwise processed analytically, as indicated by attitude change and elaboration data. Together, these experiments showed that angry people can have both the capacity and motivation to process and that their selective use of heuristics reflects the cue's perceived validity and not the failure to process analytically.     

The world of competitive Scrabble: Novice and expert differences in visuopatial and verbal abilities

Competitive Scrabble players spend a mean of 4.5 hr a week memorizing words from the official Scrabble dictionary. When asked if they learn word meanings when studying word lists, only 6.4% replied "always," with the rest split between "sometimes" and "rarely or never." Number of years of play correlated positively with expertise ratings, suggesting that expertise develops with practice. To determine the effect of hours of practice (M = 1,904), the authors compared experts with high-achieving college students on a battery of cognitive tests. Despite reporting that they usually memorize word lists without learning meanings, experts defined more words correctly. Reaction times on a lexical decision task (controlling for age) correlated with expertise ratings, suggesting that experts develop faster access to word identification. Experts' superiority on visuospatial processing was found for reaction time on 1 of 3 visuospatial tests. In a study of memory for altered Scrabble boards, experts outperformed novices, with differences between high and low expertise on memory for boards with structure-deforming transformations. Expert Scrabble players showed superior performance on selected verbal and visuospatial tasks that correspond to abilities that are implicated in competitive play.     

Verifying visual properties in sentence verification facilitates picture recognition memory

According to the perceptual symbols theory (Barsalou, 1999), sensorimotor simulations underlie the representation of concepts. We investigated whether recognition memory for pictures of concepts was facilitated by earlier representation of visual properties of those concepts. During study, concept names (e.g., apple) were presented in a property verification task with a visual property (e.g., shiny) or with a nonvisual property (e.g., tart). Delayed picture recognition memory was better if the concept name had been presented with a visual property than if it had been presented with a nonvisual property. These results indicate that modality-specific simulations are used for concept representation.     

Social identities and intergroup bias in immigrant and nonimmigrant children

Ethnic and American identity, as well as positivity and negativity toward multiple social groups, were assessed in 392 children attending 2nd or 4th grade in various New York City neighborhoods. Children from 5 ethnic groups were recruited, including White and Black Americans, as well as recent immigrants from China, the Dominican Republic, and the former Soviet Union. For ethnic minority children, greater positivity bias (evaluating one's ingroup more positively than outgroups) was predicted by immigrant status and ethnic identity, whereas negativity bias (evaluating outgroups more negatively than one's ingroup) was associated with increased age, immigrant status, and (among 4th graders only) ethnic identity. In addition, a more central American identity was associated with less intergroup bias among ethnic minority children.     

Intrapersonal and Interpersonal Factors Influencing Adolescents' Decisions About Having Sex: A Test of Sufficiency of the Theory of Planned Behavior1

This study tested the theory of planned behavior's (TPB) expectation that attitudes, social norms, and self‐efficacy would mediate other variables' effects on intention for having sex and probability of having sex. Longitudinal data were collected from 790 high‐school‐aged adolescents. In an intrapersonal variable model, sensation seeking, alcohol use, hard work, smoking, and moral beliefs had mediated effects, but the last 2 also had direct effects (on intention and behavior, respectively). In an interpersonal model, school attachment had mediated effects, pressure to have sex had a direct effect on behavior, and parent communication and number of sexually active friends had both. Intrapersonal variable effects were better described by the TPB than those of interpersonal variables. Targeting distal psychosocial factors may enhance intervention efficacy.     

Cultural differences in young children's vulnerability to injuries: a risk and protection perspective.

Interview data from 100 lower income Hispanic and 50 White mothers from a nutritional service clinic extended prior research on cultural differences in the risk for unintentional pediatric injuries. Group differences were expected in reported injury incidence and in the prevalence and impact of contributing factors. As predicted, White mothers reported more injuries for a young child, and among Hispanic mothers, English language preference and use were associated with more reported injuries. Hierarchical regression analysis revealed that risky behaviors, mother's judgment about child compliance, and stressful life events were better predictors of injuries than housing quality, but among Hispanics, the impact of certain factors (e.g. child temperament) was qualified by mother's acculturation level. Stress and child temperament explained injury differences between more- and less-acculturated Hispanic families but only partially accounted for differences between White mothers and less-acculturated Hispanics. Pediatric injury risk and protective factors seemed to operate in concert with cultural processes.     

Cognitive Abilities of Elite Nationally Ranked SCRABBLE and Crossword Experts

Theoretical models of working memory suggest that the simultaneous processing and storage of information is carried out either as separate or binded mechanisms. We explored working memory capacity and strategy in two elite groups of experts to test the separate versus binded hypotheses. Visuospatial and verbal abilities were measured in elite nationally ranked SCRABBLE and crossword experts and compared with college students matched on quantitative and verbal SAT scores, both exceeding 700 on average. SCRABBLE and crossword experts significantly outperformed college students on all cognitive measures. The crossword experts scored significantly higher on a test of analogies than SCRABBLE experts, but performance for cognitive ability tasks did not significantly differ between expert groups. The techniques and strategies used during competitive play, however, did differ significantly. Findings suggest that visuospatial and verbal working memory capacities of SCRABBLE and crossword experts are binded and occur at extraordinarily high levels. Copyright © 2014 John Wiley & Sons, Ltd.