A computerized task for investigating the relation between attentional and emotional processes in children

The authors' goals in this article are to (a) describe a new task for the assessment of shifting attention between different affective stimuli, The Children's Attentional Shifting Task (CAST); (b) present the theoretical background for the development of the CAST; and (c) report initial information on the developmental appropriateness and validity of the CAST. The task was tested using a sample of kindergarten and 1st-grade children, 50% of whom had social and conduct problems. Preliminary analyses showed that the CAST was not subject to problems arising from fatigue or loss of interest. Moreover, children's ability to shift attention away from angry facial expressions was positively related to teachers' ratings of their ability to shift attention and parents' reports of children's emotion regulation. Shifting away from negative affect also predicted children's academic performance as reported by teachers.     

Peacocks, Picasso, and parental investment: The effects of romantic motives on creativity

Four experiments explored the effects of mating motivation on creativity. Even without other incentives to be creative, romantic motives enhanced creativity on subjective and objective measures. For men, any cue designed to activate a short-term or a long-term mating goal increased creative displays; however, women displayed more creativity only when primed to attract a high-quality long-term mate. These creative boosts were unrelated to increased effort on creative tasks or to changes in mood or arousal. Furthermore, results were unaffected by the application of monetary incentives for creativity. These findings align with the view that creative displays in both sexes may be linked to sexual selection, qualified by unique exigencies of human parental investment.     

Unidimensionality and bandwidth in the Center for Epidemiologic Studies Depression (CES-D) Scale

In this study, we compared classical test theory (CTT) and item response theory (IRT) approaches in analyzing the Center for Epidemiological Studies Depression (CES-D) Scale (Radloff, 1977). Standard item analyses, as well as Rasch (1960) analyses, both revealed item departures from unidimensionality in a sample of 2,455 older persons responding to the CES-D. Positive affect items in the scale performed poorly overall, their removal reducing the scale's bandwidth only slightly. Modeling depression scores derived from Rasch measures and raw totals showed subtle but important differences for statistical inference. The assessment of depressive risk was slightly enhanced by using 16-item scale measures obtained from the results of the Rasch analysis as the dependent variable. Confirmatory factor analysis and parallel analysis verified the advantages of removing positively worded items. IRT and CTT techniques proved to be complementary in this study and can be usefully combined to improve measuring depression.     

Measurement of speech disfluency through magnitude estimation and interval scaling

The purpose was to assess whether equal-appearing interval or magnitude-estimation scaling resulted in a data set with a closer correlation to the physical stimuli, made up of speech samples with varying amounts of disfluency. 20 young adults completed two tasks. In Task 1, subjects used a 7-point equal-appearing interval scale to rate the disfluency of 10 speech samples having varying within sentence pause, presented randomly at 65 dB SPL. In Task 2, subjects used magnitude-estimation scaling to rate these stimuli, presented in a randomized order. Analysis showed significantly high correlations for both scaling techniques and the speech stimuli (Spearman rho=.90 and 1.00, respectively). It appears that subjects can use either scaling technique to rate accurately varied speech disfluency.     

Primary and secondary memory: multistore versus process models of memory

Healy, et al. recently distinguished between recency and "penultimate" effects when contrasting recall performance. They argued that the penultimate effect was significantly different from the typical recency effect, which point was taken as support for distinguishing between primary and secondary memory systems. The current study adapted the Healy, et al. methodology to control for the occurrence of intentional learning strategies. 40 participants were asked to recall the names of 42 U.S. Presidents by their term in office (secondary memory) or in a pseudorandom order (primary memory); the recency and penultimate effects were observed for each condition. With intentional learning controlled for, contrast analyses yielded a pattern of performance similar to that observed by Healy, et al.     

An experimental evaluation of tic suppression and the tic rebound effect

Tourette's syndrome (TS) is a neurobiological disorder consisting of motor and vocal tics that are thought to be temporarily suppressible. Many professionals, however, believe that a paradoxical increase in tic frequency (above baseline levels) occurs when efforts to suppress have ceased (i.e., a rebound effect). To date, little research has investigated tic suppression or its effects. This study examined tic frequency during baseline, suppression, and post-suppression conditions using an experimental preparation reported to reliably produce tic suppression in children. Six children with TS and one with chronic tic disorder (CTD) were recorded during baseline and repeated suppression and post-suppression conditions. Tic frequency was significantly lower during suppression as compared to baseline. Although tic frequency during post-suppression was higher than during suppression, it was lower than baseline levels, arguing against a "rebound" effect of tic suppression. Exploratory analyses revealed that scores on the attention problems subscale of the Child Behavior Checklist significantly predicted tic suppressibility. The relationships between age, tic severity, and tic suppressibility were also explored.     

A TEST OF THE FORMAL AND MODERN THEORIES OF MATCHING

Pigeons' choosing between fixed-interval and random-interval schedules of reinforcement was investigated in three experiments using a discrete-trial procedure. In all three experiments, the random-interval schedule was generated by sampling a probability distribution at an interval (and in multiples of the interval) equal to that of the fixed-interval schedule. Thus the programmed delays to reinforcement on the random alternative were never shorter and were often longer than the fixed interval. Despite this feature, the fixed schedule was not strongly preferred. Increases in the probability used to generate the random interval resulted in decreased preferences for the fixed schedule. In addition, the number of consecutive choices on the preferred alternative varied directly with preference, whereas the consecutive number of choices on the nonpreferred alternative was fairly constant. The probability of choosing the random alternative was unaffected by the immediately prior interval encountered on that schedule, even when it was very long relative to the average value. The results loosely support conceptions of a "preference for variability" from foraging theory and the "utility of behavioral variability" from human decision-making literatures.     

Self-efficacy in mastery learning to apply a therapeutic psychomotor skill

This study assessed changes in Self-efficacy scores produced by each of the four steps of instruction used to teach students a therapeutic psychomotor skill used by osteopathic physicians. Volunteering subjects were an entire class of 83 first-year osteopathic medical students (40 men, 43 women, M age = 25.1 yr.). Self-reported Self-efficacy to perform the skill was sampled: (1) after an instructor's demonstration of the skill during a laboratory session, (2) after paired students practiced during the laboratory session, (3) after independent self-paced practice outside class using an instructional handout and videotape, and (4) after receiving individualized feedback on skill performance from an instructor acting as the "patient." The first two steps, representing typical skill instruction, produced mean Self-efficacy scores of 18% and 30%, respectively. On the last two steps, added to implement mastery learning, mean Self-efficacy scores increased to 75% and 85%, respectively. The instructors confirmed that all students mastered performance of the skill. Mastery learning was effective in developing both the therapeutic skill and high Self-efficacy to utilize the skill.     

Deflationism And The Truth Conditional Theory of Meaning

Controversy has arisen of late over the claim that deflationism about truth requires that we explain meaning in terms of something other than truth-conditions. This controversy, it is argued, is due to unclarity as to whether the basic deflationary claim that a sentence and a sentence that attributes truth to it are equivalent in meaning is intended to involve the truth-predicate of the object language for which we develop an account of meaning, or is intended to involve the truth-predicate of the metalanguage in which we develop an account of meaning. The former view is compatible with the truth-conditional theory of meaning for the object language, the latter is incompatible with it. However, the former view is also trivially true; hence we should endorse the claim that any form of deflationism worth being interested in is incompatible with understanding meaning truth-conditionally.