Perception of pictorial eye gaze by baboons (Papio papio)

Pictorial faces looking left or right were presented to baboons (Papio papio) before the display of a target letter in the left or right hemifield of a monitor screen. Baboons had to provide go or no-go responses taking into account the identity of the target letter. The 1st 6 experiments showed no reliable effect of eye gaze on discrimination speed, using either schematic gazes or pictures of real gazes. Experiment 7 showed that eye gazes facilitated target processing when eye cues were perfect predictors of target location. Findings suggest that baboons do not spontaneously process eye-gaze direction but can learn to do so if the gaze has a predictive value. Implications of these findings on baboons' perspective-taking abilities are discussed.     

Using the PAI with an eating disordered population: scale characteristics,factor structure,and differences among diagnostic groups

Psychometric properties of the Personality Assessment Inventory (PAI; Morey 1991) within an eating disordered sample seeking treatment (N = 238) and differences among eating disorder diagnostic groups on the PAI were examined. The PAI showed acceptable alpha coefficients, item-total correlations, and interitem correlations. The factor structure was similar to that reported by Morey (1991), with the addition of another factor related to interpersonal coolness and distance. Those with binge eating disorder (BED) reported fewer problems and less distress in general compared to other eating disordered groups. The BED and bulimia nervosa groups were different from the anorexia nervosa groups in frequency of matching on two PAI clusters. Use of the PAI with an eating disordered population and its utility in understanding eating disorder diagnostic groups is supported.     

Stimulus control topographies and tests of symmetry in pigeons

Pigeons were tested for symmetry after A-B training under conditions designed to avoid problems that may prevent its emergence, namely the change of stimulus location in testing relative to training and the lack of requisite discrimination training. In Experiment 1, samples appeared in two locations during baseline training to minimize the impact of stimulus location. Experiments 2 and 3 included multiple-location training along with additional identity and symbolic matching training, respectively, to explicitly train all of the simultaneous and successive stimulus discriminations required for testing. Experiment 4 provided reinforcement for symmetrical matching relations with some stimulus sets (with multiple-location training) prior to symmetry testing with different sets. In all experiments, pigeons showed no evidence of symmetry despite the fact that baseline (A-B) matching transferred to novel locations. Additional tests for reflexivity (Experiment 2) yielded similar outcomes. These results indicate that the change in stimulus location is not the sole reason that pigeons do not show symmetry and increase the plausibility of arguments that symmetry and other indexes of stimulus equivalence may be beyond the capabilities of the pigeon.     

A study of parents of violent children

This study based on in-depth interviews of 25 parents of violent children and a control group of 25 parents of nonviolent children concerned the parents' personalities. Parents were between 22 and 48 years of age and were from middle and lower middle socioeconomic backgrounds. Differences in classification by the nonblinded interviewers of parents into the two groups on six behavior characteristics were significant on chi2 tests. Some recommendations are made for further research.     

Cascaded versus noncascaded models of lexical and semantic processing: the turple effect

The density of the orthographic neighborhood surrounding an item has been shown to have an inhibitory effect for nonwords in a lexical decision experiment. Four experiments are reported investigating whether a similar pattern holds for a semantic categorization task (animal vs. non-animal). In the first experiment, no effects of neighborhood density were found for nonexemplars, whether they were words or nonwords. The absence of any inhibitory effect for nonwords implies that close orthographic neighbors are ignored. However, the second experiment showed that if the nonword has a neighbor that is an animal name (eg., turple), an interference effect is observed, implying that neighbors do exert an effect if they have the right semantic properties. The same items showed no additional interference in lexical decision. These results suggest the involvement of semantic properties very early in the processing cycle. A cascaded processing system monitoring activation in semantic features can explain these results, but cannot explain the frequency effect observed for nonexemplar words or the fact that variation in density is irrelevant when one of the neighbors is an exemplar. It is argued that existing models of semantic categorization must be extended to accommodate these results.     

Attending to the big picture: mood and global versus local processing of visual information

Two experiments employed image-based tasks to test the hypothesis that happier moods promote a greater focus on the forest and sadder moods a greater focus on the trees. The hypothesis was based on the idea that in task situations, affective cues may be experienced as task-relevant information, which then influences global versus local attention. Using a serial-reproduction paradigm, Experiment 1 showed that individuals in sad moods were less likely than those in happier moods to use an accessible global concept to guide attempts to reproduce a drawing from memory. Experiment 2 investigated the same hypothesis by assessing the use of global and local attributes to classify geometric figures. As predicted, individuals in sad moods were less likely than those in happier moods to classify figures on the basis of global features.     

Differential age effects for case and hue mixing in visual word recognition

The authors compare older adults' lexical-decision data with younger adults' data reported in P. Allen, A. F. Smith, et al. (2002). On the basis of their work, it was proposed that consistent-case wordswould be processed by the faster holistic (magnodominated) stream, but that mixed-case words would be processed by the slower analytic (interblob-dominated or blob-dominated) steams. Hue mixing was predicted to have no effect on consistent-case performance, but mixed-hue/mixed-case words were predicted to be recognized faster than monochrome/mixed-case words. Younger adults showed the predicted results, but older adults did not. These results suggest that holistic central processes are maintained, but that older adults exhibited an analytic decrement     

Psychosocial Treatment Strategies in the MTA Study: Rationale, Methods, and Critical Issues in Design and Implementation

The Collaborative Multimodal Treatment Study of Children with Attention Deficit Hyperactivity Disorder (ADHD), the MTA, is the first multisite, cooperative agreement treatment study of children, and the largest psychiatric/psychological treatment trial ever conducted by the National Institute of Mental Health. It examines the effectiveness of Medication vs. Psychosocial treatment vs. their combination for treatment of ADHD and compares these experimental arms to each other and to routine community care. In a parallel group design, 579 (male and female) ADHD children, aged 7–9 years, 11 months, were randomly assigned to one of the four experimental arms, and then received 14 months of prescribed treatment (or community care) with periodic reassessments. After delineating the theoretical and empirical rationales for Psychosocial treatment of ADHD, we describe the MTA's Psychosocial Treatment strategy applied to all children in two of the four experimental arms (Psychosocial treatment alone; Combined treatment). Psychosocial treatment consisted of three major components: a Parent Training component, a two-part School Intervention component, and a child treatment component anchored in an intensive Summer Treatment Program. Components were selected based on evidence of treatment efficacy and because they address comprehensive symptom targets, settings, comorbidities, and functional domains. We delineate key conceptual and logistical issues faced by clinical researchers in design and implementation of Psychosocial research with examples of how these issues were addressed in the MTA study.Deceased     

Family Processes and Treatment Outcome in the MTA: Negative/Ineffective Parenting Practices in Relation to Multimodal Treatment

To elucidate processes underlying therapeutic change in a large-scale randomized clinical trial, we examined whether alterations in self-reported parenting practices were associated with the effects of behavioral, medication, or combination treatments on teacher-reported outcomes (disruptive behavior, social skills, internalizing symptoms) in children with attention-deficit hyperactivity disorder (ADHD). Participants were 579 children with Combined-type ADHD, aged 7–9.9 years, in the Multimodal Treatment Study of Children with ADHD (MTA). We uncovered 2 second-order factors of parenting practices, entitled Positive Involvement and Negative/Ineffective Discipline. Although Positive Involvement was not associated with amelioration of the school-based outcome measures, reductions in Negative/Ineffective Discipline mediated improvement in children's social skills at school. For families showing the greatest reductions in Negative/Ineffective Discipline, effects of combined medication plus behavioral treatment were pronounced in relation to regular community care. Furthermore, only in combination treatment (and not in behavioral treatment alone) was decreased Negative/Ineffective Discipline associated with reduction in children's disruptive behavior at school. Here, children in families receiving combination treatment who showed the greatest reductions in Negative/Ineffective Discipline had teacher-reported disruptive behavior that was essentially normalized. Overall, the success of combination treatment for important school-related outcomes appears related to reductions in negative and ineffective parenting practices at home; we discuss problems in interpreting the temporal sequencing of such process-outcome linkages and the means by which multimodal treatment may be mediated by psychosocial processes related to parenting.