Parenting Practices of Anxious and Nonanxious Mothers: A Multi-Method,Multi-Informant Approach

Anxious and nonanxious mothers were compared on theoretically derived parenting and family environment variables (i.e., overcontrol, warmth, criticism, anxious modeling) using multiple informants and methods. Mother-child dyads completed questionnaires about parenting and were observed during an interactional task. Findings reveal that, after controlling for race and child anxiety, maternal anxiety was associated with less warmth and more anxious modeling based on maternal-report. However, maternal anxiety was not related to any parenting domain based on child-report or independent observer (IO) ratings. Findings are discussed in the context of the impact of maternal anxiety on parenting and suggest that child, rather than maternal, anxiety may have a greater influence on maternal behavior.     

The effect of cognitive load on faking interrogative suggestibility on the Gudjonsson Suggestibility Scale

In the light of recent studies into the impact of cognitive load on detecting deception, the impact of cognitive load on faking on the Gudjonsson Suggestibility Scale (GSS) was investigated. Eighty undergraduate students participated in the study, and were randomly assigned to one of four conditions resulting from a combination of the factors: instruction type (genuine or instructed faking, see Hansen, Smeets, & Jelicic, 2009) and concurrent task (yes or no). Findings show that instructed fakers, not performing a concurrent task, score significantly higher on yield 1 in comparison to genuine interviewees. This is in-line with previous studies into faking on the GSS. However, instructed fakers, performing a concurrent task, achieved significantly lower yield 1 scores than instructed fakers not performing a concurrent task. Genuine (non fakers) showed a different response to increased cognitive load during the dual-task paradigm. This study suggests that increasing cognitive load may potentially indicate (and preclude) faking attempts on the yield dimension of the Gudjonsson Suggestibility Scale.     

Preferred perceptual tempo for sound sequences: comparison of adults, children, and infants

Previous motor and perceptual tasks have found optimal processing for sound sequences of a rate of around 600 msec. IOI (Interonset Interval). This zone of optimal processing (the rate at which discrimination is optimal) slows with age and is also found with infants. The current work investigated whether listeners "prefer" sequences at the rate for which they demonstrate optimal processing. In the present study, three experiments were done. Exp. 1 measured tempo preferences in adults who listened to pairs of isochronous sound sequences varying in tempo (from 100- to 1500-msec. IOI) and were required to indicate which they preferred. As expected, highest preferences were expressed for the intermediate tempi, supporting the hypothesis of a zone of preferred tempi comparable to the zone of optimal processing. Moreover, this preference for intermediate tempi was not affected by the temporal context (absence of differences between a fast, a slow, and a wide set of tempi). In Exp. 2, the same procedure was applied to 6- and 10-yr.-olds. Children in both groups had systematic preferences for the fastest tempi within a set, and the older children generally preferred slower sequences. Exp. 3 used a preference paradigm for sound sequences with 4-mo.-old infants, comparing sequences of 100- vs 300-msec. IOI, 300- vs 900-msec. IOI, and 100- vs 900-msec. IOI. No systematic tempo preferences were observed. We conclude that tempo discrimination and tempo preference may have some commonality (perhaps related to a zone of optimal processing), especially in adults, but that they also involve quite distinct processes which undergo different developmental sequences. Whereas adults prefer what they process the best, children prefer what is fastest (and therefore more attention-getting), and we have not been able to detect preferences in infants.     

Judging the urgency of nonvocal auditory warning signals: perceptual and cognitive processes

Previous research has identified acoustic properties modulating the perceived urgency of alarms. The authors conducted 3 experiments using a multidimensional approach in which participants made acoustic dissimilarity judgments and urgency dissimilarity judgments for pairs of sequences. Experiment 1 confirmed the validity of acoustic parameters in urgency perception of experimental alarms. Experiment 2 confirmed the role of these acoustic parameters with real alarms but suggested the importance of additional factors. Experiment 3 compared the relative degrees of urgency of alarms from Experiments 1 and 2, highlighting the role of both sequence structure and associated mental representation. The authors conclude that the design of alarms should not be based exclusively on acoustic factors but should also take into consideration the acquisition of an appropriate mental representation.     

A role for hemispheric asymmetry in human behavioral variability

A model is presented in which functional lateral specialization and selective hemisphere priming combine to provide a mechanism for behavioral variability. The model is tested and supported by two experiments in which lateral attentional priming produces significant reductions in between-subject and within-subject variability. These findings help us to understand the source of behavioral variability, broaden our knowledge of the gross structures and functions of the brain, provide information about the manipulation of perceived control, and offer a technique for increasing statistical power in a wide variety of research settings.     

Design and use of a U.S. census data computer laboratory for teaching undergraduate research methods

This paper discusses the design and development of an interdisciplinary social science computer laboratory for teaching undergraduate research methods courses and research components of applied and theoretical courses. The U.S. Census of the Population, a database commonly used in all of the social sciences, is used in order to give students research experience and to avoid ethical problems involved in working with animal and human subjects in an undergraduate course. Some issues in laboratory design and required changes in teaching methods are discussed.     

Generating multivariate data from nonnormal distributions: Mihal and Barrett revisited

An algorithm described by Graybill (1969) factors a population correlation matrix, R, into an upper and lower triangular matrix, T and T′, such that R=T′T. The matrix T is used to generate multivariate data sets from a multinormal distribution. When this algorithm is used to generate data for nonnormal distributions, however, the sample correlations are systematically biased downward. We describe an iterative technique that removes this bias by adjusting the initial correlation matrix. R, factored by the Graybill algorithm. The method is illustrated by simulating a multivariate study by Mihal and Barrett (1976). Large-N simulations indicate that the iterative technique works: multivariate data sets generated with this approach successfully model both the univariate distributions of the individual variables and their multivariate structure (as assessed by intercorrelation and regression analyses).     

Perceptual attenuation of nonfocused auditory streams

The aim of this study was to measure the perceptual attenuation, measured in decibels, resulting from the focusing of attention on one stream within a multistream auditory sequence. The intensity of a nonfocused stream was increased until the accuracy of detecting a temporal irregularity in this stream was the same as in a focused stream. Eight subjects were required to detect a temporal irregularity created by delaying or advancing one tone which could be situated in one of three temporally regular streams played simultaneously to create a multistream sequence. The three streams differed in tempo and frequency. Subjects’ attention was focused on one of the streams by preceding the multistream sequence with one of the single streams (a cue). We first established the size of temporal irregularity detected at a 90% level in cued streams, confirming that subjects were able to focus on one particular stream. Second, an irregularity of this size was not detected above chance level in noncued streams, demonstrating that listeners focus only on the cued stream. Third, for 5 subjects, a 15-dB increase in the level of one of the noncued streams was necessary to bring detection up to that found in the cued streams. This gain provides an equivalent measure of the perceptual attenuation of nonfocused streams. For 3 other subjects, detection in the noncued stream remained at chance performance whatever the level. For all subjects, detection in the cued stream decreased slightly as the level of the noncued stream increased. We conclude that the attenuation of nonfocused auditory streams can attain as much as 15 dB, at least for some subjects.     

Toward an empirical subclassification of “learning disabilitiesℍ: A psychophysiological comparison of “hyperactiveℍ and “nonhyperactiveℍ subgroups

The diagnostic category of learning disabilities is a heterogeneous one, but few empirical attempts have been made to distinguish subgroups. Recent research, however, suggests that it may be meaningful to discriminate between hyperactive and nonhyperactive learning-disabled children. In the present study, 21 learning-disabled children identified as hyperactive through teacher nominations and ratings were compared to 15 learning-disabled children identified as nonhyperactive in the same manner. The two groups differed on rated behavior, birth order, amount of prescribed stimulant medication, amount of psychosocial stress, and Verbal, Performance, and Full Scale WISC-R IQ scores. They did not differ, however, on several demographic variables, the number of perinatal complications, reading achievement, and a number of tonic and phasic measures of autonomie activity. These findings support the distinction between hyperactive and nonhyperactive subgroups of learning-disabled children, but suggest that the two subgroups may have a similar biological substrate.We wish to express our sincere appreciation to Douglas Carmichael, Martha Stewart, Kay Richmond, and the teachers of Clarke County for their kind and sophisticated assistance, and to David Coleman and David Hammer for their technical assistance.