Health, wealth, and happiness: financial resources buffer subjective well-being after the onset of a disability

We examined the hypothesis that the relationship between financial status and subjective well-being, typically found to be very small in cross-sectional studies, is moderated by health status. Specifically, we predicted that wealth would buffer well-being after the onset of a disability. Using data from the Health and Retirement Study, a longitudinal study of people at and approaching retirement age, we employed within-subjects analyses to test whether wealth measured prior to the onset of a disability protected participants' well-being from some of the negative effects of a new disability. We found support for this hypothesis: Participants who were above the median in total net worth reported a much smaller decline in well-being after a new disability than did participants who were below the median. We also found some evidence that the buffering effect of wealth faded with time, as below-median participants recovered some of their well-being.     

How long do the advantages of learning to read a transparent orthography last? An investigation of the reading skills and reading impairment of Welsh children at 10 years of age

Spencer and Hanley (2003) showed that Welsh-speaking children aged between 5 and 7 years who were learning to read Welsh (a transparent orthography) performed significantly better at reading both real words and nonwords than did English-speaking children living in Wales who were learning to read English (a deep orthography). In this study, the reading skills of these children were reexamined three years later, during their sixth year of formal reading instruction. The children learning to read English continued to perform poorly at reading low- and medium-frequency irregular words but no differences were observed in reading regular words or nonwords. These findings emphasize how long it takes to acquire a large sight vocabulary in English, but indicated that the reading skills of the majority of the English-speaking children had caught up with those of their Welsh-speaking counterparts. However, the poorest 25% of the English readers continued to perform much worse than the lowest performing 25% of Welsh readers on both words and nonwords. An underachieving tail of this kind was not observed in the reading performance of the Welsh-speaking group. Overall, these findings suggest that in the long term the detrimental effects of an opaque orthography are most damaging to the poorest readers.     

Not all gifts are good: The potential practical costs of motivated gifts

People rely on support from others to accomplish mundane and momentous tasks. When asking for assistance, is it beneficial to incentivize a helper by offering a motivated gift (i.e., a gift with the hope of getting support in return)? Six studies (N > 2,500) examine the frequency and potential costs of motivated gifts. In Study 1, a third of Americans indicated that they had given a motivated gift at least once, while nearly two‐thirds believed they had received one. In Studies 2a–d, most participants who imagined receiving a motivated gift before a favor request reported lower willingness to help and anticipated satisfaction from helping than participants who imagined simply being asked for a favor. Finally, Study 3 replicates these findings with actual help provided among friends in a laboratory setting. Findings suggest that motivated gifts are relatively common but may sometimes undermine the assistance that people hope to receive.     

Associations between prenatal substance exposure,prenatal violence victimization,unintended pregnancy,and trauma exposure in childhood in a clinical setting

Given the importance of early prevention and intervention strategies for children exposed to trauma, detection of early risk factors for exposure to traumatic events in childhood is critical. The present study examined associations between three known prenatal risk factors that characterize environmental instability in utero—prenatal substance exposure, prenatal violence victimization, and unintended pregnancy—and child exposure to interparental violence and other adverse experiences in a sample of 198 mother–child dyads (M child age = 44.48 months) referred to a hospital clinic for treatment following exposure to trauma. Prenatal substance and violence exposure were associated with child trauma exposure, and prenatal violence victimization was also associated with maternal severity ratings of traumatic exposures. Unintended pregnancy was not associated with child trauma exposure or severity. These findings expand our understanding of prenatal risk factors for trauma exposure in childhood and, specifically, highlight prenatal substance exposure and violence victimization as risk factors for subsequent exposure to trauma in early childhood. Results suggest that prenatal prevention and intervention programs should target reducing maternal substance use and in-utero exposure to violence.     

Elimination of the word length effect by irrelevant sound revisited

The word length effect refers to the tendency for lists of long words to be recalled less well than lists of short words. Theoretical and empirical objections are raised to a recent claim that irrelevant speech eliminates the word length effect (Neath, Suprenant, & LeCompte, 1998). A first experiment using a within-subjects design of adequate power (N = 65) fails to replicate their finding, showing instead that the word length effect is not differentially eliminated by speech as opposed to tones. In a second experiment, the effect of change (repeated vs. changing sounds) is shown to be additive to the effect of word length for both speech and nonspeech. Irrelevant speech and irrelevant tones have comparable effects on lists of short or lists of long words. These results are at variance with the feature model (e.g., Nairne, 1990).     

A generalized linear factor model approach to the hierarchical framework for responses and response times

We show how the hierarchical model for responses and response times as developed by van der Linden (2007), Fox, Klein Entink, and van der Linden (2007), Klein Entink, Fox, and van der Linden (2009), and Glas and van der Linden (2010) can be simplified to a generalized linear factor model with only the mild restriction that there is no hierarchical model at the item side. This result is valuable as it enables all well‐developed modelling tools and extensions that come with these methods. We show that the restriction we impose on the hierarchical model does not influence parameter recovery under realistic circumstances. In addition, we present two illustrative real data analyses to demonstrate the practical benefits of our approach.     

Boundaries of semantic distraction: Dominance and lexicality act at retrieval

Three experiments investigated memory for semantic information with the goal of determining boundary conditions for the manifestation of semantic auditory distraction. Irrelevant speech disrupted the free recall of semantic category- exemplars to an equal degree regardless of whether the speech coincided with presentation or test phases of the task (Experiment 1), and this occurred regardless of whether it comprised random words or coherent sentences (Experiment 2). The effects of background speech were greater when the irrelevant speech was semantically related to the to-be-remembered material, but only when the irrelevant words were high in output dominance (Experiment 3). The implications of these findings in relation to the processing of task material and the processing of background speech are discussed.     

Can SMART Training Really Increase Intelligence? A Replication Study

A burgeoning research stream supports the efficacy of a novel behavior-analytic intervention, known as SMART training, in raising general intelligence by training a set of crucial cognitive skills, referred to as relational skills. A sample of Irish secondary school students (n?=?26) was divided into two IQ matched groups, with the experimental group receiving 12 weeks of SMART training delivered in bi-weekly 45-min sessions. WASI IQ assessments were administered at baseline and follow-up to all participants by blind testers. For each of the three WASI IQ indices and the four IQ subtests, significant follow-up rises were found for the experimental group only. Analyses of variance indicated a significant effect of training on Verbal IQ, Matrix Reasoning and Vocabulary scores. Results lend further support for the efficacy of the SMART training program in enhancing intellectual skills.     

Development and Validation of the Parental Assistance with Child Emotion Regulation (PACER) Questionnaire

Research on Child and Adolescent Psychopathology - Caregivers play a central role in promoting emotion regulation throughout infancy, childhood, and adolescence. However, there are no existing...