Revised Reinforcement Sensitivity Theory and Laboratory Assessment of BIS and BAS in Children

There is considerable interest in Gray’s reinforcement sensitivity theory. However, few measures of the behavioral approach (BAS) and inhibition systems (BIS) exist for children. Moreover, the theory was substantially revised a decade ago and measurement instruments are still largely based on the old theory. Our aim was to revise questionnaire and laboratory assessments of BIS and BAS for children. Performance on the Point Scoring Reaction Time Task for Children-Revised (PSRTT-CR) conformed to theoretical expectations. Caregiver reports of BIS and BAS were associated with corresponding PSRTT-CR indices, suggesting cross-method convergent and discriminant validity. There was convergence with physiological correlates of BAS, but not physiological correlates of BIS. Overall, our revised measures represent promising instruments of children’s BIS and BAS.     

Construct validation of a state version of the Social Physique Anxiety Scale among young women

This study examined the validity of a state version of the Social Physique Anxiety Scale (Hart, Leary & Rejeski, 1989) by conducting tests of concurrent and discriminative validation. Participants were four separate samples of young women (N=221) who exercised ≤ 2 days/week and who participated in various experiments examining body image and self-presentation. Participants' scores on the state SPAS (S-SPAS) were significantly correlated, in expected directions, with scores on both trait and state measures of body image and self-presentation, and with body mass index (BMI). In addition, S-SPAS scores discriminated between women who exercised in a mixed-sex versus a same-sex environment, but trait SPAS scores did not. Together, these results provide evidence of construct validity of a state version of the SPAS and demonstrate that social physique anxiety can be conceptualized and measured as a situational variable. The S-SPAS, rather than the trait SPAS, should be employed in experiments designed to detect differences in state social physique anxiety.     

Individual differences and reasoning: A study on personality traits

Personality can play a crucial role in how people reason and decide. Identifying individual differences related to how we actively gather information and use evidence could lead to a better comprehension and predictability of human reasoning. Recent findings have shown that some personality traits are related to similar decision‐making patterns showed by people with mental disorders. We performed research with the aim to investigate delusion‐proneness, obsessive‐like personality, anxiety (trait and state), and reasoning styles in individuals from the general population. We introduced personality trait and state anxiety scores in a regression model to explore specific associations with: (1) amount of data‐gathered prior to making a decision; and (2) the use of confirmatory and disconfirmatory evidence. Results showed that all our independent variables were positively or negatively associated with the amount of data collected in order to make simple probabilistic decisions. Anxiety and obsessiveness were the only predictors of the weight attributed to evidence in favour or against a hypothesis. Findings were discussed in relation to theoretical assumptions, predictions, and clinical implications. Personality traits can predict peculiar ways to reason and decide that, in turn, could be involved to some extent in the formation and/or maintenance of psychological disorders.     

Event report training: An examination of the efficacy of a new intervention to improve children's eyewitness reports

This study tested the efficacy of Event Report Training (ERT), a training procedure designed to improve children's memory reports and decrease suggestibility. Children (N = 58) participated in two forensically relevant play events. Two weeks later, children received ERT or participated in control procedures, after which they received a memory interview. Results indicated that ERT decreased suggestibility to abuse‐related questions in preschoolers; their responses were highly accurate and age differences were eliminated. ERT did not increase the amount of information preschoolers provided in response to open‐ended questions. However, with ERT 7‐ to 8‐year‐olds reported 32% more information which included a 32% increase in actions, without an accompanying increase in incorrect information. Due to school‐aged children's high accuracy rates, it was impossible to gauge the effectiveness of ERT in reducing suggestibility. The failure to obtain an effect of ERT in preschoolers' open‐ended recall is discussed in terms of their cognitive‐developmental limitations. Copyright © 2009 John Wiley & Sons, Ltd.     

Training in Evidence-Based Interventions (EBIs): What are school psychology programs teaching?

This study examined the degree to which school psychology programs provided training in Evidence-Based Interventions (EBIs). Survey data were collected from 97 school psychology training directors to assess their familiarity, level of student exposure, and perceived importance of EBIs. This study also examined the contextual factors that interfere with EBI training, and whether students are taught to apply the criteria developed by Divisions 12, 16, and 53 of the APA when evaluating outcome research. Results indicated that relatively low percentages of respondents were familiar with the EBIs included on the survey, exposure to EBIs occurred more frequently in coursework than practical experiences, and EBIs were rated as either somewhat important or important. Lack of time was rated as the most serious challenge to EBI training and a high percentage of directors reported students were taught to apply the criteria developed by professional organizations in psychology and education when evaluating outcome research.     

Olfactory discrimination between litter mates by mothers and alien adult cats: lump or split?

Animal Cognition - Mother cats can discriminate between their own and alien kittens using kittens’ body odour. Here we ask whether they can also distinguish between body odours of kittens...     

God’s silence

Vagueness manifests itself (among other things) in our inability to find boundaries to the extension of vague predicates. A semantic theory of vagueness plans to justify this inability in terms of the vague semantic rules governing language and thought. According to a supporter of semantic theory, the inability to find such a boundary is not dependent on epistemic limits and an omniscient being like God would be equally unable. Williamson (Vagueness, 1994) argued that cooperative omniscient beings adequately instructed would find a precise boundary in a sorites series and that, for this reason, the semantic theory misses its target, while Hawthorne (Philosophical Studies 122:1–25, 2005) stood with the semantic theorists and argued that the linguistic behaviour of a cooperative omniscient being like God would clearly demonstrate that he does not find a precise boundary in the sorites series. I argue that Hawthorne’s definition of God’s cooperative behaviour cannot be accepted and that, contrary to what has been assumed by both Williamson and Hawthorne, an omniscient being like God cannot be a cooperative evaluator of a semantic theory of vagueness.     

Sex differences in the perception of affective facial expressions: Do men really lack emotional sensitivity?

There is evidence that men and women display differences in both cognitive and affective functions. Recent studies have examined the processing of emotions in males and females. However, the findings are inconclusive, possibly the result of methodological differences. The aim of this study was to investigate the perception of emotional facial expressions in men and women. Video clips of neutral faces, gradually morphing into full-blown expressions were used. By doing this, we were able to examine both the accuracy and the sensitivity in labelling emotional facial expressions. Furthermore, all participants completed an anxiety and a depression rating scale. Research participants were 40 female students and 28 male students. Results revealed that men were less accurate, as well as less sensitive in labelling facial expressions. Thus, men show an overall worse performance compared to women on a task measuring the processing of emotional faces. This result is discussed in relation to recent findings.     

Semantic priming over unrelated trials: Evidence for different effects in word and picture naming

Two naming experiments are reported that replicated previous findings of semantic interference as a result of naming related word or picture primes three trials before picture targets. We also examined whether semantic interference occurred when the materials were reversed and picture or word primes were named before word targets. The interest in semantic interference during word naming followed a suggestion made by Humphreys, Lloyd-Jones, and Fias (1995) that word naming, like picture naming, may be reliant on a semantic route to name retrieval when the two stimuli are mixed. In contrast to their findings, we found no evidence for semantic interference during target word naming; in fact, we found facilitation from related picture primes. No priming was found for the related word prime and word target condition. The data allow us to rule out the possibility that word naming is reliant on a semantic route when mixed with pictures in this priming paradigm and to conclude that there is no clear evidence of semantic activation during word naming. We also conclude, in line with other research, that word naming and picture naming involve different processes.     

Learning difficulties,social intelligence,and self-concept: connections to bully-victim problems

Learning skills, social intelligence, and self-concept were related to each other and to bully-victim problems among fifth-grade children (79 boys and 62 girls, aged 11-12 years). In addition to exploring connections between single variables, a person-oriented approach was applied in order to analyze children's value patterns with respect to learning skills, self-concept, and social intelligence, and how these value patterns are related to bully-victim problems. Social intelligence was found to be positively correlated with learning skills, but negatively related to victimization. Bullying was positively correlated with self-concept scores. However, this was true only of boys. According to cross-tabulations, there were significantly more bullies among children with learning difficulties (LD) than would have been expected by chance. Victimization, on the other hand, was not related to LD. LD children's proposed victim status was in some degree supported by cluster analysis: a group of LD children emerged, who not only scored high on bullying, but also tended to be victimized by others. In addition, two groups of bullies appeared: one whose members could be interpreted as socially unskilled and another as socially skilled. This finding is in line with recent theoretical reasoning, which calls into question the idea of bullies as a unified group, lacking in social skills.