A Research Tool to Increase Attention to Experimental Materials: Manipulating Presentation Format

Experimental approaches require researchers in a variety of applied business disciplines to design experimental materials. This research is often busy and difficult to secure high-level professionals; thus, researchers must ensure sufficient attention to experimental materials to provide usable data. The current study suggests an experimental design feature to encourage participants to thoroughly process information contained in experimental materials. Based on Reynolds' (1992) selective attention strategy (SAS) model, variations in presentation format were expected to influence the relative salience of information presented. Two aspects of presentation format were manipulated to increase salience: display (paragraph vs. bullet point) and typeface (standard vs. bold underlined). Results indicate display improved ability to retrieve information, but typeface did not. Implications for the design of experimental materials are discussed.     

The construction of large number representations in adults

What is the nature of our mental representation of quantity? We find that human adults show no performance cost of comparing numerosities across vs. within visual and auditory stimulus sets, or across vs. within simultaneous and sequential sets. In addition, reaction time and performance in such tasks are determined by the ratio of the numerosities to be compared; absolute set size has no effect. These findings suggest that modality-specific stimulus properties undergo a non-iterative transformation into representations of quantity that are independent of the modality or format of the stimulus.     

Tall is typical: Central tendency, ideal dimensions, and graded category structure among tree experts and novices

Many accounts of categorization equate goodness-of-example with central tendency for common taxonomic categories; the best examples of a category are average members--those that are most similar to most other category members. In the present study, we asked 24 tree experts and 20 novices to rate goodness-of-example for a sample of 48 trees and found (1) that the internal structure of the category tree differed between novices and experts and (2) that central tendency did not determine goodness-of-example ratings for either group. For novices, familiarity determined goodness-of-example ratings. For experts, the "ideal" dimensions of height and weediness, rather than average similarity to other trees, were the primary predictors of goodness-of-example ratings for experts. The best examples of tree were not species of average height, but of extreme height. The worst examples were the weediest trees. We also found systematic differences in predictors of goodness-of-example as a function of type of expertise. We argue that the internal structure of taxonomic categories can be shaped by goal-related experience and is not necessarily a reflection of the attributional structure of the environment. Implications for models of category structure and category learning are discussed.     

Object representation and predictive action in infancy

Previous research has shown that 6‐month‐old infants extrapolate object motion on linear paths when they act predictively on fully visible moving objects but not when they observe partly occluded moving objects. The present research probed whether differences in the tasks presented to infants or in the visibility of the objects account for these findings, by investigating infants’ predictive head tracking of a visible object that moves behind a small occluder. Six‐month‐old infants were presented with an object that moved repeatedly on linear or nonlinear paths, with an occluder covering the place where all the paths intersected. The first time infants viewed an object’s motion, their head movements did not anticipate either linear or nonlinear motion, but they quickly learned to anticipate linear motion on successive trials. Infants also learned to anticipate nonlinear motion, but this learning was slower and less consistent. Learning in all cases concerned the trajectory of the object, not the specific locations at which the object appeared. These findings suggest that infants form object representations that are weakly biased toward inertial motion and that are influenced by learning. The findings accord with the thesis that a single system of representation underlies both predictive action and perception of object motion, and that occlusion reduces the precision of object representations.     

Attachment and Affect between Mothers with Depression and their Children: Longitudinal Outcomes of Child Parent Psychotherapy

The present investigation examined the longitudinal effects of Child-Parent Psychotherapy (CPP) for toddlers and their mothers with depression on: a) maternal affective expression, b) child affective expression, and c) mother-child cohesion. Mothers with depression (M_age?=?31.7 years; 92.8% White, 3.5% Black, 2.1% Hispanic, 2.3% other) and their toddlers were randomized to receive CPP (DI; n?=?66) or to a control group (DC; n?=?64). Mothers without depression and their toddlers (NC; n?=?68) were recruited as an additional comparison group. Dyads were assessed at baseline (T1; 20 months old), post-intervention (T2; 36 months old), and follow-up (T3; 9 years old). Data from a mother-child conflict task was coded as a measure of observed outcome variables. Change in post-intervention attachment security assessed via the Strange Situation was evaluated as a mediator between intervention condition and maternal and child affective expression and dyadic cohesion at T3. Change to secure attachment post-intervention significantly mediated the association between intervention condition and T3 maternal warmth and child anger/problem behavior. Toddlers of mothers with depression who received CPP showed higher rates of change to secure attachment compared to those in both the DC and NC groups. Dyads who changed to secure attachment at T2 displayed higher levels of maternal warmth at T3 and lower levels of child anger and problem behavior at T3. Implications for the use of CPP as a preventive intervention and the importance of attachment as a mediator of long-term outcomes are discussed.

     

Three Sibling Survivors’ Perspectives of their Father’s Suicide: Implications for Postvention Support

Journal of Child and Family Studies - This qualitative case study describes three adult siblings’ experiences and their perceptions of support connected with the time before and after their...     

GENDER COMPARISONS OF MATHEMATICS ATTITUDES AND AFFECT

This article reports the complex results of meta-analyses of gender differences in attitudes and affect specific to mathematics. Overall, effect sizes were small and were similar in size to gender differences in mathematics performance. When differences exist, the pattern is for females to hold more negative attitudes. Gender differences in self-confidence and general mathematics attitudes are larger among high school and college students than among younger students. Effect sizes for mathematics anxiety differ depending upon the sample (highly selected or general). One exception to the general pattern is in stereotyping mathematics as a male domain, where males hold much more stereotyped attitudes ( d = -.90). While affect and attitudes toward mathematics are not the only influences on the development of gender differences in mathematics performance, they are important, and both male and female affect and attitudes should be considered in conjunction with other social and political influences as explanations.     

Change technology and the implementation of automation in mental health care settings

The problem of clinician resistance to automated systems in mental health care delivery settings is discussed. It is argued that this resistance is a natural part of the change process, an indicator of an inadequate change strategy. The theory of change is briefly reviewed. Previous efforts to install automated systems in mental health care delivery settings are discussed in terms of change theory. Suggestions for incorporating the technology of change into the implementation process are proposed.