Counterfactual thinking about controllable events

When people think about what might have been, they mentally undo controllable rather than uncontrollable events. We report the results of two experiments in which we examined this controllability effect in counterfactual thinking. The experiments show that the mutability of controllable events is influenced by the perceived appropriateness or inappropriateness of the events. The first experiment shows that people change inappropriate controllable actions more than appropriate controllable ones. The second experiment shows that people mutate inappropriate controllable events whether the outcome is exceptional or normal with respect to intrapersonal habitual norms, and whether the outcome is positive or negative. We discuss the implications for alternative theories of counterfactual thinking.     

Validation of a questionnaire for measuring psychosocial factors associated with pharmaceutical care in Spanish community pharmacists

Pharmacotherapy follow-up (PTF) is the professional practice in which the pharmacist takes charge of the needs of the patients related to their drugs. OBJECTIVE: To validate a questionnaire to measure the ASE psychosocial determinants (attitude, social influence, self-efficacy) of PTF and the Prochaska & DiClemente's stage of change in Spanish community pharmacists. METHOD: Postal survey to 482 Asturian community pharmacists (test and retest). Validity was estimated in 134 pharmacists answering the test. Stability was estimated in 85 pharmacists answering the test and retest. Exploratory factorial analysis was used to investigate construct validity and produced 4 factors and 104 items. Those factors had high reliability (Cronbach's a between 0,87 and 0,96). DISCRIMINANT VALIDITY: Pharmacists in extreme stages of change showed significant differences of attitude, motivation and self-efficacy. Repeatability was good and the questionnaire appears valid and reliable.     

Imitation of hierarchical action structure by young children

To provide the first systematic test of whether young children will spontaneously perceive and imitate hierarchical structure in complex actions, a task was devised in which a set of 16 elements can be modelled through either of two different, hierarchically organized strategies. Three-year-old children showed a strong and significant tendency to copy whichever of the two hierarchical approaches they witnessed an adult perform. Responses to an element absent in demonstrations, but present at test, showed that children did not merely copy the chain of events they had witnessed, but acquired hierarchically structured rules to which the new element was assimilated. Consistent with this finding, children did not copy specific sequences of actions at lower hierarchical levels.     

Color term knowledge does not affect categorical perception of color in toddlers

Categorical perception of color is shown when colors from the same category are discriminated less easily than equivalently spaced colors that cross a category boundary. The current experiments tested various models of categorical perception. Experiment 1 tested for categorical responding in 2- to 4-year-olds, the age range for the onset establishment of color term knowledge. Experiment 2 tested for categorical responding in Himba toddlers, whose language segments the color space differently from the way in which the English language does so. Experiment 3 manipulated the conditions of the task to explore whether the categorical responding in Experiments 1 and 2 was equivalent to categorical perception. Categorical perception was shown irrespective of naming and was not stronger in those children with more developed color term knowledge. Cross-cultural differences in the extent of categorical perception were not found. These findings support universalistic models of color categorization and suggest that color term knowledge does not modify categorical perception, at least during the early stages of childhood.     

A longitudinal, microgenetic study of the emergence of false belief understanding and inhibition skills

Two theories that attempt to explain the relationship between false belief understanding and inhibition skills were investigated: (1) theory of mind development improves self-control, and (2) executive control is necessary for developing a theory of mind. A microgenetic approach was adopted, with a group of 21 children completing a battery of inhibition and false belief understanding tasks every four weeks for six phases of testing. The results showed that the majority of children were able to perform well on a test of executive inhibition before having a good understanding of false beliefs, thus supporting theory (2). The results also illustrated that while the children's inhibition skills developed relatively gradually, their understanding of false beliefs progressed from a consistent lack of understanding through a period of unstable performance, during which some children failed tests that they had previously passed.     

Do dogs (Canis familiaris) understand invisible displacement?

Domestic dogs (Canis familiaris) perform above chance on invisible displacement tasks despite showing few other signs of possessing the necessary representational abilities. Four experiments investigated how dogs find an object that has been hidden in 1 of 3 opaque boxes. Dogs passed the task under a variety of control conditions, but only if the device used to displace the object ended up adjacent to the target box after the displacement. These results suggest that the search behavior of dogs was guided by simple associative rules rather than mental representation of the object's past trajectory. In contrast, Experiment 5 found that on the same task, 18- and 24-month-old children showed no disparity between trials in which the displacement device was adjacent or nonadjacent to the target box.     

The spouse subsystem in the family context: couple interaction categories

Within a semi-structured family interview (the McMaster Stuctured Interview of Family Functioning), several questions focus on intimate areas of the marital relationship. How couples answer these questions provides a window into their style of communication around potentially stressful issues. Viewing their videotaped interactions while noting their gaze patterns, dialogue, tension, and attitude, produced the following categories: Adaptive, Stable, Co-operative, Disengaged/anxious, Parallel, or Failing. Inter-observer relability was high, and the categories were related in meaningful ways to a self-report questionnaire, the McMaster Family Assessment Device, completed independently by each parent.     

SEXUAL ASSAULT EXPERIENCE IN ADULTHOOD AND PRIOR VICTIMIZATION EXPERIENCES

Several retrospective investigations of sexual assault have assessed the extent to which a sexual victimization experience early in life is a risk factor for a subsequent victimization experience. The present investigation was an attempt to extend previous work by conducting a prospective analysis of sexual assault in a sample of 857 college women to assess the pathways through which victimization experiences become linked. The design was such that both victims'and nonvictims'history of child and adolescent sexual victimization experiences were assessed prior to their most recent assault experience. Psychological functioning was also assessed utilizing standardized measures of depression and anxiety. After the assault experience, psychological functioning of victims was reassessed, and nonvictims were reassessed after a comparable period of time. Results of the path analysis indicated that a sexual victimization early in life is a risk factor for an adult victimization experience. Furthermore, the results revealed a link between psychological functioning and victimization experiences. The discussion emphasizes clinical implications of these findings and suggested avenues for future research.     

Analysis of four measures of positional bias within a multiple stimulus without replacement preference assessment

Positional bias is a pattern of responding to a specific location that can be influenced by response effort and/or prior learning history. Prior research on positional bias within stimulus preference assessments have focused primarily on its use in paired stimulus assessments due to the complex nature of the multiple stimulus without replacement (MSWO) preference assessment. The present study is a secondary data analysis that utilized four different methods to measure side and center bias in a MSWO preference assessment for 19 young children with autism spectrum disorder. Participants displayed varying degrees of biased responding but collectively engaged in minimal biased responding. This study includes an analysis of the four methodologies, discussion of general patterns of responding, and general recommendations for the application of these methodologies in future research.     

Bi-directional relations between behavioral problems and executive function: Assessing the longitudinal development of self-regulation

During childhood, the ability to limit problem behaviors (i.e., externalizing) and the capacity for cognitive regulation (i.e., executive function) are often understood to develop in tandem, and together constitute two major components of self-regulation research. The current study examines bi-directional relations between behavioral problems and executive function over the course of childhood and adolescence. Relying on a diverse sample of children growing up in low-income neighborhoods, we applied a random intercept cross-lagged panel model to longitudinally test associations between behavioral problems and executive function from age 4 through age 16. With this approach, which disaggregated between- and within-child variation, we did not observe significant cross-lagged paths, suggesting that within-child development in one domain did not strongly relate to development in the other. We also observed a moderate correlation between the stable between-child components of behavioral problems and executive function over time in our preferred model, suggesting that these two domains may be relatively distinct when modeled from early childhood through adolescence.