Comparison of extra- and within-stimulus prompting to teach prepositional discriminations to preschool children with developmental disabilities

This study compared extra-stimulus to within-stimulus prompts in teaching children with developmental disabilities to discriminate the prepositional concepts In and On. Five preschool-aged children who had difficulty discriminating verbal instructions participated. Extra-stimulus prompts involved modeling, gestures, positioning, and auditory cues which did not form part of the target discrimination. Within-stimulus prompts manipulated the volume and intonational pattern of the verbal stimuli. Four children did not learn the discrimination with extra-stimulus prompting. All four of these children, plus a fifth child who did not have prior experience with extra-stimulus prompting, reached criterion in the within-stimulus prompting condition. The success of the within-stimulus prompts may be related to their enhancing phonetic differences between the verbal stimuli.     

The Structure of Current Affect: Controversies and Emerging Consensus

For some years now, emotion researchers have debated a series of issues related to the structure of consciously experienced affective states. The present article reviews evidence that current affective experience can be summarized by a structure that is anchored by two bipolar but independent dimensions of experience, pleasure and activation. Four issues have presented themselves as central to the nature of this structure: the number of dimensions necessary to describe the space, the bipolarity of the dimensions, whether the structure displays a circumplex shape, and the definition of the activation dimension. Points of consensus and the remaining controversies regarding each issue are presented.     

Perceived Threat and Authoritarianism

There has been a long history of work on authoritarianism that has looked at the role of societal threat. Much of the empirical research in this tradition has relied on aggregate data to examine the relationship between societal threat and authoritarian attitudes and behaviors. Our analysis uses individual-level data and a range of perceived threat measures to better understand the dynamics of authoritarianism and threat. We also move beyond the hypothesis of a direct relationship between threat and authoritarianism, and hypothesize instead that the relationship involves interaction effects: societal threat activates authoritarian predispositions. As predicted, our analysis finds no evidence of a direct effect of societal threat but significant evidence of an interaction between authoritarian predispositions and perceived threat. We consider the implications of these results for our understanding of authoritarianism.     

Reactivation-induced interference in a short-term retention paradigm

In Experiment 1 it was demonstrated that interference with a rat's retention of a target spatial cue decreases as the interval between prior conflicting cues and the target increases. Experiment 2 showed that interference can occur even when the interstimulus interval is long, if the memory of a conflicting cue is reactivated just prior to exposing an animal to the target cue. A third experiment suggested that these findings could not be easily interpreted in terms of a stimulus satiation effect. The implications of these findings for a trace decay model of short-term retention were discussed.     

Multidimensional data visualization

Historically, data visualization has been limited primarily to two dimensions (e.g., histograms or scatter plots). Available software packages (e.g., Data Desk 6.1, MatLab 6.1, SAS-JMP 4.04, SPSS 10.0) are capable of producing three-dimensional scatter plots with (varying degrees of) user interactivity. We constructed our own data visualization application with the Visualization Toolkit (Schroeder, Martin, & Lorensen, 1998) and Tcl/Tk to display multivariate data through the application of glyphs (Ware, 2000). A glyph is a visual object onto which many data parameters may be mapped, each with a different visual attribute (e.g., size or color). We used our Multi-Dimensional Data Viewer to explore data from several psycholinguistic experiments. The graphical interface provides flexibility when users dynamically explore the multidimensional image rendered from raw experimental data. We highlight advantages of multidimensional data visualization and consider some potential limitations.     

The Consequences of Terrorism: Disentangling the Effects of Personal and National Threat

The events of 11 September 2001 have led to a higher perceived risk of terrorism in the United States. A better understanding of the political consequences of 9/11 requires a more complete accounting of the nature and consequences of perceived threat. Here, the distinction between perceived personal and national risks is examined in terms of two competing hypotheses: (1) The personal threat of terrorism has a pervasive influence even on national decisions and perceptions, in line with its highly arousing nature. (2) The effects of personal threat are highly circumscribed and overshadowed by the impact of perceived national threat, consistent with findings on the meager impact of self–interest and other personal concerns on public opinion. A survey of 1,221 residents of Long Island and Queens, New York, explored the degree to which personal and national threat affect perceptions of the consequences of, and possible solutions to, terrorism. As expected, there was a clear distinction between perceived personal and national threat, although the two are related. Perceived personal threat did not influence the perceived economic consequences of terrorism, although it had a narrow effect on personal behaviors designed to minimize risk. Overall, the findings imply that the effects of personal threat are circumscribed, consistent with past research on the limited personal basis of political judgments. However, the tests of these hypotheses were constrained by a limited set of dependent variables that included national consequences but not policy solutions designed to limit terrorism.     

The relationship of age to ten dimensions of job performance

Previous reviews of the literature on the relationship between age and job performance have largely focused on core task performance but have paid much less attention to other job behaviors that also contribute to productivity. The current study provides an expanded meta-analysis on the relationship between age and job performance that includes 10 dimensions of job performance: core task performance, creativity, performance in training programs, organizational citizenship behaviors, safety performance, general counterproductive work behaviors, workplace aggression, on-the-job substance use, tardiness, and absenteeism. Results show that although age was largely unrelated to core task performance, creativity, and performance in training programs, it demonstrated stronger relationships with the other 7 performance dimensions. Results also highlight that the relationships of age with core task performance and with counterproductive work behaviors are curvilinear in nature and that several sample characteristics and data collection characteristics moderate age-performance relationships. The article concludes with a discussion of key research design issues that may further knowledge about the age-performance relationship in the future.     

Constructing emotion: the experience of fear as a conceptual act

This study examined the hypothesis that emotion is a psychological event constructed from the more basic elements of core affect and conceptual knowledge. Participants were primed with conceptual knowledge of fear, conceptual knowledge of anger, or a neutral prime and then proceeded through an affect-induction procedure designed to induce unpleasant, high-arousal affect or a neutral affective state. As predicted, only those individuals for whom conceptual knowledge of fear had been primed experienced unpleasant core affect as evidence that the world was threatening. This study provides the first experimental support for the hypothesis that people experience world-focused emotion when they conceptualize their core affective state using accessible knowledge about emotion.     

Individual differences in learning the affective value of others under minimal conditions

This paper provides the first demonstration that people can learn about the positive and negative value of other people (e.g., neutral faces) under minimal learning conditions, with stable individual differences in this learning. In four studies, participants viewed neutral faces paired with sentences describing positive, negative or neutral behaviors on either two (Study 1) or four (Studies 2, 3, and 4) occasions. Participants were later asked to judge the valence of the faces alone. Studies 1 and 2 demonstrated that learning does occur under minimal conditions. Study 3 and 4 further demonstrated that the degree of learning was moderated by Extraversion. Finally, Study 4 demonstrated that initial learning persisted over a period of 2 days. Implications for affective processing and person perception are discussed.     

The Future of Psychology: Connecting Mind to Brain

ABSTRACT— Psychological states such as thoughts and feelings are real. Brain states are real. The problem is that the two are not real in the same way, creating the mind–brain correspondence problem. In this article, I present a possible solution to this problem that involves two suggestions. First, complex psychological states such as emotion and cognition can be thought of as constructed events that can be causally reduced to a set of more basic, psychologically primitive ingredients that are more clearly respected by the brain. Second, complex psychological categories like emotion and cognition are the phenomena that require explanation in psychology, and, therefore, they cannot be abandoned by science. Describing the content and structure of these categories is a necessary and valuable scientific activity.