A dyadic assessment of forgiveness in intimate relationships

This study investigated forgiveness by examining couples’ recollections and perceptions of specific incidents of transgressions in their relationships. The results replicated previous research but also produced some novel findings. Results showed that more positive attributions and relationship quality independently predicted higher internal forgiveness, whereas expressed forgiveness was related only to relationship quality. Overall, the sample was negatively biased in their perceptions of their partner's forgiveness, but those participants who tended toward a positive bias were happier with their relationships as were their partners. Results are discussed in terms of prior research and theories of forgiveness and related social judgments in intimate relationships.     

Timing of reflexive visuospatial orienting in young, young-old, and old-old adults

This study examined adult age differences in reflexive orienting to two types of uninformative spatial cues: central arrows and peripheral onsets. In two experiments using a Posner cuing task, young adults (ages 18–28 years), young-old adults (60–74 years), and old-old adults (75–92 years) responded to targets that were preceded 100–1,000 ms earlier by a central arrow or a peripheral abrupt onset. In Experiment 1, the cue remained present upon target onset. Facilitation effects at short cue–target stimulus onset asynchronies (SOAs) were prolonged in duration for the two older groups relative to the young adults. At longer cue–target SOAs, inhibition of return (IOR) that was initiated by peripheral onset cues was observed in the performance of young adults but not in that of the two older groups. In Experiment 2, the cue was presented briefly and removed prior to target onset. The change in cue duration minimized age differences (particularly for young-old adults) in facilitation effects and led to IOR for all three age groups. The findings are consistent with the idea that attentional control settings change with age, with higher settings for older adults leading to delayed disengagement from spatial cues.     

What's "up" with God? Vertical space as a representation of the divine

"God" and "Devil" are abstract concepts often linked to vertical metaphors (e.g., "glory to God in the highest," "the Devil lives down in hell"). It is unknown, however, whether these metaphors simply aid communication or implicate a deeper mode of concept representation. In 6 experiments, the authors examined the extent to which the vertical dimension is used in noncommunication contexts involving God and the Devil. Experiment 1 established that people have implicit associations between God-Devil and up-down. Experiment 2 revealed that people encode God-related concepts faster if presented in a high (vs. low) vertical position. Experiment 3 found that people's memory for the vertical location of God- and Devil-like images showed a metaphor-consistent bias (up for God; down for Devil). Experiments 4, 5a, and 5b revealed that people rated strangers as more likely to believe in God when their images appeared in a high versus low vertical position, and this effect was independent of inferences related to power and likability. These robust results reveal that vertical perceptions are invoked when people access divinity-related cognitions.     

How parents view professional behaviors: A cross-professional analysis

This study examined the responses of more than 900 parents of children with serious emotional disorders to survey questions about the importance and frequency of professional behaviors and compared these responses across professions. The findings indicated that parents with lower income and less education tended to work more with social workers, counselors, and teachers, less with psychologists and psychiatrists. Professional behaviors concerned with the parent-professional relationship, honesty, non-blaming attitude, supportiveness, and inclusion in decision-making were considered important by most parents regardless of the professional with whom they worked. Parents rated professions differently on the importance of evaluation, home visits, and providing child-raising information, probably reflecting expectations that parents have about the roles and training of professionals. The behaviors that parents considered important also tended to occur frequently. Significant differences across professions were found with respect to the frequency of providing information on child rearing, advocacy, home visits, providing information on resources, and help with coping, although these behaviors were considered relatively less important by parents. An examination of discrepancies between what parents considered important and what they experienced suggested that parents' expectations were only partially met. Implications for practice, professional education, and research are discussed.Editor's Note: We acknowledge the sampling issue raised by the low survey return rate in this study and the resulting threat to generalizability of findings. Nevertheless, the study is judged to merit publication as one of the first efforts to examine empirically parents' views of their relationships with mental health professionals. Our hope is that this report will serve to stimulate further scientific investigation on the topic—Donald Oswald (AE).     

The Duchenne smile: emotional expression and brain physiology. II

Facial expression, EEG, and self-report of subjective emotional experience were recorded while subjects individually watched both pleasant and unpleasant films. Smiling in which the muscle that orbits the eye is active in addition to the muscle that pulls the lip corners up (the Duchenne smile) was compared with other smiling in which the muscle orbiting the eye was not active. As predicted, the Duchenne smile was related to enjoyment in terms of occurring more often during the pleasant than the unpleasant films, in measures of cerebral asymmetry, and in relation to subjective reports of positive emotions, and other smiling was not.     

Autocoun: A Computer-Based Automated Counseling Simulation System

This paper describes the development and initial testing of a computer-based counseling system which attempted to simulate certain counseling behavior of one counselor. Forty junior high school students experienced counseling (educational planning) with the system, and with either the counselor after whom the system was modeled (N = 20) or another counselor (N = 20). Subjects interacted with a time-sharing computer using TWX input. The basic objective was to determine the similarity of outcomes between the system, model counselor, and second counselor. Criteria included similarity of pupil appraisal statements and course selections. The machine system agreed with both human counselors on approximately 75 per cent of the appraisal statements and about 65 per cent of the course selections. Some data regarding pupil attitudes toward the system are also reported.     

What you say and how you say it: the contribution of speech content and voice quality to judgments of others

In three studies, judgments based on separated channels (speech content, voice quality, face alone and body alone) were correlated with judgments based on combined channels (speech, face + speech, and face + body + speech). The judges observed spontaneous behavior in two different types of interview situations and rated various aspects of the behavior. Correlations between separated and combined channels varied significantly depending on the kind of behavior judged, the attribute rated, and whether other channels of information were available.