How to keep a reversible figure from reversing: teasing out top-down and bottom-up processes

The nature of processes underlying our perception of reversible figures was examined through two experiments investigating the effects of prior exposure conditions on an observer's report of figural reversal. In experiment 1, observers were adapted over several minutes to an unambiguous version of a rotating Necker cube prior to the presentation of the standard ambiguous figure. Results indicated that adaptation produced an immediate bias to perceive the ambiguous figure in the opposite configuration (ie reverse bias) and to reduce reports of reversal over the test period. The introduction of a brief delay between the adaptation and test periods revealed that this bias is a highly transient effect and is only clearly evident when the adaptation and test figures are matched in size. In experiment 2, observers were primed with an unambiguous figure for a few seconds prior to the presentation of the standard ambiguous figure. In this case, the obtained bias strongly favored the observer's reporting the ambiguous figure to be in the same configuration as the adapting figure (ie positive bias); and neither introducing a delay period nor changing figure size had any effect. We conclude that these experiments reveal the distinct roles of transient, retinally localized neural processes as well as more stable, global processes under specifiable conditions.     

Political skill as neutralizer of felt accountability—job tension effects on job performance ratings: A longitudinal investigation

This study examined the effects of felt accountability, political skill, and job tension on job performance ratings. Specifically, we hypothesized that felt accountability would lead to higher (lower) job performance ratings when coupled with high (low) levels of political skill, and that these relationships would be mediated by job tension. Data were gathered at multiple times over a one-year period (i.e., baseline performance, attitudinal variables one month later, supervisor reports of subordinate performance six months and one year after baseline performance was measured). Strong support was shown for the total effects model, whereby political skill moderated felt accountability—job performance ratings, felt accountability—job tension, and job tension—job performance ratings relationships. However, more focused analyses demonstrated that political skill most strongly moderated the job tension—job performance ratings linkage. Implications, strengths and limitations, and directions for future research are provided.     

Cognitive and emotional aspects of self-regulation in preschoolers

The goal of the present study was to examine the contribution of executive function (EF) and social cognition to individual differences in emotion regulation (ER) in preschool children. Sixty 3-, 4-, and 5-year-old children were administered a battery of EF tasks, two theory of mind tasks, a measure of verbal ability, and an ER task. In addition, parents completed the Behavior Rating Inventory of Executive Functioning—Preschool Version (BRIEF-P). Performance on the theory of mind tasks as well as parental ratings of executive function was not related to performance on the ER task. However, a component of EF (i.e., inhibition) approached significance with children's displays of positive behaviors during the ER task. Verbal ability was related to the regulation of positive but not negative emotions. Parental ratings of shifting accounted for a significant amount of variance in parental ratings of ER, even after controlling for verbal ability. The findings are discussed in the context of different conceptualizations of the developmental relation between ER and EF.     

Carmen Amaya: Gypsy Princess, Flamenco Dancer, and the Role of the Family

Carmen Amaya was a great Spanish Flamenco dancer raised in the Gypsy tradition, which strictly prescribes, among other things, gender obligations. The proper behavior of women is to bear children and maintain the home. Carmen, from an early age, showed extraordinary skill in the dance form that the Gypsies brought to Spain. Her grasp of the intense, sensual dance was quickly recognized and she became famous throughout the world. But she was trapped in a universal problem: How much loyalty does a great artist owe to family? She died of kidney failure at age 50 in 1963. Hers is an extreme case that focuses attention on a universal problem. She did not draw a dividing line between herself and family tradition.     

Traits, States, and encoding speed: support for a top-down view of neuroticism/state relations

Recent theories suggest that trait neuroticism gains its pernicious power particularly among individuals less capable of making distinctions concerning present reality. Four studies, involving 272 undergraduates, sought to provide some basic, assessment-related support for such theories in the context of individual differences in choice reaction time, which reflect abilities to make distinctions at encoding. Studies 1-3 focused on somatic symptoms, whereas Study 4 focused on neurotic behaviors and negative affect. As predicted, neuroticism consistently interacted with categorization speed in predicting these dependent measures. Specifically, neuroticism/outcome relations were robust among individuals slow to make distinctions at encoding; by contrast, neuroticism did not predict the dependent measures among individuals fast to make distinctions. Such data reinforce suggestions that neuroticism is particularly pernicious among individuals less capable of making distinctions at encoding.     

The Affective Regulation of Social Interaction

The recent publication of David Heise's Expressive Order (2007) provides an occasion for discussing some of the key ideas in Affect Control Theory. The theory proposes that a few dimensions of affective meaning provide a common basis for interrelating personal identities and social actions. It holds that during interpersonal interactions, social behavior is continually regulated to maintain an affective tone compatible with whatever social roles or identities define the situation. We outline the intellectual history of the proposed dimensions and of the idea that each social action invites an action from the other that has a particular location along these dimensions. We also relate these ideas to the Affect-as-Information hypothesis, an approach that often guides research in psychology on the role of affect in regulating judgment and thought.     

Twenty-first century ethical challenges for psychology

Foreseeable social and technological changes will force us to reevaluate our thinking about ethically appropriate ways to fulfill our mission of using psychology to advance human health and welfare in the twenty-first century. Three categories of challenge related to societal and technological changes have become particularly evident. First, increasing patterns of delivering services over substantial distances by electronic means (i.e., telepsychology) demand consideration. Second, we must parse our ethical obligations to individuals, to groups, and to society at large as our influence working behind the scenes as "invisible" psychologists grows. Finally, as we witness the accelerating demise of psychiatry, we must take care not to follow a similar path. As we face new ethical challenges, we must continually ask ourselves where our responsibilities lie as individuals and as a profession. We must learn not to repeat the mistakes of the past and focus instead on optimizing the future for a science and practice of psychology focused on human health and welfare.     

Importance of goal setting in virtual project teams

This research investigated goal setting on engineering teams with geographically dispersed members. A survey was designed to measure the Quality of Goal Setting, Goal Commitment, Perceived Task Outcomes, and Perceived Psychosocial Outcomes, all constructs and scales used in previous research on project teams. 82 respondents from 12 virtual teams participated. Analysis suggested the quality of goal setting affected Perceived Task Outcome (t = 2.40, p < .05) but not Perceived Psychosocial Outcomes. Further regression analysis indicated goal commitment predicted significant variance in both Perceived Task Outcomes (t = 2.35, p < .05) and Perceived Psychosocial Outcomes (t = 4.3, p < .01). These results suggest that setting high quality goals and building commitment to goals significantly affect perceptions of outcomes on virtual project teams.     

On the interdependence of cognition and emotion

Affect and cognition have long been treated as independent entities, but in the current review we suggest that affect and cognition are in fact highly interdependent. We open the article by discussing three classic views for the independence of affect. These are (i) the affective independence hypothesis, that emotion is processed independently from cognition, (ii) the affective primacy hypothesis, that evaluative processing precedes semantic processing, and (iii) the affective automaticity hypothesis, that affectively potent stimuli commandeer attention and evaluation is automatic. We argue that affect is not independent from cognition, that affect is not primary to cognition, nor is affect automatically elicited. The second half of the paper discusses several instances of how affect influences cognition. We review experiments showing affective involvement in perception, semantic activation, and attitude activation. We conclude that one function of affect is to regulate cognitive processing.     

Cost Comparison of Early Intensive Behavioral Intervention and Special Education for Children with Autism

The financial implications of the increased prevalence of autism, though rarely discussed, will be extremely important to society. We compared the costs associated with 18 years of special education to the costs associated with the implementation of an average of 3 years of Discrete Trial Training as an Early Intensive Behavioral Intervention (EIBI) in an effort to minimize the need for special education. Our results indicate that the state of Texas would save $208,500 per child across eighteen years of education with EIBI. When applied to the conservative estimate of 10,000 children with autism in Texas, the State would save a total of $2.09 billion with EIBI. Implications for taxpayers, policymakers, and treatment are discussed.