Family Communication of BRCA1/2 Results and Family Uptake of BRCA1/2 Testing in a Diverse Population of BRCA1/2 Carriers

Previous studies examining communication of BRCA1/2 results with relatives and family uptake of BRCA1/2 testing have sampled from predominantly white, high SES cohorts ascertained solely from tertiary care centers. No studies have focused on family communication and testing among relatives of diverse BRCA1/2 carriers. We conducted structured interviews with 73 BRCA1/2 carriers identified at a public hospital and a tertiary cancer center. We asked participants if each first- and second-degree relative was aware of their BRCA1/2 results and whether or not each relative had tested. Generalized estimating equations identified rates and predictors of family communication and testing. Participants disclosed their test results to 73 % of 606 eligible relatives and 31 % of 514 eligible relatives tested. Communication and testing rates were similar for relatives of participants from the public hospital and the tertiary cancer center. Hospital site was not a significant predictor of either result disclosure or relative uptake of testing. African American and Asian/Pacific Islander participants were significantly less likely to disclose their results to their relatives; relatives of African American participants were significantly less likely to test. Addressing these disparities will require further research into the best ways to facilitate family communication and counsel at-risk relatives of racially and socioeconomically diverse BRCA1/2 mutation carriers.     

An Egalitarian Argument against Reducing Deprivation

Deprivations normally give rise to undeserved inequality. It is commonly thought that one way of improving a situation with respect to equality is by reducing the incidence of deprivations. In this paper I argue that there is at least one respect in which reducing the incidence of deprivations can make things worse from the point of view of equality. While eliminating deprivations leads to the elimination of inequalities, reducing the incidence of deprivations leads to an uneven distribution of the pairwise relations of inequality of a population, which leads to the concentration of pairwise relations of inequality in the worse off. If my argument is correct, egalitarians have reasons to broaden their dimensions of concern: egalitarians should not only be concerned about the unequal distribution of goods, but also about the unequal distribution of pairwise relations of inequality of a population.     

Fit for persuasion: the effects of nonverbal delivery style,message framing,and gender on message effectiveness

This study examined two experimental variables, delivery style and message framing, that have yet to be examined together in the regulatory fit literature. College students (mean age = 30) watched a video message encouraging regular exercise delivered in an eager or vigilant nonverbal style and framed in terms of gain or loss. Results revealed significant fit effects involving gender, delivery style, and message framing. The eager message was perceived as more effective by men whereas the vigilant message was perceived as more effective by women. A message framing by delivery style fit effect also emerged for perceived message effectiveness. The implications and limitations of these findings are discussed.     

Single-Session Brief Counseling in a High School

Counseling designed to be time-limited is a valuable tool for counselors in school settings. Three approaches to brief counseling were investigated in this naturalistic study: problem-focused with task, problem-focused without task, and solution-focused with task. Quantitative and qualitative measures were used to explore aspects of single-session brief counseling. High school students made significant changes from the second-week follow-up to the sixth-week follow-up in alleviating their concerns and increasing the percentage of goal achieved. Students dramatically decreased the intensity of undesired feelings from before the counseling session through the second follow-up. Solution-focused counseling was as effective as the other two approaches, while taking less time.     

The effect of the NMDA receptor antagonist MK-801 on the acquisition and extinction of learned fear in the developing rat

Recent findings reveal qualitative developmental differences in extinction of learned fear. The present study explored potential developmental differences in the role of NMDA in acquisition and extinction. Rats were injected with MK-801 prior to fear conditioning or extinction training. Acquisition was found to be NMDA dependent in both age groups, whereas extinction was found to be NMDA dependent in 23-day-old rats, but NMDA independent in 16-day-old rats. These results illustrate another fundamental developmental difference in extinction as well as a dissociation in the role of NMDA in the acquisition and extinction of fear early in development.     

The German Adaptation and Standardization of the Personality Assessment Inventory (PAI)

We developed the German Adaptation of the Personality Assessment Inventory (PAI; Morey, 1991) under careful consideration of current adaptation literature and guidelines. The adaptation process included the translation of the 344 items into German, a back translation into English as well as the testing of the language equivalence using a bilingual sample. We then standardized the final German version of the PAI for the German population. We compared the American and German norm and reliability data. The observed differences in PAI scale means did not exceed 5 T scores. Internal consistency reliability showed a similar pattern in both language versions, although the German alpha coefficients were on average slightly lower than the American ones. Factor structure was similar in both versions. We discuss expectations about the German PAI and possible problems for its practical usefulness for the German-speaking population.     

Action–effect learning in early childhood: does language matter?

Previous work showed that language has an important function for the development of action control. This study examined the role of verbal processes for action–effect learning in 4-year-old children. Participants performed an acquisition phase including a two-choice key-pressing task in which each key press (action) was followed by a particular sound (effect). Children were instructed to either (1) label their actions along with the corresponding effects, (2) verbalize task-irrelevant words, (3) or perform without verbalization. In a subsequent test phase, they responded to the same sound effects either under consistent or under inconsistent sound-key mappings. Evidence for action–effect learning was obtained only if action and effects were labeled or if no verbalization was performed, but not if children verbalized task-irrelevant labels. Importantly, action–effect learning was most pronounced when children verbalized the actions and the corresponding effects, suggesting that task-relevant verbal labeling supports the integration of event representations.     

Emotional consequences of collective action participation: differentiating self-directed and outgroup-directed emotions

The present research examines the emotional and behavioral consequences of collective action participation. It demonstrates that "positive" and "negative" emotions can be experienced simultaneously as a result of collective action participation, yet it is important to distinguish outgroup-directed from self-directed emotions. Results of two experiments (N = 71 and N = 101) that manipulated participation in collective action illustrate that whereas collective action participants experience more outgroup-directed anger and contempt, they feel more self-directed positive affect. Furthermore, collective action participation predicted willingness to engage in moderate and radical collective actions in the future. These relations were mediated by outgroup-directed, but not by self-directed, emotions, suggesting that outgroup-directed rather than self-directed emotions play a crucial role in the maintenance of protest behavior. Theoretical and practical implications of these findings are discussed.     

Emotions induced by operatic music: psychophysiological effects of music, plot, and acting: a scientist's tribute to Maria Callas

Operatic music involves both singing and acting (as well as rich audiovisual background arising from the orchestra and elaborate scenery and costumes) that multiply the mechanisms by which emotions are induced in listeners. The present study investigated the effects of music, plot, and acting performance on emotions induced by opera. There were three experimental conditions: (1) participants listened to a musically complex and dramatically coherent excerpt from Tosca; (2) they read a summary of the plot and listened to the same musical excerpt again; and (3) they re-listened to music while they watched the subtitled film of this acting performance. In addition, a control condition was included, in which an independent sample of participants succesively listened three times to the same musical excerpt. We measured subjective changes using both dimensional, and specific music-induced emotion questionnaires. Cardiovascular, electrodermal, and respiratory responses were also recorded, and the participants kept track of their musical chills. Music listening alone elicited positive emotion and autonomic arousal, seen in faster heart rate, but slower respiration rate and reduced skin conductance. Knowing the (sad) plot while listening to the music a second time reduced positive emotions (peacefulness, joyful activation), and increased negative ones (sadness), while high autonomic arousal was maintained. Watching the acting performance increased emotional arousal and changed its valence again (from less positive/sad to transcendent), in the context of continued high autonomic arousal. The repeated exposure to music did not by itself induce this pattern of modifications. These results indicate that the multiple musical and dramatic means involved in operatic performance specifically contribute to the genesis of music-induced emotions and their physiological correlates.