Effects of stimulus response compatibility on covert imitation of vowels

When we observe someone else speaking, we tend to automatically activate the corresponding speech motor patterns. When listening, we therefore covertly imitate the observed speech. Simulation theories of speech perception propose that covert imitation of speech motor patterns supports speech perception. Covert imitation of speech has been studied with interference paradigms, including the stimulus–response compatibility paradigm (SRC). The SRC paradigm measures covert imitation by comparing articulation of a prompt following exposure to a distracter. Responses tend to be faster for congruent than for incongruent distracters; thus, showing evidence of covert imitation. Simulation accounts propose a key role for covert imitation in speech perception. However, covert imitation has thus far only been demonstrated for a select class of speech sounds, namely consonants, and it is unclear whether covert imitation extends to vowels. We aimed to demonstrate that covert imitation effects as measured with the SRC paradigm extend to vowels, in two experiments. We examined whether covert imitation occurs for vowels in a consonant–vowel–consonant context in visual, audio, and audiovisual modalities. We presented the prompt at four time points to examine how covert imitation varied over the distracter’s duration. The results of both experiments clearly demonstrated covert imitation effects for vowels, thus supporting simulation theories of speech perception. Covert imitation was not affected by stimulus modality and was maximal for later time points.

     

Social Cognitive Predictors of Body Image in Preschool Children

To better understand origins of gender differences in body confidence, the present study examines predictors of body image suggested by Social Cognitive Theory (A. Bandura, 1997): models (from mothers, peers), verbal messages (from mothers, peers, teachers), physiological factors (age, body mass, health status), and experience of competence related to body image (social competence, food competence). Variables were gathered from child interviews, mother questionnaires, and teacher questionnaires for 94 preschool children (52 boys, 42 girls; mean age – 54.2 months; 90.2% Caucasian). Body image was measured with seven same-gender silhouettes (M. E. Collins, 1991). No gender differences were found for the body image of preschool children. Messages from the mother to “be bigger” were the most consistent predictor of body image. However, only for boys were mother's messages a valid reflection of the child's actual body mass, which if continued, could produce greater body confusion for girls at later ages.     

Living Your Values: Exploring the 'hidden' culture of a voluntary-controlled Quaker school

The Religious Society of Friends has a distinct public image, drawn from, in part, a jumble of perceptions drawn from a variety of sources (including the picture on porridge boxes). Friends themselves are sometimes reluctant to speak of a Quaker theology. It is easier to consider a sophisticated Quaker culture, which is predicated on experience and reflection, and the acting out of values rather than a complicated system of beliefs. Given this, what is a Quaker school? How does it transmit this culture to primary school children? Or is the only aspect of the school that is recognisably Quaker, the name on the school board on the gate? This article, through an analysis of the school prospectus and interviews, makes an initial exploration of the culture of a voluntary-controlled Quaker primary school and speculates on how consistent it is with values that are recognisably Quaker. It concludes by identifying a value system and code of expected behaviour that is consistent with Quaker values. The open statements made about that system and code in the school prospectus could allow it to be regarded, in Sergiovanni's terms, a virtuous school.     

Evaluating the Etiology of Anxiety Sensitivity: Relation to Cardiovascular Perception and Reactivity

A large body of research has suggested that anxiety sensitivity (AS) acts as a specific vulnerability factor in the development of anxiety pathology. More recently, attention has turned to the etiology of AS per se. The present study tested several related etiological hypotheses derived from Expectancy theory. S. Reiss and R. J. McNally (1985) originally proposed that greater physiological reactivity would increase risk for developing heightened AS. Reactive individuals are believed to have greater opportunity to perceive unpleasant bodily perturbations, thereby increasing the likelihood that concerns and fears could be attached to the sensations. Nonclinical participants (N = 86) completed physical (e.g., orthostatic) and biological (e.g., 35% CO₂) challenges and a heart beat perception task. AS was not related to heart beat perception but was related to greater tonic heart rate and greater diastolic blood pressure (DBP) reactivity to both the challenges. Higher DBP and higher heart beat accuracy interacted to predict higher AS.     

Transfer of Warrant, Begging the Question and Semantic Externalism

Martin Davies argues that 'limitation principles' block the transfer of warrant from the premises of a certain kind of argument to its conclusion. The class of arguments in question includes Moore's argument for the existence of the external world, and a popular style of argument which starts from two premises that are warranted by first-person authority and semantic externalism respectively, ending with a conclusion that does not, allegedly, admit of a priori justification. I argue that the relevant class of arguments can be shown to be unconvincing without appealing to any limitation principles, by showing that they beg the question against sceptical opponents. Principles limiting the transfer of warrant are not required in order to rebut the claim that first-person authority and semantic externalism are incompatible.     

Hostile attribution bias's role in perceived stress among college freshman students: A latent growth modelling approach

This study's objective was to examine the growth trajectories of freshman students' perceived stress and whether hostile attribution bias predicts the pattern of perceived stress change using latent growth analyses. A longitudinal dataset with fourth measurement points was gathered from a total of 1109 college students enrolled at a university in Guizhou Province in the first 3 months after college freshmen enrollment. The freshman students' levels of perceived stress tend to show a piecewise linear decline during the transition period, which manifests as a faster decline in the first stage (within the first month) than in the second stage (after the first month). Moreover, hostile attribution bias not only positively predicted the initial level of perceived stress but also positively predicted the slope of perceived stress in the first and second stages. In addition, there was a significant sex difference in the initial level of perceived stress where the initial level of perceived stress was higher in females than in males, but there was no significant sex difference in the rate of perceived stress decline. These results highlight the longitudinal relationship between hostile attribution bias and perceived stress and have implications for improving freshmen' college adaptation.     

Examining workgroup diversity effects: does playing by the (group-retention) rules help or hinder?

Group diversity researchers are often faced with the problem of calculating diversity indices for groups that are incomplete due to participant nonresponse. Because participant nonresponse may attenuate the correlations that are observed between group diversity scores and outcome variables, some researchers use group-retention rules based on within-group response rates. With this approach, only those groups that have a within-group response rate at, or higher than, the rate prescribed by the group-retention rule are retained for subsequent analyses. We conducted two sets of experiments using computer simulations to determine the usefulness of group-retention rules. We found that group-retention rules are not a substitute for a high response rate and may decrease the accuracy of observed relations, and consequently, we advise against their use in diversity research.     

Effects of intranasal oxytocin on 'compassion focused imagery'

This study explored the effects of oxytocin on Compassion Focused Imagery (CFI), that is, imagining another "mind" being deeply compassionate to oneself, and the interaction of these effects with self-criticism and feeling socially safe with others. Forty-four healthy participants (29 men and 15 women) completed self-report measures of self-criticism, attachment style, and social safeness before taking part in a double-blind randomized placebo controlled study. They attended two imagery sessions, receiving oxytocin in one and a placebo in the other. Positive affect was measured before and after each imagery session, and "imagery experience" was assessed after each session. Overall, oxytocin increased the ease of imagining compassionate qualities but there were important individual differences in how CFI was experienced. Participants higher in self-criticism, lower in self-reassurance, social safeness, and attachment security had less positive experiences of CFI under oxytocin than placebo, indicating that the effects of oxytocin on affiliation may depend on attachment and self-evaluative styles.     

The Application of the Preschool Child Behavior Checklist and the Caregiver–Teacher Report Form to Mainland Chinese Children: Syndrome Structure,Gender Differences,Country Effects,and Inter-Informant Agreement

Preschool children have long been a neglected population in the study of psychopathology. The Achenbach System of Empirically Based Assessment (ASEBA), which includes the Child Behavior Checklist/1.5-5 (CBCL/1.5-5) and the Caregiver-Teacher Report Form (C-TRF), constitutes the few available measures to assess preschoolers with an empirically derived taxonomy of preschool psychopathology. However, the utility of the measures and their taxonomy of preschool psychopathology to the Chinese is largely unknown and has not been studied. The present study aimed at testing the cross-cultural factorial validity of the CBCL/1.5-5 and C-TRF, as well as the applicability of the taxonomy of preschool psychopathology they embody, to Mainland Chinese preschoolers. Country effects between our Chinese sample and the original U.S. sample, gender differences, and cross-informant agreement between teachers and parents were also to be examined. A Chinese version of the CBCL/1.5-5 and C-TRF was completed by parents and teachers respectively on 876 preschoolers in Mainland China. Confirmatory factor analysis (CFA) confirmed the original, U.S.-derived second order, multi-factor model best fit the Chinese preschool data of the CBCL/1.5-5 and C-TRF. Rates of total behavior problems in Chinese preschoolers were largely similar to those in American preschoolers. Specifically, Chinese preschoolers scored higher on internalizing problems while American preschoolers scored higher on externalizing problems. Chinese preschool boys had significantly higher rates of externalizing problems than Chinese preschool girls. Cross-informant agreement between Chinese teachers and parents was relatively low compared to agreement in the original U.S. sample. Results support the generalizability of the taxonomic structure of preschool psychopathology derived in the U.S. to the Chinese, as well as the applicability of the Chinese version of the CBCL/1.5-5 and C-TRF.     

Effect of early intervention on social interaction between mothers and preterm infants at 12 months of age: a randomized controlled trial

In a randomized controlled trial at 12-months of age, the effect of the Mother Infant Transaction Program was tested on social interaction between mothers and moderately and late preterm infants with gestational age ≥ 30.0 and <36 weeks. Ninety-three play sessions were videotaped and coded, 46 mothers-infants in the intervention group and 47 mothers-infants in the control group. The intervention mothers scored higher on maternal sensitivity/responsiveness (p = .05). Being a first-time mother was a moderator that enhanced the effects of the intervention. First-time mothers were more sensitive/responsive to their infant's cues (p = .01), and the dyads evinced higher level of synchrony (p = .02) as compared with experienced mothers. More positive mood was observed among their infants (p = .04). The findings suggest that the intervention contributes to better mother-infant interactions in moderately and late preterm infants of first-time mothers.