Motivated attention to fear-related stimuli: Evidence for the enhanced processing of fear in the late positive potential

Differences in the processing of emotions like fear and sadness have important implications for our understanding of many psychological phenomena (e.g., attentional biases, psychopathology). The late positive potential (LPP) is an established event-related potential that reflects motivated attention to emotional stimuli at the neural level with excellent temporal resolution, but has been infrequently used to study differences across emotions. Drawing on functional theories of emotion suggesting that the quick processing of fear-inducing stimuli increases chances of survival, we hypothesized that fear-inducing pictures would produce larger LPP amplitudes compared to other emotions (happy and sad) in the early time windows of the LPP (e.g., 400–700, 700–1000 ms). The results supported our hypothesis, offering new, albeit preliminary, evidence of the differential processing of threat-related stimuli on the LPP.     

Gender Role Attitudes across the Transition to Adolescent Motherhood in Mexican‐Origin Families

Using longitudinal data collected at four time points from 191 dyads of Mexican‐origin adolescent first‐time mothers and their mother figures, we examined changes in and socialization of traditional gender role attitudes across the transition to parenthood using latent growth curve modeling and actor – partner interdependence modeling. Longitudinal growth models indicated that, regardless of nativity status, adolescent mothers' and their foreign‐born mother figures' gender role attitudes became more egalitarian across adolescents' transition to parenthood, spanning from the 3rd trimester of pregnancy to 36 months postpartum. Furthermore, actor‐partner interdependence modeling suggested that adolescents' and their mother figures' gender role attitudes during adolescents' third trimester of pregnancy equally contributed to subsequent increases in one another's gender role attitudes at 10 months postpartum. Importantly, this reciprocal socialization process was not moderated by adolescent mothers' nor by their mother figures' nativity status. Findings suggest that it is important to understand the cultural and intergenerational family processes that contribute to the development of gender role attitudes during the transition to parenthood for adolescent mothers and their mother figures in Mexican‐origin families.     

Commentary on Three Articles on Self‐practice/Self‐reflection in Cognitive‐Behavioural Therapy

The commentary embraces three valuable contributions to the development of professional practice: (a) engagement with self‐practice/self‐reflection as a professional self‐development: the role of therapist beliefs; (b) spontaneous self‐practice of cognitive‐behavioural therapy (CBT) by aboriginal counsellors during and following CBT training: a retrospective analysis of the facilitating conditions and impact; (c) developing metacompetence in low intensity CBT interventions: evaluating a self‐practice/self‐reflection programme for experienced low intensity CBT practitioners. Each article provides different perspectives of the self‐practice and self‐reflection benefits for efficient therapy and their use as powerful resources in therapeutic training skills in general and CBT in particular. Conclusions of their contributions close the commentary.     

Typing versus thinking aloud when reading: Implications for computer-based assessment and training tools

The goal of this study was to assess the impact of modality of production of think-aloud protocols on reading strategies. Readers in two studies spoke or typed protocols for narrative or science texts and completed comprehension tests for each text. Human judges identified the presence of paraphrasing, bridging inferences, and elaborating within the protocols. Reading comprehension skill was assessed with the Nelson-Denny test. With respect to narrative texts, paraphrasing and bridging were less frequent when readers were typing than when they were thinking aloud. With respect to science texts, less-skilled readers made bridging inferences more frequently when typing than when speaking. Conversely, skilled readers generated more paraphrases than bridges when typing thoughts but not when speaking. These results have implications for computer-based tools for reading assessment and intervention.     

Psychometric properties of the Situational Inventory of Body-Image Dysphoria-Short form in a Spanish sample

The primary objective of this study was to translate and validate Situational Inventory of Body-Image Dysphoria-Short form (SIBID-S) in a Spanish population. The scale consists of 20 items to assess the frequency of dysphoric body-image emotions in certain situational contexts, using a five-point rating scale. The questionnaire was administered to 214 women between the ages of 14 and 29 years, from primary and secondary schools and a university. Principal components analysis indicated a one-factor structure for the entire sample and both younger (<18) and older (≥18) participants. Internal consistency was high (0.94), and the test–retest reliability over 1 month ranged between 0.89 and 0.93. The SIBID-S showed good convergent validity in relation to other pertinent measures of body image, eating pathology, and self-esteem. Moreover, the SIBID-S was differentiated low-risk, subclinical eating disturbed, and clinical eating disordered patients. Results support the potential utility of the SIBID-S in the Spanish female population, including a younger group than previously studied, as well as its usefulness in the assessment of body image among females varying in degrees of eating pathology.     

Us without them: evidence for an intragroup origin of positive in-group regard

Four experiments examined whether group formation and positive in-group regard require interaggregate comparison as the in-group-requires-an-out-group assumption of the metacontrast principle implies. The authors fostered novel social aggregates with or without a contrasting aggregate with which members could compare and varied intra-aggregate factors (interaction or interdependence). Regardless of whether interaggregate comparison was feasible, the intra-aggregate factors increased the perceived entitativity of the aggregate and positive regard toward the aggregate (i.e., social attraction and cooperation among members). Mediation analyses were consistent with the possibility that the intra-aggregate factors promoted entitativity, which in turn promoted in-group regard. These data suggest that group formation and in-group regard have intragroup origins and do not require comparison with a contrasting social aggregate.