The role of spatial attention in the processing of facial expression: An ERP study of rapid brain responses to six basic emotions

To investigate the time course of emotional expression processing, we recorded ERP responses to stimulus arrays containing neutral versus angry, disgusted, fearful, happy, sad, or surprised faces. In one half of the experiment, the task was to discriminate emotional and neutral facial expressions. Here, an enhanced early frontocentral positivity was elicited in response to emotional as opposed to neutral faces, followed by a broadly distributed positivity and an enhanced negativity at lateral posterior sites. These emotional expression effects were very similar for all six basic emotional expressions. In the other half of the experiment, attention was directed away from the faces toward a demanding perceptual discrimination task. Under these conditions, emotional expression effects were completely eliminated, demonstrating that brain processes involved in the detection and analysis of facial expression require focal attention. The face-specific N170 component was unaffected by any emotional expression, supporting the hypothesis that structural encoding and expression analysis are independent processes.     

Effects of Defendant Ethnicity on Juries' Dispositions of Felony Cases1

This research examined jury decisions in 317 noncapital felony cases in El Paso, Texas, and assessed the impact of juror ethnicity on jury trial outcomes. Results revealed that there was no relation between defendant ethnicity and the probability of conviction. Anglo American defendants, however, received sentences that were approximately twice as severe as Hispanic defendants. Sentences imposed by juries were significantly related to defendant ethnicity and type of crime for which they were tried. Sentences were also influenced by defendant ethnicity in interaction with jury ethnic composition. Important differences appeared when there was a critical mass of 6 or more Hispanics on juries. This study, using criminal court data, provides a unique opportunity to examine the utility of social psychological theories for understanding actual trial outcomes.     

Race and Countertransference: Two “Blind Spots” in Psychoanalytic Perception

In this paper I propose an approach for the evocative use and resolution of racial and countertransferential manifestations in the treatment situation. When addressed with the interest they warrant, these phenomena can become powerful tools for the advancement of the treatment, rather than blind spots. The therapist's own treatment is offered as the most likely means through which the evocative and pernicious effects of race and countertransference can be mastered.     

THE USE OF NONCONTINGENT ESCAPE TO REDUCE DISRUPTIVE BEHAVIORS IN CHILDREN WITH SPEECH DELAYS

Noncontingent escape (NCE) was used to reduce disruptive behavior in 3 children during regularly scheduled speech therapy sessions. Results showed rapid decreases in disruptive behavior and accompanying increases in compliance across children. Findings suggest that speech therapists with little expertise in behavior analysis can effectively implement NCE.     

Factor Structure of the School Reinforcement Survey Schedule: School Is More Than Grades

The School Reinforcement Survey Schedule (SRSS) was administered to 5913 4th through 12th graders as part of an evaluation component of the University of South Carolina's Institute for Families in Society's School-Based Mental Health Project. A factor analysis of SRSS responses yielded six interpretable factors. Gender differences in responses showed that girls, as opposed to boys, find a wider variety of reinforcers associated with school to be pleasurable. A significant, but small, correlation was found between grades and school reinforcement.     

Setting up inpatient behavioral treatment programs: The staff needs assessment

Despite the success that behavior therapy has demonstrated in treating severely mentally ill adults, widespread impact of behavioral treatments on this population has been limited because the staff of many inpatient settings do not routinely utilize these strategies. Surveying staff regarding their perception of programatic and organizational needs is proposed as a valuable first step for selecting behavioral strategies to be introduced in these settings. Goldfried and D'Zurilla (1969) developed a behavioral assessment survey that is especially useful for identifying staff needs vis-à-vis behavioral rehabilitation. Using these strategies, survey questions addressed five problem areas: Administrative, Staff, Patient, Resource, and Programatic. Results using this survey with 40 clinicians on the extended care unit of a state hospital showed that staff members had greatest concern with the Patient Problem Area (i.e., aversive patient behaviors that are not sufficiently addressed by treatment plans). Further analyses showed staff members were interested in addressing Patient concerns using incentive procedures. The needs assessment in this study not only provided useful information that might be generalized to other treatment settings, but also showcased a reliable survey approach that program developers might implement prior to designing training curricula for behaviorally naive staff in inpatient settings.     

Effects of paced respiration and expectations on physiological and psychological responses to threat.

While waiting to receive electric shocks, 105 males either (a) regulated their breathing at one half the normal rate, (b) regulated their breathing at the normal rate, or (c) did not regulate their breathing rate. Half of the subjects in each breathing condition were told that their breathing task would aid them in relaxing, whereas the other half were not given that expectation. Subjects in a no threat condition were not threatened with shocks, did not regulate their breathing, and were not provided with expectations. The results indicated that slowing respiration rate reduced physiological arousal as measured by skin resistance and finger pulse volume (but not heart rate) and reduced self-reports of anxiety. Expectations did not influence arousal. These data provide evidence for the effectiveness of paced respiration as a coping strategy, and they resolve the conflicting findings of previous investigations.     

Effects of instructions, biofeedback, reward, and cognitive mediation on the control of heart rate and the application of that control in a stressful situation

Subjects in Phase 1 of this experiment were (a) instructed to try to either increase or decrease their heart rate, (b) with or without the use of biofeedback, and (c) with or without the promise of money for successful performance, whereas no-treatment subjects were given no instructions, no biofeedback, and no promise of reward. Results indicated that (a) when simply instructed to do so, subjects could increase but not decrease their heart rates relative to no treatment controls, (b) the promise of money for good performance aided subjects in increasing but not decreasing heart rate, and (c) biofeedback did not aid subjects in either increasing or decreasing heart rate. Various cognitive strategies employed by subjects in controlling their heart rates are discussed.In Phase 2, subjects in a stress condition were told that they would receive a series of painful electric shocks, whereas subjects in a no stress condition were not told about shocks. All subjects were instructed to try to decrease their heart rates during the “shock” period. Heart rate and self report data revealed that (a) the manipulation was successful in increasing stress, and (b) previous training in decreasing heart rate, with or without biofeedback, did not aid subjects in decreasing their heart rates in the face of the stress.     

Multiple sessions of systolic blood pressure biofeedback: Its effects on ability to control systolic pressure during training,after training,and its effects on pulse rate

Seventy-one normotensive subjects participated in four training sessions in which they were either (a) instructed to increase their blood pressure, (b) instructed to decrease their blood pressure, or (c) not instructed to change their blood pressure. The subjects either (a) were provided with biofeedback concerning systolic blood pressure or (b) were not provided with biofeedback concerning systolic blood pressure. After the last training session, subjects participated in a transfer session in which they were again instructed concerning changes in pressure but were not provided with biofeedback. Analyses conducted on data from the training and transfer sessions indicated that subjects who were instructed to increase pressure and given biofeedback to aid them showed higher pressure than subjects in other conditions and that there were no differences among those other conditions; that is, biofeedback was effective for teaching subjects to increase pressure but was not effective for teaching subjects to decrease pressure. Additional training sessions did not add to the effect achieved in the first training session. During training sessions, subjects who were instructed to increase pressure showed higher heart rates than subjects in other conditions. The results raise questions concerning the interpretation of earlier experiments that did not include no-treatment, instructions-only, and attention control conditions.     

Evaluations of the Work of Men and Women as a Function of the Sex of the Judge and Type of Work

Forty-two male and 42 female subjects selected from a large city, a small town, or a university campus were asked to evaluate four pen and ink sketches and four quotations. Two sketches and two quotations were associated with fictitious women's names while the remainder were associated with fictitious men's names. A three-way interaction indicated that women tended to discriminate against the productions attributed to men, and men significantly discriminated against the productions of women. But all discriminations were limited to intellectual productions (quotations).