Social Anxiety and Peer Relations in Early Adolescence: Behavioral and Cognitive Factors

This study investigated factors associated with social anxiety during early adolescence using multiple informants, including self and peer perspectives, teacher ratings, and direct observations. Negative social performance expectations, maladaptive coping strategies, and social skill deficits were examined as correlates of social anxiety and mediators linking social anxiety with poor peer relations. Participants were 84 middle school students (47 girls, 37 boys) over-sampled for elevated social anxiety. Analyses revealed correlations linking social anxiety with decreased peer acceptance and increased peer victimization. Path analysis indicated that negative social performance expectations and social withdrawal-disengagement accounted for the association between social anxiety and decreased peer acceptance. Social anxiety, self-directed coping strategies, and social withdrawal-disengagement were each directly linked with increased peer victimization for boys. The results replicate findings based on clinical samples, extend understanding of cognitive, social, and behavioral factors associated with social anxiety in middle school, and provide new information regarding gender differences in the correlates of social anxiety.     

Circular vection as a function of the relative sizes, distances, and positions of two competing visual displays

In studies where it is reported that illusory self-rotation (circular vection) is induced more by peripheral displays than by central displays, eccentricity may have been confounded with perceived relative distance and area. Experiments are reported in which the direction and magnitude of vection induced by a central display in the presence of a surround display were measured. The displays varied in relative distance and area and were presented in isolation, with one moving and one stationary display, or with both moving in opposite directions. A more distant display had more influence over vection than a near display. A central display induced vection if seen in isolation or through a 'window' in a stationary surrounding display. Motion of a more distant central display weakened vection induced by a nearer surrounding display moving the other way. When the two displays had the same area their effects almost cancelled. A moving central display nearer than a textured stationary surround produced vection in the same direction as the moving stimulus. This phenomenon is termed 'contrast-motion vecton' because it is probably due to illusory motion of the surround induced by motion of the centre. Unequivocal statements about the dominance of an eccentric display over a central display cannot be made without considering the relative distances and sizes of the displays and the motion contrast between them.     

Induced motion: isolation and dissociation of egocentric and vection-entrained components.

Induced motion (IM) is illusory motion of a stationary test target opposite to the direction of the real motion of the inducing stimulus. We define egocentric IM as an apparent motion of the test target relative to the observer, and vection-entrained IM as an apparent motion of a stationary object along with an apparent motion of the self (vection) induced by the same stimulus. These two forms of IM are often confounded, and tests for distinguishing between them have not been devised. We have devised such tests. Our test for egocentric IM relies on evidence that this form of IM is due mainly to a misregistration of eye movements when optokinetic nystagmus (OKN) is inhibited, and on evidence that OKN is evoked only by stimuli in the plane of convergence. Our test for vection-entrained IM relies on evidence that vection is evoked only by the more distant of two superimposed inducing stimuli. Thus we found egocentric IM to be induced without vection or vection-entrained IM when subjects converged on a foreground moving display with a stationary display in the background, and vection-entrained IM to be induced without egocentric IM when subjects converged on a stationary-foreground display with a moving display in the background. The two types of IM were evoked in opposite directions at the same time when subjects converged on a foreground moving display while a background display moved in the opposite direction. The two forms of IM showed no signs of interaction, and we conclude that they rely on independent motion mechanisms that operate within distinct frames of reference. A control experiment suggested that the depth adjacency effect in IM is determined by the depth adjacency of the inducing stimulus to convergence, not just to the test target.     

Kinship Support and Academic Efficacy Among College Students: A Cross-Sectional Examination

The study examined whether relationships with extended kin were related to higher levels of mental health and academic functioning among college students. Specifically, the study tested whether perceived emotional support from extended (non-nuclear) family was related to self-esteem, psychological distress, and academic efficacy and dedication above and beyond relationships with one’s primary caregivers, and whether these associations varied by class year in college. The sample consisted of 530 students (average age = 20.82), at a public, four-year university. The results revealed that freshmen and seniors who reported high levels of positive relationships with their extended kin also reported higher levels of academic-efficacy and dedication, as well as lower levels of psychological distress. However, the relation between kin emotional support and these outcomes were not significant for sophomores and juniors. There was also a significant association between kinship support and self-esteem for participants in all four class levels. The study underscores the need to examine extended social support systems among college students, above and beyond those maintained with primary caregivers, as well as the dynamic nature of family support during young adulthood.     

On AGM for Non-Classical Logics

The AGM theory of belief revision provides a formal framework to represent the dynamics of epistemic states. In this framework, the beliefs of the agent are usually represented as logical formulas while the change operations are constrained by rationality postulates. In the original proposal, the logic underlying the reasoning was supposed to be supraclassical, among other properties. In this paper, we present some of the existing work in adapting the AGM theory for non-classical logics and discuss their interconnections and what is still missing for each approach.     

Serial pattern learning by event observation.

Serial pattern learning was investigated in a variation of the task introduced by Nissen and Bullemer (1987). We presented an asterisk at 1 of 4 spatial locations on each trial, and Ss either responded with a keypress or observed the event. The first 4 blocks contained 10 repetitions of a 10- or 16-element pattern, and the 5th block contained a random sequence. The difference in response time on the 5th random block and the previous patterned block served as an indirect measure of pattern learning. A direct measure was obtained in a final test block in which Ss predicted the next asterisk position. Equivalent learning occurred for responding and observing with indirect measures, but observation was superior with direct measures. These findings indicate that knowledge of serial order can develop through simple perceptual experience, and this is more available to deliberate recall than is knowledge acquired while responding.     

Smaller holistic processing of faces associated with face drawing experience

The type of experience involved with an object category has been regarded as one important factor in shaping of the human object recognition system. Laboratory training studies have shown that different kinds of learning experience with the same set of novel objects resulted in different perceptual and neural changes. Whether this applies to natural real-world objects remains to be seen. We compared two groups of observers who had different learning experiences with faces, using holistic processing as a dependent measure. We found that, while ordinary observers had extensive individuation experience with faces and displayed typical holistic face processing, art students who had acquired additional experience in drawing faces, and thus in attending to parts of a face, showed less holistic processing than did ordinary observers. These results converge with laboratory training studies on the role of type of experience in the development of different perceptual markers for different object categories. It is thus insufficient to categorize expertise simply in terms of object domains (e.g., expertise with faces). Instead, perceptual expertise should be classified in terms of the underlying process or task demand.