The effect of manipulated sympathy and anger on left and right frontal cortical activity

The present research extended past research demonstrating that approach-motivated anger is associated with greater left than right frontal cortical activity. Because past research had examined difference scores between left and right frontal activity, it was unable to test whether approach-motivated anger increased left activity, decreased right activity, or both. In addition, the present research examined a potential moderator of the effect of insult on left frontal activity. That is, it tested whether sympathy for an insulting person would reduce the left frontal activity that occurs following being insulted. Results indicated that left frontal activity was increased and right frontal activity was decreased by the insult. Moreover, these effects were inhibited when high levels of sympathy were first aroused.     

When remembering is not enough: reflecting on self-defining memories in late adolescence

This study examined which kinds of self-defining memories show spontaneous references to larger meanings, and listener responses to two kinds of meaning-lessons and insights. Narratives of three self-defining memories and episodes of telling the memories to others were collected from each of 168 late adolescents (M age=19). Narratives were coded for event type (relationship, mortality, achievement, and leisure) and for references to tension and to meaning (lesson or insight). Narratives of memorable episodes of having told the memories to others were coded for listener response (positive or negative). References to meaning emerged in one-fourth of the memory narratives, and meaning was more common for self-defining memory narratives that contained references to tension. Memories that reportedly had not been told to others in the past showed the same proportion of meaning as did memories that had been told to others (23%), with insights more prevalent than lessons. For memories that had been told to others, insights were more likely to be accepted by listeners than lessons. Implications were discussed for understanding the development of meaning in self-defining memories and the collaborative construction of identity.     

What is "marked" in visual marking? Evidence for effects of configuration in preview search

Visual search for a conjunction target is facilitated when distractor sets are segmented over time: the preview benefit Watson and Humphreys (1997) suggested that this benefit involved inhibition of old items (visual marking, VM). We investigated whether the preview benefit is sensitive to the configuration of the old distractors. Old distractors changed their location prior to the occurrence of the new items, while also either changing or maintaining their configuration. Configuration changes disrupted search. The results are consistent with object-based VM, which is sensitive to the configuration of old stimuli.     

Motor facilitation following action observation: a behavioural study in prehensile action

Previous research has shown that the observation of actions and the execution of actions activate common neural systems. More recently, we have presented data showing that action observation of prehension primes subsequent execution (Castiello, Lusher, Mari, Edwards, & Humphreys, 2002). In the current paper we examined action priming under conditions in which the size of the prime did not predict the size of the target (only 20% of trials were valid). We demonstrated reliable priming under these conditions, consistent with the effect occurring automatically. In addition, we show priming even when observers saw just the object rather than the object and a reaching action on the prime trial. We discuss the findings in relation to the role of mirror neurons and object affordances.     

What you get out of memory depends on the question you ask

Following study, participants received 2 tests. The 1st was a recognition test; the 2nd was designed to tap recollection. The objective was to examine performance on Test 1 conditional on Test 2 performance. In Experiment 1, contrary to process dissociation assumptions, exclusion errors better predicted subsequent recollection than did inclusion errors. In Experiments 2 and 3, with alternate questions posed on Test 2, words having high estimates of recollection with one question had high estimates of familiarity with the other question. Results supported the following: (a) the 2-test procedure has considerable potential for elucidating the relationship between recollection and familiarity; (b) there is substantial evidence for dependency between such processes when estimates are obtained using the process dissociation and remember-know procedures; and (c) order of information access appears to depend on the question posed to the memory system.     

Behavioral Research on the Severe and Persistent Mental Illnesses

We are honored to introduce the special series highlighting behavioral research on the severe and persistent mental illnesses (SPMIs) that appears in this issue of Behavior Therapy. We begin this series by providing a succinct overview of this category of disorders, noting briefly their impact, cost, etiology, and management. We then identify four recent advances in the care of persons living with a SPMI, and provide an overview of the six articles that appear in this series. The series recognizes and showcases outstanding behavioral research, and seeks to encourage new and continuing participation by behavior therapists in the care of persons living with a SPMI.     

Conduct Disorder in Girls: A Review of the Literature

The study of Conduct Disorder (CD) has primarily been limited to boys. The lack of research resulted from a premise that CD in girls was rare. However, CD in girls is a relatively common psychiatric diagnosis, and appears to be associated with several serious outcomes, such as Antisocial Personality Disorder and early pregnancy. Understanding gender differences in the course and severity of CD may lead to important information about etiology. Empirical studies on precursors, developmental course, risk factors and treatment for CD in girls are reviewed, while highlighting similarities and differences between girls and boys. Generally, CD symptoms in girls are stable. Precursors to CD in girls probably include Oppositional Defiant Disorder and temperamental factors, but also may include certain negative cognitions. What distinguishes CD in girls is the high risk they have to develop comorbid conditions, especially internalizing disorders. Risk factors for CD in girls partly overlap with those known for boys, but some factors appear to be highly salient for girls. Finally, there may be some significant effects of gender on treatment efficacy. Implications of these findings for future etiologic research are discussed.     

An Attentional Goldilocks Effect: An Optimal Amount of Social Interactivity Promotes Word Learning From Video

Television can be a powerful education tool; however, content makers must understand the factors that engage attention and promote learning from screen media. Prior research has suggested that social engagement is critical for learning and that interactivity may enhance the educational quality of children’s media. The present study examined the effects of increasing the social interactivity of television on children’s visual attention and word learning. Three- to 5-year-old (M_age = 4;5, SD = 9 months) children completed a task in which they viewed videos of an actress teaching them the Swahili label for an on-screen image. Each child viewed these video clips in 4 conditions that parametrically manipulated social engagement and interactivity. We then tested whether each child had successfully learned the Swahili labels. Though 5-year-old children were able to learn words in all conditions, we found that there was an optimal level of social engagement that best supported learning for all participants, defined by engaging the child but not distracting from word labeling. Our eye-tracking data indicated that children in this condition spent more time looking at the target image and less time looking at the actress’s face as compared with the most interactive condition. These findings suggest that social interactivity is critical to engaging attention and promoting learning from screen media up until a certain point, after which social stimuli may draw attention away from target images and impair children’s word learning.