Psychometric comparison of Chinese and English versions of the Emotion Regulation Questionnaire with bilingual Hong Kong Chinese students

The Emotion Regulation Questionnaire (ERQ; Gross & John, 2003) assesses two emotion regulation (ER) strategies: cognitive reappraisal and expressive suppression. Researchers have used the ERQ in cross-national studies, such as with participants in Hong Kong. There is inconsistency in psychometric equivalence data for the ERQ in Chinese among adults, and prior research in Hong Kong contradicted the ERQ's original factor structure (Matsumoto et al., 2008). The present study examined the factor structure, reliability and validity of a translated Traditional Chinese-ERQ and the English-ERQ with Hong Kong college students. Results revealed that both versions replicated the original two-factor structure of the ERQ (Gross & John, 2003). Evidence of the measure's convergent, discriminant and predictive validity was obtained as well. Implications for cross-cultural scale validation particularly with Hong Kong Chinese students are discussed.     

A Cross‐Cultural Comparison of U.S. and Japanese Trainees’ Emotion‐Recognition Ability

This study investigated the ability of non‐Hispanic White U.S. counseling psychology trainees and Japanese clinical psychology trainees to recognize facially expressed emotions. Researchers proposed that an in‐group advantage for emotion recognition would occur, women would have higher emotion‐recognition accuracy than men, and participants would vary in their emotion‐intensity ratings. Sixty White U.S. students and 60 Japanese students viewed photographs of non‐Hispanic White U.S. and Japanese individuals expressing emotions and completed a survey assessing emotion‐recognition ability and emotion‐intensity ratings. Two four‐way mixed‐factor analyses of variance were performed, examining effects of participant nationality/race, participant gender, poser nationality/race, and poser gender on emotion‐recognition accuracy scores and intensity ratings. Results did not support the in‐group advantage hypothesis, rather, U.S. participants had higher accuracy rates than Japanese trainees overall. No gender differences in accuracy were found. However, respondents varied in their intensity ratings across gender and nationality. Implications for training applied psychology students and for future research are presented.     

Predicting semantic priming at the item level

The current study explores a set of variables that have the potential to predict semantic priming effects for 300 prime-target associates at the item level. Young and older adults performed either lexical decision (LDT) or naming tasks. A multiple regression procedure was used to predict priming based upon prime characteristics, target characteristics, and prime-target semantic similarity. Results indicate that semantic priming (a) can be reliably predicted at an item level; (b) is equivalent in magnitude across standardized measures of priming in LDTs and naming tasks; (c) is greater following quickly recognized primes; (d) is greater in LDTs for targets that produce slow lexical decision latencies; (e) is greater for pairs high in forward associative strength across tasks and across stimulus onset asynchronies (SOAs); (f) is greater for pairs high in backward associative strength in both tasks, but only at a long SOA; and (g) does not vary as a function of estimates from latent semantic analysis (LSA). Based upon these results, it is suggested that researchers take extreme caution in comparing priming effects across different item sets. Moreover, the current findings lend support to spreading activation and feature overlap theories of priming, but do not support priming based upon contextual similarity as captured by LSA.     

The relation between subitizable symbolic and non‐symbolic number processing over the kindergarten school year

A long‐standing debate in the field of numerical cognition concerns the degree to which symbolic and non‐symbolic processing are related over the course of development. Of particular interest is the possibility that this link depends on the range of quantities in question. Behavioral and neuroimaging research with adults suggests that symbolic and non‐symbolic quantities may be processed more similarly within, relative to outside of, the subitizing range. However, it remains unclear whether this unique link exists in young children at the outset of formal education. Further, no study has yet taken numerical size into account when investigating the longitudinal influence of these skills. To address these questions, we investigated the relation between symbolic and non‐symbolic processing inside versus outside the subitizing range, both cross‐sectionally and longitudinally, in 540 kindergarteners. Cross‐sectionally, we found a consistently stronger relation between symbolic and non‐symbolic number processing within versus outside the subitizing range at both the beginning and end of kindergarten. We also show evidence for a bidirectional relation over the course of kindergarten between formats within the subitizing range, and a unidirectional relation (symbolic → non‐symbolic) for quantities outside of the subitizing range. These findings extend current theories on symbolic and non‐symbolic magnitude development by suggesting that non‐symbolic processing may in fact play a role in the development of symbolic number abilities, but that this influence may be limited to quantities within the subitizing range.     

Training Genetic Counsellors to Deliver an Innovative Therapeutic Intervention: their Views and Experience of Facilitating Multi-Family Discussion Groups

Innovations in clinical genetics have increased diagnosis, treatment and prognosis of inherited genetic conditions (IGCs). This has led to an increased number of families seeking genetic testing and / or genetic counselling and increased the clinical load for genetic counsellors (GCs). Keeping pace with biomedical discoveries, interventions are required to support families to understand, communicate and cope with their Inherited Genetic Condition. The Socio-Psychological Research in Genomics (SPRinG) collaborative have developed a new intervention, based on multi-family discussion groups (MFDGs), to support families affected by IGCs and train GCs in its delivery. A potential challenge to implementing the intervention was whether GCs were willing and able to undergo the training to deliver the MFDG. In analysing three multi-perspective interviews with GCs, this paper evaluates the training received. Findings suggests that MFDGs are a potential valuable resource in supporting families to communicate genetic risk information and can enhance family function and emotional well-being. Furthermore, we demonstrate that it is feasible to train GCs in the delivery of the intervention and that it has the potential to be integrated into clinical practice. Its longer term implementation into routine clinical practice however relies on changes in both organisation of clinical genetics services and genetic counsellors’ professional development.     

Attentional control and the relatedness proportion effect in semantic priming

In 2 experiments, participants completed both an attentional control battery (OSPAN, antisaccade, and Stroop tasks) and a modified semantic priming task. The priming task measured relatedness proportion (RP) effects within subjects, with the color of the prime indicating the probability that the to-be-named target would be related. In Experiment 2, participants were cued before each trial with the probability of a related target. Stimulus onset asynchronies traditionally thought to tap automatic processing (267 ms) versus controlled processing (1,240 ms) were used. Across experiments, principal component analysis on the battery revealed a general attentional control component. Moreover, the RP effect increased linearly with attentional control in both experiments. It is concluded that RP effects produced in this paradigm depend purely upon the effortful process of expectancy generation, which renders them sensitive to individual differences in attentional control.     

The effect of asymmetrical association on positive and negative semantic priming

One's actively ignoring a stimulus can impair subsequent responding to that stimulus. This negative priming effect has been argued to generalize to semantically related items as well, but the evidence for this is still somewhat weak. This article presents a new experiment in which participants made lexical decisions to asymmetrically associated prime-target pairs presented in either the forward (e.g., stork-baby) or backward (e.g., baby-stork) direction. The critical new finding was that both attended positive and ignored negative semantic priming occurred only for prime-target pairs presented in the forward direction. The results support either (1) a spreading inhibition model in which items associated with an ignored distractor are inhibited during prime selection or (2) a version of episodic retrieval theory in which the prime distractor and items associated with it are tagged as "to-be-ignored" during prime selection.     

Masking by object substitution: dissociation of masking and cuing effects

In a newly discovered form of visual masking, a target stimulus is masked by 4 flanking dots if their offset is delayed relative to the target (V. Di Lollo, J. T. Enns, & R. A. Rensink, 2000). In Di Lollo et al. (2000), the dot pattern also cued the relevant target and therefore required deliberate attention. In the present Experiments 2-6, a central arrow cued 1 of 2 letters for an E/F discrimination, with dots flanking both letters. Masking was reduced compared with the mask-cue procedure but was still robust. Delayed-offset dots flanking the nontarget also impaired performance, indicating competition for attention. Masking was unaffected by brightness of the dots relative to the target. Masking was attenuated not only by precuing attention to the target location but also by preview of an uninformative dot mask. Theories of masking by object substitution must therefore accommodate the prior context into which the target stimulus is introduced.