Sad mood,emotion regulation,and response inhibition

ABSTRACT

Affect-as-information models, resource allocation models, and arousal biased competition theory predict different effects of mood on cognition. To test these theories, this study examines the effect of sad mood on response inhibition (RI) and whether emotion dysregulation impacts this potential relationship. Participants were 273 undergraduates who wrote about either a typical day or a sad event from their life. They self-reported mood and emotion regulation difficulties, and RI was a composite score of Colour-Word Stroop, Stop-Signal, and go/no-go computerised tasks. The intensity of self-reported sad mood did not affect RI as predicted, but those who wrote about sad events had worse RI. Worse emotion regulation also predicted worse RI. Cognitive loads, rumination, and mind-wandering are discussed as possible mechanisms. Findings are extended from well-established areas such as working memory to the less-established area of RI.     

The Grandparent–Grandchild Relationship

We report two studies which examine the age stereotypes in interactions model of intergenerational communication. We investigate whether stereotyping processes mediate the effects of various predictors on communication outcomes. Support emerges for the mediating role of stereotyping. The studies also examine relational factors finding support for the argument that relational factors deserve more attention in models of intergenerational communication. Central variables emerging as predictive of intergenerational communication or stereotyping include perceived health of an older adult interlocutor, relational closeness, the nature of the relationship (grandparent versus older adult acquaintance), reciprocal self‐disclosure, and age salience.     

Investigating Treatment Fidelity and Social Validity of a Peer-Mediated Postsecondary Reading Intervention

Reading opens many doors and students who do not comprehend well face serious barriers as they enter postsecondary academic institutions. Young people should be able to read and write when they graduate from high school. Such skills allow people to continue their education as well as increase their odds that they can earn an adequate salary. The percentage of 12th graders reading below grade level has remained remarkably stable over the years. A large number of students entering colleges and universities are unable to derive meaning from print at age-expected levels. The purpose of this study was to examine the treatment fidelity and social validity of a systematic and explicitly structured peer-mediated reading comprehension intervention on the reading performance of underprepared postsecondary students. Seven peer mentors and sixteen first-time college students participated in the study. Results indicated the peer-implemented reading program was implemented with high levels of treatment fidelity and social validity while also yielding statistically significant comprehension gains.