The comprehension of anomalous sentences: evidence from structural priming

We report three experiments investigating how people process anomalous sentences, in particular those in which the anomaly is associated with the verb. We contrast two accounts for the processing of such anomalous sentences: a syntactic account, in which the representations constructed for anomalous sentences are similar in nature to the ones constructed for well-formed sentences; and a semantic account, in which the representations constructed for anomalous sentences are erroneous, or altogether missing, and interpretation is achieved on the basis of semantic representations instead. To distinguish between these accounts, we used structural priming. First, we ruled out the possibility that anomaly per se influences the magnitude of the priming effect: Prime sentences with morphologically incorrect verbs produced similarly enhanced priming (lexical boost) to sentences with the same correct verbs (Exp. 1). Second, we found that prime sentences with a novel verb (Exp. 2) or a semantically and syntactically incongruent verb (Exp. 3) produced a priming effect, which was the same as that produced by well-formed sentences. In accord with the syntactic account, we conclude that the syntactic representations of anomalous sentences are similar to those constructed for well-formed sentences. Our results furthermore suggest that lexically-independent syntactic information is robust enough to produce well-formed syntactic representations during processing without requiring aid from lexically-based syntactic information.     

When trying is not enough: Emotion regulation and the effort-success gap in bipolar disorder

Bipolar disorder (BD) is presumed to involve difficulties in emotion regulation. Little is known, however, about the specific emotion regulation profile associated with this disorder. The present study examined the use of specific emotion regulation strategies among individuals with BD (n = 37) and healthy controls (n = 38). Participants' spontaneous use of reappraisal and suppression, as well as their associated effort and success at regulating their emotions, was measured in the context of three emotionally evocative films (neutral, happy, sad). Results indicated that the BD participants made greater use of spontaneous suppression and reappraisal across all films compared to the control group. BD participants also reported greater effort, but less success, when spontaneously regulating emotions. These findings suggest that bipolar disorder is associated with less success when regulating emotions despite a widespread engagement of regulatory efforts. Discussion focuses on the disjunction between troubled emotion functioning in bipolar disorder and sustained efforts to modify intense emotions. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

Emotion regulation in Asperger's syndrome and high-functioning autism

It is generally thought that individuals with Asperger's syndrome and high-functioning autism (AS/HFA) have deficits in theory of mind. These deficits have been previously linked to problems with social cognition. However, we reasoned that AS/HFA individuals' Theory of Mind deficits also might lead to problems with emotion regulation. To assess emotional functioning in AS/HFA, 27 AS/HFA adults (16 women) and 27 age-, gender-, and education-matched typically developing (TD) participants completed a battery of measures of emotion experience, labeling, and regulation. With respect to emotion experience, individuals with AS/HFA reported higher levels of negative emotions, but similar levels of positive emotions, compared with TD individuals. With respect to emotion labeling, individuals with AS/HFA had greater difficulties identifying and describing their emotions, with approximately two-thirds exceeding the cutoff for alexithymia. With respect to emotion regulation, individuals with AS/HFA used reappraisal less frequently than TD individuals and reported lower levels of reappraisal self-efficacy. Although AS/HFA individuals used suppression more frequently than TD individuals, no difference in suppression self-efficacy was found. It is important to note that these differences in emotion regulation were evident even when controlling for emotion experience and labeling. Implications of these deficits are discussed, and future research directions are proposed.     

Selection,Optimization, and Compensation in the Domain of Emotion Regulation: Applications to Adolescence,Older Age,and Major Depressive Disorder

Emotions often are well calibrated to the challenges and opportunities we face. When they are not, we may try to regulate our emotions. Interestingly, there seems to be considerable variation both in the strategies people use to regulate emotions and in the success of these emotion regulation efforts. The Selection, Optimization, and Compensation with Emotion Regulation framework suggests that variation in the resources required for particular emotion regulation strategies may be a crucial determinant of emotion regulation use and success within individuals across situations, between individuals, and between groups of individuals. In this review, we consider the ways in which two resources for emotion regulation (working memory and social support) might differ among three groups, namely adolescents, older adults, and adults with major depressive disorder. We link these between‐group differences in resources to differences in emotion regulation and make suggestions for future research.     

The Association Between Post-traumatic Stress and Health-Related Quality of Life in Adults Treated for a Benign Meningioma

The aim of this study was to examine the relationship between health-related quality of life and brain-tumor related posttraumatic stress symptoms (PTSS) in adults who had been treated for a primary benign meningioma (MGM). Utilizing a cross-sectional survey design, 70 adults who had previously been treated with radiotherapy [M = 4.4 years] for a benign MGM were administered questionnaires assessing MGM-related PTSS, health-related quality-of-life (QOL), and current mood, as well as a test of executive functioning. Sixteen percent of the sample reported heightened MGM-related PTSS. Elevated PTSS was significantly associated with a substantial reduction in executive functioning, QOL, as well as heightened symptoms of depression, fatigue and confusion. The majority of participants with elevated PTSS reported the need to have professional support due to feeling distressed and having a fear of their tumor progressing or recurring. The findings suggest that one in six patients treated for a benign MGM are at risk of experiencing MGM-related PTSS both in the short- and longer-term, and PTSS may seriously hamper patients QOL irrespective of prognosis. The findings suggest that psychological effects need to be taken into account when treating MGM patients.     

Perfectionism in Pediatric Anxiety and Depressive Disorders

Although perfectionism has been identified as a factor in many psychiatric disorders across the life span, it is relatively understudied in pediatric anxiety and depressive disorders. Furthermore, there exists little cohesion among previous research, restricting the conclusions that can be made across studies. In this review, research associating perfectionism with pediatric anxiety and depression is examined and a framework is presented synthesizing research to date. We focus on detailing the current understanding of how perfectionism develops and interacts with other developmental features characteristic of anxiety and depression in children and potential pathways that result in anxiety and depressive disorders. This includes: how perfectionism is measured in children, comparisons with relevant adult literature, the development of perfectionism in children and adolescents, mediators and moderators of the link between perfectionism and anxiety and depression, and the role of perfectionism in treatment and prevention of these disorders. We also present research detailing perfectionism across cultures. Findings from these studies are beginning to implicate perfectionism as an underlying process that may contribute broadly to the development of anxiety and depression in a pediatric population. Throughout the review, difficulties, limitations, and gaps in the current understanding are presented while offering suggestions for future research.     

Effects of classroom bilingualism on task‐shifting,verbal memory,and word learning in children

We examined the effects of classroom bilingual experience in children on an array of cognitive skills. Monolingual English‐speaking children were compared with children who spoke English as the native language and who had been exposed to Spanish in the context of dual‐immersion schooling for an average of 2 years. The groups were compared on a measure of non‐linguistic task‐shifting; measures of verbal short‐term and working memory; and measures of word learning. The two groups of children did not differ on measures of non‐linguistic task‐shifting and verbal short‐term memory. However, the classroom‐exposure bilingual group outperformed the monolingual group on the measure of verbal working memory and a measure of word learning. Together, these findings indicate that while exposure to a second language in a classroom setting may not be sufficient to engender changes in cognitive control, it can facilitate verbal memory and verbal learning.     

Friendship cliques: a comparison of the motivational traits of lower/upper track algebra students

This project examined the relationships among the motivation and cognitive profiles of adolescent friendship cliques and peripheral (outside the clique group) students in lower and upper track algebra classes. Two hundred and thirty students from two high schools completed a motivation and cognitive engagement instrument as well as a peer group nomination survey form. Twelve teachers were also asked to complete peer group nomination survey forms. This project used socio-metric and correlational techniques based on previous research traditions in exploring friendship and peer group research to examine these relationships. The results were consistent with theoretically driven predictions and extend previous findings of the impact of friendship cliques in lower grade levels to those of adolescents in the high school setting. Future research in adolescent friendship/clique group research is also discussed.