Structure Building Predicts Grades in College Psychology and Biology

Knowing what skills underlie college success can allow students, teachers, and universities to identify and to help at‐risk students. One skill that may underlie success across a variety of subject areas is structure building, the ability to create mental representations of narratives (Gernsbacher, Varner, & Faust, 1990 ). We tested if individual differences in structure‐building ability predicted success in two college classes: introductory to psychology and introductory biology. In both cases, structure building predicted success. This effect was robust, with structure building explaining variance in course grades even after accounting for high school GPA and SAT scores (in the psychology course) or a measure of domain knowledge (in the biology course). The results support the claim that structure building is an important individual difference, one that is associated with learning in different domains. Copyright © 2016 John Wiley & Sons, Ltd.     

Development and psychometric validation of the verbal affective memory test

We here present the development and validation of the Verbal Affective Memory Test-24 (VAMT-24). First, we ensured face validity by selecting 24 words reliably perceived as positive, negative or neutral, respectively, according to healthy Danish adults’ valence ratings of 210 common and non-taboo words. Second, we studied the test's psychometric properties in healthy adults. Finally, we investigated whether individuals diagnosed with Seasonal Affective Disorder (SAD) differed from healthy controls on seasonal changes in affective recall. Recall rates were internally consistent and reliable and converged satisfactorily with established non-affective verbal tests. Immediate recall (IMR) for positive words exceeded IMR for negative words in the healthy sample. Relatedly, individuals with SAD showed a significantly larger decrease in positive recall from summer to winter than healthy controls. Furthermore, larger seasonal decreases in positive recall significantly predicted larger increases in depressive symptoms. Retest reliability was satisfactory, rs?≥?.77. In conclusion, VAMT-24 is more thoroughly developed and validated than existing verbal affective memory tests and showed satisfactory psychometric properties. VAMT-24 seems especially sensitive to measuring positive verbal recall bias, perhaps due to the application of common, non-taboo words. Based on the psychometric and clinical results, we recommend VAMT-24 for international translations and studies of affective memory.     

Open courseware and shared knowledge in higher education

Most college and university campuses in the United States and much of the developed world today maintain one, two, or several learning management systems (LMSs), which are courseware products that provide students and faculty with Web-based tools to manage course-related applications. Since the mid-1990s, two predominant models of Web courseware management systems have emerged: commercial and noncommercial. Some of the commercial products available today were created in academia as noncommercial but have since become commercially encumbered. Other products remain noncommercial but are struggling to survive in a world of fierce commercial competition. This article argues for an ethics of pedagogy in higher education that would be based on the guiding assumptions of the non-proprietary, peer-to-peer, open-source software movement.     

An ‘Oedipus pattern’ in the Old Testament?

The Oedipus myth and a scapegoat pattern have been central issues in both Walter Burkert's and René Girard's writings about ancient Greek religion. This article proposes the existence of a comparable pattern in the Old Testament legend about the Ark (1-2 Samuel). Together with other Old Testament narratives (David, Moses) and other ancient Near Eastern legends and rituals, these instances form a transformational network, which shows some fundamental positions in a trans-cultural scapegoat-pattern of actantial positions: king, hero, villain and scapegoat.     

Maternal Depressive Symptomatology and Parenting Behavior: Exploration of Possible Mediators

Possible mediators of the relation between maternal depressive symptomatology and parenting behavior were examined for 96 children with ADHD and their mothers drawn from the Multimodal Treatment Study of Children with ADHD (MTA) as part of an add-on investigation conducted by two of the six MTA sites. General cognitions (i.e., maternal locus of control and self-esteem) and parenting-specific factors (i.e., maternal parenting efficacy and parenting stress) were examined as possible mediators. Findings provide initial support that maternal parenting stress, as well as maternal locus of control and self-esteem mediate the relation between maternal depressive symptomatology and parenting behavior. This provides support for the argument that some families of children with ADHD may benefit from an expanded version of parent management training that includes sessions directly targeting affective and cognitive factors in parents, similar to treatment programs used to treat childhood conduct problems.     

Mild Affective Shifts and Creativity: Effects on Idea Generation,Evaluation, and Implementation Planning

This study investigated the impact of mild shifts in affective tone (i.e., pleasant vs. unpleasant) and arousal (i.e., high vs. low) on three creative processes. Undergraduates read short stories designed to induce affective shifts and then were asked to generate solutions to a complex business problem. Shifts in affective tone and arousal interacted to influence idea generation and implementation planning, but not idea evaluation. The strongest creative performance was exhibited by participants who experienced a stable and pleasantly toned, low-arousal (i.e., relaxed) state and by those who shifted to an unpleasantly toned, high-arousal (i.e., angry) state. In contrast, those who shifted to an unpleasantly toned, low-arousal (i.e., sad) state or a pleasantly toned, high-arousal (i.e., happy) state tended to exhibit poorer creative performance. These results demonstrate the need to revisit the popular conception that organizations should promote intense levels of pleasant affect to enhance employee creativity.     

Stepparents’ Attachment Orientation,Parental Gatekeeping,and Stepparents’ Affinity-Seeking with Stepchildren

Remarried stepfamilies are a sizable portion of American families; in a 2011 Pew Center survey, 42% of respondents reported at least one stepfamily member. Family clinicians and researchers suggest that stepparents’ ability to develop close bonds with stepchildren may be critical to the well-being of couple and family relationships. Using actor-partner interdependence models to analyze dyadic data from 291 heterosexual remarried stepfamily couples, we explored factors related to stepparents’ efforts to befriend their stepchildren. Specifically, we evaluated how remarried parents’ gatekeeping and stepparents’ perceptions of their attachment orientations were associated with their own and their spouse's perceptions of stepparents’ affinity-seeking behaviors. Securely attached stepparents and stepparents with anxious attachment orientations engaged more frequently in affinity behaviors than did stepparents with avoidant attachment orientations; there was no difference between securely attached and anxious stepparents. Stepparents’ reports of parents’ restrictive gatekeeping were strongly and negatively associated with both stepparents’ and parents’ reports of stepparent affinity-seeking (actor and partner effects). Parents’ reports of their own restrictive gatekeeping were also negatively (but more weakly) associated with parents’ reports of stepparent affinity-seeking. Implications for families, clinicians, and relationship researchers and theorists are discussed.     

The effects of individual differences and task difficulty on inattentional blindness

Most studies of inattentional blindness—the failure to notice an unexpected object when attention is focused elsewhere—have focused on one critical trial. For that trial, noticing the unexpected object might be a result of random variability, so that any given individual would be equally likely to notice the unexpected object. On the other hand, individual differences in the ability to perform the primary task might make noticing more likely for some individuals than for others. Increasing the difficulty of the primary task has been shown to decrease noticing rates for both brief static displays (Cartwright-Finch & Lavie, 2007) and dynamic monitoring tasks (Simons & Chabris, 1999). However, those studies did not explore whether individual differences in noticing arise from differences in the ability to perform the primary task. For our Experiment 1, we used a staircase procedure to equate primary task performance across individuals in a dynamic inattentional blindness task and found that the demands of the primary task affected noticing rates when individual differences in accuracy were minimized. In Experiment 2, we found that individual differences in primary task performance did not predict noticing of an unexpected object. Together, these findings suggest that although the demands of the primary task do affect inattentional blindness rates, individual differences in the ability to meet those demands do not.