Decision making under time pressure: An independent test of sequential sampling models

Choice probability and choice response time data from a risk-taking decision-making task were compared with predictions made by a sequential sampling model. The behavioral data, consistent with the model, showed that participants were less likely to take an action as risk levels increased, and that time pressure did not have a uniform effect on choice probability. Under time pressure, participants were more conservative at the lower risk levels but were more prone to take risks at the higher levels of risk. This crossover interaction reflected a reduction of the threshold within a single decision strategy rather than a switching of decision strategies. Response time data, as predicted by the model, showed that participants took more time to make decisions at the moderate risk levels and that time pressure reduced response time across all risk levels, but particularly at the those risk levels that took longer time with no pressure. Finally, response time data were used to rule out the hypothesis that time pressure effects could be explained by a fast-guess strategy.     

How to drastically reduce priming in word stem completion—and still present the words

This paper describes a series of experiments in which we demonstrated that "dysphonemic" word stems, which are likely not pronounced in isolation as they are within a word (e.g., MUS in MUSHROOM or LEG in LEGEND), showed less priming than did "phonemic stems" (e.g., MUS in MUSTARD or LEG in LEGACY). Furthermore, words with either dysphonemic or phonemic three-letter stems gave rise to equivalent levels of priming when test cues were four-letter stems (LEGE) or word fragments (L_G_ND). Moreover, the difference between phonemic and dysphonemic stems persisted when nonpresented completion rates were matched. A final cued-recall experiment revealed that performance was greater for phonemic stems than for dysphonemic stems and that this difference was greater for older participants than for younger ones. These results are not readily accounted for by extant theoretical approaches and point to important methodological issues regarding stem completion.     

Reexamining Personal and Situational Factors in Drunk Driving Interventions1

Informal peer intervention may be an effective means of combating drunk driving. Prior research finds that: (a) An experimental model of decision making in bystander intervention situations can successfully be applied to drunk driving intervention (DUI intervention); and (b) various personal and situational factors influence a person's decision to intervene. Our research examines questionnaire data and finds support, with some modification, for application of the experimental model to DUI intervention. We also find that a person's self-evaluation as a competent helper is often the most important factor in determining whether or not they intervene. This suggests that empowering persons as interveners may be an effective means of decreasing drunk driving.     

Dominance: Another Facet of Type A1

Aggression, but not dominance, is typically used as a criterion for the assessment of Type A behavior. This study proposed and demonstrated that nonaggressive dominance, defined as interpersonal resistance or persistence in efforts to control a competitive situation, is associated with Type A behavior for both males and females. Forty males and 35 females typed with the Jenkins Activity Survey participated in a revised version of the classic Deutsch and Krauss (1960) competition paradigm. Both A males and females were more dominant than their respective Type B counterparts. Type A males were not different from Type A females in persistence, nor were Type B males different from Type B females. Female Type A's were more resistant to their competitor's efforts at controlling the situation than were their Type B counterparts. Male Type A's did not differ from their Type B counterparts in resistance. The implications of these results in further elucidating the mechanisms underlying the relationship between Type A and pathophysiologic health hazards are discussed.     

Adolescent Adjustment and Coping Strategies

This study examines the relation between psychosocial adjustment and coping strategies among college freshmen. Three hundred thirty-one college students completed the Inventory of Psychosocial Development (IPD; Constantinople, 1969) and the Adolescent Coping Orientation for Problem Experiences (ACOPE; Patterson & McCubbin, 1987) inventory. Factor analysis of the ACOPE scales revealed two factors interpreted to represent the coping strategies of "salutary effort" and "stress palliation." For each subject a relative salutary effort score was calculated to reflect the proportion of coping efforts ascribable to mature, salutary coping efforts. Optimal adjustment was associated with adolescents whose reported means of dealing with tension reflected a high proportion of salutary effort. These findings, which support the notion of a covariation between styles of coping and psychological adjustment among adolescents, are discussed in light of psychosocial development, coping, and methodological issues related to research on coping and adjustment.     

Cognitive Alteration of Feeling States: Historical Background

Within the scientific community there is a growing awareness and acceptance of the notion that people do not exist only in a world of physical forces and events. A person's perception of the world in which they live in a world is also defined by their own perceptions, experiences, and biases. In other words, a person responds and reacts, not only to objective or experimenter-defined stimuli, but also to his or her apperceptions and subjectively defined stimuli.     

Cognitive alteration of feeling states: Historical background

Within the scientific community there is a growing awareness and acceptance of the notion that people do not exist only in a world of physical forces and events. A person's perception of the world in which they live in a world is also defined by their own perceptions, experiences, and biases. In other words, a person responds and reacts, not only to objective or experimenter-defined stimuli, but also to his or her apperception and subjectively defined stimuli. Reprinted from London, Harvey and Richard E. Nisbett.Thought and Feeling: Cognitive Alteration of Feeling States. Aldine.     

The Leader’s Illumination of Group Phenomena Hidden in Plain Sight: Why Is No One Talking About the Elephant in the Room?

This article discusses an important leadership function: calling attention to phenomena in group therapy that are NOT observed or observed but not commented on by group members. The article includes group scenarios that often generate member omission, ways to mitigate shame that can result from uncovering members’ blind spots, and misuses of this leadership function. Numerous clinical examples are provided. Concepts borrowed from attachment theory and interpersonal neurobiology help explain how the group’s internalization of this leader function may help the group become a more potent therapeutic environment. The limited contribution of neurological findings to clinical decision-making is discussed.     

A Comprehensive Review of Wraparound Care Coordination Research, 1986–2014

Wraparound is a team-based care coordination strategy for children and youth with complex behavioral health needs and their families. Despite widespread adoption, a review of the literature pertaining to Wraparound has not previously been conducted. To address this gap, we conducted a comprehensive review, ultimately identifying 206 unique Wraparound-related publications in peer-reviewed outlets. We then coded and analyzed the publications’ methods, main foci, measures, and findings. Eighty-three publications (40%) were non-empirical, most of which focused on defining Wraparound and advocating for its use, largely based on its alignment with the System of Care philosophy. Among empirical studies (n?=?123; 60%), 22 controlled studies were found, most finding positive or mixed evidence for Wraparound’s effectiveness. Other empirical studies examined implementation issues such as necessary system conditions and measurement and influence of fidelity. Major gaps include rigorous tests of Wraparound’s change mechanisms, workforce development models, peer support, and the use of specific treatments. We conclude that literature produced to date has provided useful information about Wraparound’s core components, program-level and system-level implementation supports, and applicability across systems and populations, as well as preliminary information about effectiveness and cost-effectiveness. The Wraparound research base would, however, benefit from additional studies of the model’s intervention and implementation components, as well as more rigorous effectiveness studies.     

What is an academic emotion? Insights from Filipino bilingual students’ emotion words associated with learning

We explored Filipino learners’ concept of academic emotions by studying the words they use to describe their emotional experiences associated with learning. Two main theoretical frames were used as reference in the analysis: Clore, Ortony, & Foss’ (1978) taxonomy of emotion words, and Pekrun’s (2006) dimensions of academic emotions. We asked Filipino learners to describe the positive and negative emotions that they associate with their learning experiences using an open ended questionnaire. The 676 students used 1337 words which were classified into root word categories; 38 categories which were mentioned by at least 1% of the participants were included in the analysis. The interpretive analysis suggested that Filipino learners’ concept of academic emotions includes appraisals of cognitive and even physical conditions, beyond the typical affective conditions assumed in theories of emotions and academic emotions. Moreover, Filipino learners’ concepts of academic emotions include a wider range of emotion concepts, and may require additional characteristic dimensions, compared to what is being studied in current academic emotions research.