Negative priming reduces affective ratings

The mere exposure effect is the commonly observed increase in pleasantness ratings of stimuli that have been given prior exposure. According to the fluency attribution account of the mere exposure effect, repeated presentations of a stimulus lead to increased ease of processing, which in turn is attributed to pleasantness. If so, processing fluency manipulated by means other than repetition should influence liking. In the present experiment, processing fluency was manipulated using a negative priming procedure, and its influence on affective judgement was examined. Previously ignored stimuli were responded to slower (negative priming) and were rated as less pleasant than controls. It was concluded that decreased processing fluency decreases liking of previously ignored stimuli.     

Age-related decline in the ability to decode emotional prosody: Primary or secondary phenomenon?

Emotion processing deficits can cause catastrophic damage to a person's ability to interact socially. While it is known that older adults have difficulty identifying facial emotions, it is still not clear whether this difficulty extends to identification of the emotion conveyed by prosody. This study investigated whether the ability of older adults to decode emotional prosody falls below that of young adults after controlling for loss of hearing sensitivity and key features of cognitive ageing. Apart from frontal lobe load, only verbal IQ was associated with the age-related reduction in performance displayed by older participants, but a notable deficit existed after controlling for its effects. It is concluded that older adults may indeed have difficulty deducing the emotion conveyed by prosody, and that while this difficulty can be exaggerated by some aspects of cognitive ageing, it is primary in origin.     

Work flow policy and within-worker and between-workers variability in performance

Work flow policies are shown to induce a change in average between-workers variability (worker heterogeneity) and within-worker variability in performance times. In a laboratory experiment, the authors measured the levels of worker heterogeneity and within-worker variability under an individual performance condition, a work sharing condition, and a fixed assignment condition. The work sharing policy increased the levels of worker heterogeneity and worker variability, whereas the fixed assignment policy decreased them. These effects, along with work flow policy main effects on mean performance times and variability are examined. This article represents an initial step in understanding effects that may be important in the selection of an operating policy, the ignorance of which may lead to costly misestimates of performance.     

Performance in auditory and visual emotional stroop tasks: a comparison of older and younger adults

Research has shown age-related declines in the cognitive ability to inhibit irrelevant information. Thirty-six younger adults (mean age = 22 years) and 36 older adults (mean age = 74 years) performed 2 versions of an emotional Stroop task. In one, they made lexical decisions to emotion words spoken in 1 of several tones of voice. Latencies were longer for test words spoken in an incongruent tone of voice, but only for older adults. In another, words were displayed on a computer screen in a colored font, and participants quickly named the font color. Latencies were longer for test words high on arousal, but only for older adults. Results are discussed in terms of inhibitory cognitive processes, attention, and theories of emotional development.     

Editors can lead researchers to confidence intervals, but can't make them think: statistical reform lessons from medicine

Since the mid-1980s, confidence intervals (CIs) have been standard in medical journals. We sought lessons for psychology from medicine's experience with statistical reform by investigating two attempts by Kenneth Rothman to change statistical practices. We examined 594 American Journal of Public Health (AJPH) articles published between 1982 and 2000 and 110 Epidemiology articles published in 1990 and 2000. Rothman's editorial instruction to report CIs and not p values was largely effective: In AJPH, sole reliance on p values dropped from 63% to 5%, and CI reporting rose from 10% to 54%; Epidemiology showed even stronger compliance. However, compliance was superficial: Very few authors referred to CIs when discussing results. The results of our survey support what other research has indicated: Editorial policy alone is not a sufficient mechanism for statistical reform. Achieving substantial, desirable change will require further guidance regarding use and interpretation of CIs and appropriate effect size measures. Necessary steps will include studying researchers' understanding of CIs, improving education, and developing empirically justified recommendations for improved statistical practice.     

Effects of racial diversity on complex thinking in college students

An experiment varying the racial (Black, White) and opinion composition in small-group discussions was conducted with college students (N = 357) at three universities to test for effects on the perceived novelty of group members' contributions to discussion and on participants' integrative complexity. Results showed that racial and opinion minorities were both perceived as contributing to novelty. Generally positive effects on integrative complexity were found when the groups had racial- and opinion-minority members and when members reported having racially diverse friends and classmates. The findings are discussed in the context of social psychological theories of minority influence and social policy implications for affirmative action. The research supports claims about the educational significance of race in higher education, as well as the complexity of the interaction of racial diversity with contextual and individual factors.     

Emotion at the expense of cognition: psychopathic individuals outperform controls on an operant response task

The impact of emotional stimuli on a simple motor response task in individuals with psychopathy and comparison individuals was investigated. Psychopathy was assessed using the Psychopathy Checklist Revised (Hare, 1991). Participants were presented with the Emotional Interrupt Task, in which they responded with left and right button presses to shapes that were temporally bracketed by positive, negative, and neutral visual images taken from the International Affective Picture System. The comparison group showed increased response latencies if the shape was temporally bracketed by either a positive or negative emotional stimulus relative to a neutral stimulus. Individuals with psychopathy did not show this modulation of reaction time for either positive or negative emotional stimuli. Results are discussed with reference to current models regarding the modulation of attention by emotion and the emotional impairment seen in individuals with psychopathy.     

Cognitive behavioral therapy for compulsive buying disorder

To our knowledge, no psychotherapy treatment studies for compulsive buying have been published. The authors conducted a pilot trial comparing the efficacy of a group cognitive behavioral intervention designed for the treatment of compulsive buying to a waiting list control. Twenty-eight subjects were assigned to receive active treatment and 11 to the waiting list control group. The results at the end of treatment showed significant advantages for cognitive behavioral therapy (CBT) over the waiting list in reductions in the number of compulsive buying episodes and time spent buying, as well as scores on the Yale–Brown Obsessive Compulsive Scale—Shopping Version and the Compulsive Buying Scale. Improvement was well-maintained at 6-month follow-up. The pilot data suggests that a cognitive behavioral intervention can be quite effective in the treatment of compulsive buying disorder. This model requires further testing.     

A modified DBT skills training program for oppositional defiant adolescents: promising preliminary findings

A modified skills training component of dialectical behavior therapy (DBT) was implemented in a group therapy format for non-suicidal outpatient young adolescents who met criteria for oppositional defiant disorder (ODD). Thirty-two youths completed the 16-week program, as well as pre- and post-treatment measures. The treatment was effective not only in decreasing negative behaviors, but also in increasing positive behaviors, per caregiver report. The youths reported a significant reduction in externalizing and internalizing symptoms and in depression. Reliable change indices indicated that far more participants were in the improved category than in the deteriorated category on the measures of interest. Despite the absence of control groups but consistent with the treatment outcome research literature for DBT-based treatments for other disorders, this study demonstrated that DBT skills training is feasible and shows promise in improving the behavior of ODD young adolescents.     

The Impact of the Built Environment on Children’s School Conduct Grades: The Role of Diversity of Use in a Hispanic Neighborhood

A population-based study examined the relationship between diversity of use of the built environment and teacher reports of children’s grades. Diversity of use of the built environment (i.e., proportion of a block that is residential, institutional, commercial and vacant) was assessed for all 403 city blocks in East Little Havana, Miami—a Hispanic neighborhood. Cluster analysis identified three block-types, based on diversity of use: Residential, Mixed-Use, and Commercial. Cross-classified hierarchical linear modeling was used to examine the impact of diversity of use, school, gender, and year-in-school on academic and conduct grades for 2857 public school children who lived in these blocks. Contrary to popular belief, mixed-use blocks were associated with optimal outcomes. Specifically, follow-up analyses found that a youth living on a residential block had a 74% greater odds of being in the lowest 10% of conduct grades (conduct GPA <2.17) than a youth living on a mixed-use block. In fact, an analysis of the population attributable fraction suggests that if the risk associated with residential blocks could be reduced to the level of risk associated with mixed-use blocks, a 38% reduction in Conduct GPAs <2.17 could be achieved in the total population. These findings suggest that public policy targeting the built environment may be a mechanism for community-based interventions to enhance children’s classroom conduct, and potentially related sequelae.