The role of the shared family context in differential parenting

This article examines the role of the shared family context in understanding differential parental treatment of children. Child-specific and family-context predictors of differential parental positivity and negativity were examined using multilevel modeling in a population of 8,476 children nested in 3,762 families. Child age was the strongest child-specific predictor of positivity and differential positivity. Lower socioeconomic status (SES), marital dissatisfaction, and larger family size were associated with higher levels of differential positivity. There was evidence of potentiation when risks were combined. Children's temperament was associated with parental negativity and differential negativity. The strength of this association was moderated by SES. Mixed-gender sibships in families with marital dissatisfaction and children in single-parent families received the highest levels of differential negativity. The findings are discussed in the context of shared and nonshared environmental influences on development.     

Sexually selective cognition: beauty captures the mind of the beholder

Across 5 experimental studies, the authors explore selective processing biases for physically attractive others. The findings suggest that (a). both male and female observers selectively attend to physically attractive female targets, (b). limiting the attentional capacity of either gender results in biased frequency estimates of attractive females, (c). although females selectively attend to attractive males, limiting females' attentional capacity does not lead to biased estimates of attractive males, (d). observers of both genders exhibit enhanced recognition memory for attractive females but attenuated recognition for attractive males. Results suggest that different mating-related motives may guide the selective processing of attractive men and women.     

Relationship between language skills and academic achievement in first grade

The ability of scores on the Early Prevention of School Failure battery to predict Stanford Achievement Test scores was examined. Participants included 280 first-grade students who were administered the battery at the beginning of kindergarten and the Stanford Achievement Test at the end of first grade. Principal factor analysis based on the oblique rotation exhibited simple structure between scores on the Peabody Picture Vocabulary Test-Revised, the Preschool Language Scale, and the Stanford Achievement Test (verbal or language factor), with the Draw-A-Man test and the Developmental Test of Visual-Motor Integration-Revised loading on a separate factor (motor factor). Results suggest that language-based skills were highly associated with later academic performance in school-aged children.     

When the central executive lets us down: schemas, attention, and load in a generative working memory task

Participants were asked to generate a single sequence of numbers in between two bounds. By varying the requested sequence length and way in which the question is posed, this paradigm enables assessment of the contributions to central executive functioning of schema, focus of attention, and load. With sequences of three or four numbers, a quarter of the sample failed fully to comply with the instructions. They generated an incorrect number of numbers or went outside the specified bounds. With sequences of six numbers, more than half of the sample infringed one or more of the constraints. Participants consistently generated sequences with particular generic properties. The overall frequency and patterns of infringements suggest that a substantial proportion of participants focused their conceptual attention on sequence content and often neglected the problem of how thelength and boundary constraints were going to be evaluated either before or during response delivery.     

A Systems/Dialectical Model of Supervision: A Symbolic Process

Although there has been a proliferation of models of supervision in the marriage and family therapy literature recently, most tend to focus on methods rather than on the process of supervision. The model presented here is grounded in developmental concepts and focuses on student learning through a dialectical process of cognitive and emotional growth and incorporates three stages: 1) developing relationships; 2) breaking impasses, and 3) orchestrating changes. Students discover that supervision becomes isomorphic with relationship issues that arise in their therapy sessions. Dialectical in nature in that each stage is characterized by the resolution of contradictory emotions, the supervision process helps supervisees experience emotional shifts in their interactions with others, referred to as emotional restructuring.     

Why Dynamical Self-Excitation Is Possible

In Pérez Laraudogoitia (1996), I introduced a simple example of a supertask that involved the possibility of spontaneous self-excitation and, therefore, of a particularly interesting form of indeterminism in classical dynamics. Alper and Bridger (1998) criticised (among other things) this result. In the present article, I answer their criticisms. In what follows I assume familiarity both with Pérez Laraudogoitia (1996) and Alper and Bridger’s subsequent article. This revised version was published online in June 2006 with corrections to the Cover Date.     

COMPETITION BETWEEN POSITIVE AND NEGATIVE REINFORCEMENT IN THE TREATMENT OF ESCAPE BEHAVIOR

We compared the effects of reinforcing compliance with either positive reinforcement (edible items) or negative reinforcement (a break) on 5 participants' escape-maintained problem behavior. Both procedures were assessed with or without extinction. Results showed that compliance was higher and problem behavior was lower for all participants when compliance produced an edible item rather than a break. Treatment gains were achieved without the use of extinction. Results are discussed regarding the use of positive reinforcement to treat escape behavior.     

Predictors of moderated drinking in a primarily alcohol-dependent sample of men who have sex with men

Understanding for whom moderated drinking is a viable, achievable, and sustainable goal among those with a range of alcohol use disorders (AUD) remains an important public health question. Despite common acceptance as severe risk factors, there is little empirical evidence to conclude whether co-occurring mental health disorders or drug dependence contribute to an individual's inability to successfully moderate his drinking. Utilizing secondary data analysis, the purpose of this study was to identify predictors of moderation among both treatment-seeking and non-treatment-seeking, primarily alcohol-dependent, problem-drinking men who have sex with men (MSM), with an emphasis on the high risk factors psychiatric comorbidity and drug dependence. Problem drinkers (N = 187) were assessed, provided feedback about their drinking, given the option to receive brief AUD treatment or change their drinking on their own, and then followed for 15 months. Findings revealed that neither psychiatric comorbidity or drug dependence predicted ability to achieve moderation when controlling for alcohol dependence severity. Those who were younger, more highly educated, and had more mild alcohol dependence were more likely to achieve moderated drinking. Impact of treatment on predictors is explored. Limitations of this study and arenas for future research are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved).