Assessing automatic activation of valence: a multinomial model of EAST performance

The Extrinsic Affective Simon Task (EAST; De Houwer, 2003) has been introduced as an indirect measure of automatic activation of valence. EAST effects provide nonrelative valence measures of single stimuli compared to relative measures (e.g., Implicit Association Test) that imply a comparison between two stimuli or concepts. However, EAST effects can be biased by response tendencies. A multinomial process dissociation model of EAST performance is proposed and successfully validated in four experiments. Its parameters provide pure and unbiased measures of automatic valence activation, controlled processing of task-relevant features, and response tendency. A first application of latent-class hierarchical multinomial models reveals a significant amount of parameter heterogeneity resulting from interindividual differences in accuracy motivation.     

American Indian Historical Trauma: Community Perspectives from Two Great Plains Medicine Men

The field of community psychology has long been interested in the relations between how community problems are defined, what interventions are developed in response, and to what degree power is distributed as a result. Tensions around these issues have come to the fore in debates over the influence of historical trauma (HT) in American Indian (AI) communities. After interviewing the two most influential medicine men on a Great Plains reservation to investigate how these tensions were being resolved, we found that both respondents were engaging with their own unique elaboration of HT theory. The first, George, engaged in a therapeutic discourse that reconfigured HT as a recognizable but malleable term that could help to communicate his “spiritual perspective” on distress and the need for healing in the reservation community. The second, Henry, engaged in a nation-building discourse that shifted attention away from past colonial military violence toward ongoing systemic oppression and the need for sociostructural change. These two interviews located HT at the heart of important tensions between globalization and indigeneity while opening the door for constructive but critical reflection within AI communities, as well as dialogue with allied social scientists, to consider how emerging discourses surrounding behavioral health disparities might be helpful for promoting healing and/or sociostructural change.     

Psychological‐Mindedness and American Indian Historical Trauma: Interviews with Service Providers from a Great Plains Reservation

The concept of historical trauma (HT) was developed to explain clinical distress among descendants of Jewish Holocaust survivors and has since been ascribed new meanings to account for suffering in diverse contexts. In American Indian (AI) communities, the concept of AI HT has been tailored and promoted as an expanded notion of trauma that combines psychological injury with historical oppression to causally connect experiences with Euro‐American colonization to contemporary behavioral health disparities. However, rather than clinical formulations emphasizing psychological injury, a focused content analysis of interviews with 23 AI health and human service providers (SPs) on a Great Plains reservation demonstrated strong preferences for socio‐cultural accounts of oppression. Reflective of a local worldview associated with minimal psychological‐mindedness, this study illustrates how cultural assumptions embedded within health discourses like HT can conflict with diverse cultural forms and promote “psychologized” perspectives on suffering that may limit attention to social, economic, and political determinants of health.     

Interactions between working memory and language in young children with specific language impairment (SLI)

The underlying structure of working memory (WM) in young children with and without specific language impairment (SLI) was examined. The associations between the components of WM and the language abilities of young children with SLI were then analyzed. The Automated Working Memory Assessment and four linguistic tasks were administered to 58 children with SLI and 58 children without SLI, aged 4–5 years. The WM of the children was best represented by a model with four separate but interacting components of verbal storage, visuospatial storage, verbal central executive (CE), and visuospatial CE. The associations between the four components of WM did not differ significantly for the two groups of children. However, the individual components of WM showed varying associations with the language abilities of the children with SLI. The verbal CE component of WM was moderately to strongly associated with all the language abilities in children with SLI: receptive vocabulary, expressive vocabulary, verbal comprehension, and syntactic development. These results show verbal CE to be involved in a wide range of linguistic skills; the limited ability of young children with SLI to simultaneously store and process verbal information may constrain their acquisition of linguistic skills. Attention should thus be paid to the language problems of children with SLI, but also to the WM impairments that can contribute to their language problems.     

Beyond Idea Generation: The Power of Groups in Developing Ideas

Brainstorming research has claimed that individuals are more creative than groups. However, these conclusions are largely based on measuring creativity by the number of ideas generated, and researchers have tended to neglect other important components of creativity, such as the quality of developed ideas. These studies aim to address this gap in the literature and investigate how well individuals and groups develop ideas. The first study compared collaborative groups, nominal groups (i.e., groups composed of individuals working separately), and individuals on developing an original design for a language-learning game. No differences were revealed between conditions on the game ratings. In the second study, one idea was preselected and given to the participants for further development. Groups received higher ratings in the marketability and overall categories than both nominal groups and individuals, and higher ratings in the fun category than individuals. The qualitative data showed that groups discussed a wider range of topics and topics related to marketability more than individuals did. Thus it appears that there are benefits to developing ideas in a collaborative group rather than individually. Possible explanations for the present findings are explored.     

Trajectories of scholastic well-being: The effect of achievement emotions and instructional quality in the first year of secondary school (fifth grade)

Social Psychology of Education - Due to their connections with positive educational outcomes, the maintenance of good health and scholastic well-being are highly relevant topics. However, to date,...     

Neurocognitive control in dance perception and performance

Dance is a rich source of material for researchers interested in the integration of movement and cognition. The multiple aspects of embodied cognition involved in performing and perceiving dance have inspired scientists to use dance as a means for studying motor control, expertise, and action-perception links. The aim of this review is to present basic research on cognitive and neural processes implicated in the execution, expression, and observation of dance, and to bring into relief contemporary issues and open research questions. The review addresses six topics: 1) dancers' exemplary motor control, in terms of postural control, equilibrium maintenance, and stabilization; 2) how dancers' timing and on-line synchronization are influenced by attention demands and motor experience; 3) the critical roles played by sequence learning and memory; 4) how dancers make strategic use of visual and motor imagery; 5) the insights into the neural coupling between action and perception yielded through exploration of the brain architecture mediating dance observation; and 6) a neuroesthetics perspective that sheds new light on the way audiences perceive and evaluate dance expression. Current and emerging issues are presented regarding future directions that will facilitate the ongoing dialog between science and dance.     

How two word-trained dogs integrate pointing and naming

Two word-trained dogs were presented with acts of reference in which a human pointed, named objects, or simultaneously did both. The question was whether these dogs would assume co-reference of pointing and naming and thus pick the pointed-to object. Results show that the dogs did indeed assume co-reference of pointing and naming in order to determine the reference of a spoken word, but they did so only when pointing was not in conflict with their previous word knowledge. When pointing and a spoken word conflicted, the dogs preferentially fetched the object by name. This is not surprising since they are trained to fetch objects by name. However, interestingly, in these conflict conditions, the dogs fetched the named objects only after they had initially approached the pointed-to object. We suggest that this shows that the word-trained dogs interpret pointing as a spatial directive, which they integrate into the fetching game, presumably assuming that pointing is relevant to finding the requested object.