Eye gaze influences working memory for happy but not angry faces

Previous research has shown that angry and happy faces are perceived as less emotionally intense when shown with averted versus direct gaze. Other work reports that long-term memory (LTM) for angry (but not happy) faces was poorer when they were encoded with averted versus direct gaze, suggesting that threat signals are diluted when eye contact is not engaged. The current study examined whether gaze modulates working memory (WM) for angry and happy faces. In stark contrast to LTM effects, WM for angry faces was not significantly modulated by gaze direction. However, WM for happy faces was significantly enhanced when gaze was averted versus direct. These findings suggest that in WM – when rapid processing and an immediate response is required – averted gaze may alter the meaning behind a smile, and make this kind of expression particularly salient for short-term processing.     

Systemic Barriers to Family Involvement in Transition Planning for Youth with Disabilities: A Qualitative Metasynthesis

Family involvement is particularly important to the postschool success of young adults with disabilities who typically experience fewer education and employment opportunities after leaving high school than their same age peers without disabilities. Despite mandates for family involvement, school-home partnerships remain elusive, particularly for low-income and culturally and linguistically diverse families. This metasynthesis of findings from 22 qualitative studies examines family perceptions of barriers to transition from school to adulthood and involvement in transition planning. This metasynthesis adds to the literature on family involvement in special education by utilizing Bourdeuian social reproduction theory and Bronfenbrenner's ecological systems theory to frame the discussion and inform recommendations for research and practice that focus on schools and adult service systems rather than deficiencies in families.     

Effects of Parent Emotion Socialization on the Neurobiology Underlying Adolescent Emotion Processing: A Multimethod fMRI Study

Research on Child and Adolescent Psychopathology - Parents’ emotion socialization (ES) practices impact socioemotional development throughout adolescence. Little is known, however, regarding...     

Proposing a Measurement Model of REBT and Applying It to the Assessment of Well-Being and Happiness in Patients with Tension-Type Headaches

Journal of Rational-Emotive & Cognitive-Behavior Therapy - Depression, anxiety, stress (DAS) are triggers of tension-type headaches. The current research investigates how irrational cognitions,...     

Discriminatory Experiences and Depressive Symptoms among African American Women: Do Skin Tone and Mastery Matter?

We apply structural equation modeling techniques to data from the National Survey of American Life to investigate the relationship between perceived discrimination and depressive symptoms among African American women ages 18-98 years (N=2,299). In addition, we evaluate whether or not personal mastery accounts for the intensity of African American women's psychological response to discrimination and whether or not exposure to discrimination varies by skin complexion. Findings reveal that discrimination is a major threat to African American women's mental health. They are vulnerable to discrimination, in part, because discrimination undermines their beliefs in mastery making them less psychologically resilient. Experiences of discrimination do not differ by complexion. We conclude that complexion does not matter, but mastery does.     

The effects of a local negative feedback function between choice and relative reinforcer rate

Four pigeons were trained on two-key concurrent variable-interval schedules with no changeover delay. In Phase 1, relative reinforcers on the two alternatives were varied over five conditions from .1 to .9. In Phases 2 and 3, we instituted a molar feedback function between relative choice in an interreinforcer interval and the probability of reinforcers on the two keys ending the next interreinforcer interval. The feedback function was linear, and was negatively sloped so that more extreme choice in an interreinforcer interval made it more likely that a reinforcer would be available on the other key at the end of the next interval. The slope of the feedback function was -1 in Phase 2 and -3 in Phase 3. We varied relative reinforcers in each of these phases by changing the intercept of the feedback function. Little effect of the feedback functions was discernible at the local (interreinforcer interval) level, but choice measured at an extended level across sessions was strongly and significantly decreased by increasing the negative slope of the feedback function.     

Framing alters risk-taking behavior on a modified Balloon Analogue Risk Task (BART) in a sex-specific manner

Framing uncertain scenarios to emphasize potential positive or negative elements influences decision making and behavior. The current experiment investigated sex differences in framing effects on risk-taking propensity in a modified version of the Balloon Analogue Risk Task (BART). Male and female undergraduates completed questionnaires on sensation seeking, impulsiveness, and risk and benefit perception prior to viewing one of three framing conditions for the BART: (1) positively-framed instructions emphasizing the ability to earn money if balloons were inflated to large size; (2) negatively framed instructions emphasizing the possibility that money could be lost if balloons were inflated to bursting; and (3) completely framed instructions noting both possible outcomes. Results revealed correlations between BART performance and impulsiveness for both sexes. Compared to positive and complete framing, negatively framed instructions decreased balloon inflation time in women but not men, indicating sex differences in response to treatments designed to alter risk-taking behavior.     

Creating Through Deviancy or Adjustment? The Link between Personality Profile Normativeness and Creativity

Does deviancy or adjustment predict creativity? To address this question, we tested the association between personality profile normativeness (similarity between one's personality profile and the average profile—a proxy for the deviancy–adjustment continuum) and creativity across four different samples (total N = 348 768). We used a wide range of creativity measures, including self‐reported, informant‐reported, behavioural, and occupational creativity, as well as several essential statistical controls (i.e., demographics, socio‐economic background, intelligence, and life satisfaction). Furthermore, we employed both cross‐sectional and longitudinal designs, including samples of college students and representative adult populations. We found that people who had more normative personality profiles were more creative. However, this association only held within modality (i.e. when both personality and creativity were either self‐reported or informant‐reported). We did not find robust associations between personality profile normativeness and laboratory‐based behavioural measures of creativity, occupational creativity, or creative achievements. We discuss alternative explanations for the observed adjustment–creativity link, specifically, implicit theories of creativity and person perception biases (halo effects). Notably, the findings did not support the idea that deviancy breeds creativity, suggesting that the famed ‘mad genius’ hypothesis might not hold among the general population. © 2019 European Association of Personality Psychology     

A Conceptual Toolkit for Intensive Early Behavioral Intervention Teachers

Intensive early behavioral intervention (IEBI) for children with autism requires effective team work involving professional therapists, parents, teachers and others. It is important for all team members to employ a common conceptual and procedural vocabulary so that communication among them is clear, unambiguous, and effective. This article outlines the rationale of a small and practical vocabulary or conceptual toolkit that we have found useful in working with teachers and families in designing, implementing, and analyzing the details of behavioral programs to help autistic children learn to speak and understand language. Special attention is given to a heuristic device called the language matrix. Illustrative data describing the course of generative language acquisition by a child with autism taught according to the language matrix approach are included.