Development, reliability, and validity of the Measure of Sexual Identity Exploration and Commitment (MOSIEC)

Four studies were conducted on the development and validation of the Measure of Sexual Identity Exploration and Commitment (MoSIEC). Exploratory factor analysis of an initial item pool yielded a 22-item measure with 4 distinct factors assessing commitment, exploration, sexual orientation identity uncertainty, and synthesis/integration. Exploratory factor analysis findings support the argument that sexual identity is a broad, multidimensional construct and that the MoSIEC assesses the construct of sexual identity in a manner consistent with J. E. Marcia's (1966) model of identity development. Confirmatory factor analyses demonstrated the stability of the MoSIEC factor structure, providing evidence of construct validity. Test-retest stability, internal consistency, and validity coefficients supported the use and continued development of the MoSIEC. Significant differences in levels of exploration and sexual orientation identity uncertainty were found among different sexual orientation identity groups, establishing the criterion-related validity of the MoSIEC. Implications for further development and use of the MoSIEC are discussed.     

Junior football players' classification of runners as their teammates from 400-msec. video clips

It was hypothesized that a specialized gait recognition skill enables humans to distinguish the gait of familiar from unfamiliar individuals, and that this may have relevance in team sports. Runners seen for less than half a second can be classified as teammates or not by adult players, so it may be asked whether this skill would also be demonstrated by young team players. In the current study, junior football players (M age = 10.0 yr., SD = 0.8, N = 13) viewed 400-msec. video clips of runners sprinting past a fixed forward facing digital video camera and similarly showed teammate recognition scores significantly above chance. Given the variation among the junior players in this skill, it seems possible for researchers to assess whether improvement can be obtained with structured training for young team players, where running teammates are seen in peripheral vision during training drills.     

The panic attack-posttraumatic stress disorder model: applicability to orthostatic panic among Cambodian refugees

This article examines the ability of the panic attack-posttraumatic stress disorder (PTSD) model to predict how panic attacks are generated and how panic attacks worsen PTSD. The article does so by determining the validity of the panic attack-PTSD model in respect to one type of panic attack among traumatized Cambodian refugees: orthostatic panic (OP) attacks (i.e. panic attacks generated by moving from lying or sitting to standing). Among Cambodian refugees attending a psychiatric clinic, the authors conducted two studies to explore the validity of the panic attack-PTSD model as applied to OP patients (i.e. patients with at least one episode of OP in the previous month). In Study 1, the panic attack-PTSD model accurately indicated how OP is seemingly generated: among OP patients (N = 58), orthostasis-associated flashbacks and catastrophic cognitions predicted OP severity beyond a measure of anxious-depressive distress (Symptom Checklist-90-R subscales), and OP severity significantly mediated the effect of anxious-depressive distress on Clinician-Administered PTSD Scale severity. In Study 2, as predicted by the panic attack-PTSD model, OP had a mediational role in respect to the effect of treatment on PTSD severity: among Cambodian refugees with PTSD and comorbid OP who participated in a cognitive behavioural therapy study (N = 56), improvement in PTSD severity was partially mediated by improvement in OP severity.     

Processing efficiency theory in children: working memory as a mediator between trait anxiety and academic performance

Working memory skills are positively associated with academic performance. In contrast, high levels of trait anxiety are linked with educational underachievement. Based on Eysenck and Calvo's (1992) processing efficiency theory (PET), the present study investigated whether associations between anxiety and educational achievement were mediated via poor working memory performance. Fifty children aged 11-12 years completed verbal (backwards digit span; tapping the phonological store/central executive) and spatial (Corsi blocks; tapping the visuospatial sketchpad/central executive) working memory tasks. Trait anxiety was measured using the State-Trait Anxiety Inventory for Children. Academic performance was assessed using school administered tests of reasoning (Cognitive Abilities Test) and attainment (Standard Assessment Tests). The results showed that the association between trait anxiety and academic performance was significantly mediated by verbal working memory for three of the six academic performance measures (math, quantitative and non-verbal reasoning). Spatial working memory did not significantly mediate the relationship between trait anxiety and academic performance. On average verbal working memory accounted for 51% of the association between trait anxiety and academic performance, while spatial working memory only accounted for 9%. The findings indicate that PET is a useful framework to assess the impact of children's anxiety on educational achievement.     

An fMRI study of working memory for schematic facial expressions

Functional magnetic resonance imaging (fMRI) was used to examine neuronal activation in relation to increasing working memory load in an n-back task, using schematic drawings of facial expressions and scrambled drawings of the same facial features as stimuli. The main objective was to investigate whether working memory for drawings of facial features would yield specific activations compared to memory for scrambled drawings based on the same visual features as those making up the face drawings. fMRI-BOLD responses were acquired with a 1.5 T Siemens MR scanner while subjects watched the facial drawings alternated with the scrambled drawings, in a block-design. Subjects had to hold either 1 or 2 items in working memory. We found that the main effect of increasing memory load from one to two items yielded significant activations in a bilaterally distributed cortical network consisting of regions in the occipitotemporal cortex, the inferior parietal lobule, the dorsolateral prefrontal cortex, supplementary motor area and the cerebellum. In addition, we found a memory load x drawings interaction in the right inferior frontal gyrus in favor of the facial drawings. These findings show that working memory is specific for facial features which interact with a general cognitive load component to produce significant activations in prefrontal regions of the brain.     

Internal clock processes and the filled-duration illusion

In 3 experiments, the authors compared duration judgments of filled stimuli (tones) with unfilled ones (intervals defined by clicks or gaps in tones). Temporal generalization procedures (Experiment 1) and verbal estimation procedures (Experiments 2 and 3) all showed that subjective durations of the tones were considerably longer than those of unfilled intervals defined either by clicks or gaps, with the unfilled intervals being judged as approximately 55%-65% of the duration of the filled ones when real duration was the same. Analyses derived from the pacemaker-switch-accumulator clock model incorporated into scalar timing theory suggested that the filled/unfilled difference in mean estimates was due to higher pacemaker speed in the former case, although conclusively ruling out alternative interpretations in terms of attention remains difficult.     

Recurring errors among recent history of psychology textbooks

Five recurring errors in history of psychology textbooks are discussed. One involves an identical misquotation. The remaining examples involve factual and interpretational errors that more than one and usually several textbook authors made. In at least 2 cases some facts were fabricated, namely, so-called facts associated with Pavlov's mugging and Descartes's reasons for choosing the pineal gland as the locus for mind-body interaction. A fourth example involves Broca's so-called discovery of the speech center, and the fifth example involves misinterpretations of Lloyd Morgan's intentions regarding his famous canon. When an error involves misinterpretation and thus misrepresentation, I will show why the misinterpretation is untenable.