Representational momentum in scenes: Learning spatial layout

In four experiments, we examined whether watching a scene from the perspective of a camera rotating across it allowed participants to recognize or identify the scene's spatial layout. Completing a representational momentum (RM) task, participants viewed a smoothly animated display and then indicated whether test probes were in the same position as they were in the final view of the animation. We found RM anticipations for the camera's movement across the scene, with larger distortions resulting from camera rotations that brought objects into the viewing frame compared with camera rotations that took objects out of the viewing frame. However, the RM task alone did not lead to successful recognition of the scene's map or identification of spatial relations between objects. Watching a scene from a rotating camera's perspective and making position judgments is not sufficient for learning spatial layout.     

Social anxiety in body dysmorphic disorder

Although clinical impressions suggest that patients with body dysmorphic disorder (BDD) experience distress in social situations, social anxiety in BDD has received little investigation. This study examined social anxiety in 81 patients with BDD and change in social anxiety with pharmacotherapy. Subjects completed the Social Avoidance and Distress Scale (SADS) and were assessed with measures of BDD symptomatology. Participants in a placebo-controlled fluoxetine trial completed measures at baseline and endpoint. The mean SADS score was 1.3 SD units higher than nonclinical sample means but consistent with other clinical sample means. Social anxiety was significantly correlated with BDD severity. Greater depressive symptoms as well as comorbid avoidant personality disorder, but not comorbid social phobia, were also associated with higher SADS scores. Social anxiety did not improve more with fluoxetine than placebo, yet it improved significantly more in fluoxetine responders than in nonresponders. Understanding social anxiety in BDD has implications for reducing rates of misdiagnosis and treatment dropout.     

Development of gender labeling: Effect of age of pictured children

Toddlers (27 girls and 25 boys) between 20 and 42 months of age were given three gender discrimination tasks, each consisting of 12 pairs of photographs of girls and boys at one of three age levels: 3, 8, or 13 years. The subject's task was to point to the designated target (girl or boy) on each trial. Subjects' gender discrimination improved with age, with a fairly sharp transition from chance to accurate responding occurring at approximately 29 months. The age of pictured children did not affect performance.     

Factors governing the effective remediation of negative affect and its cognitive and behavioral consequences

The present experiment tested the hypothesis that the remediation of negative emotion will be most effective when the remedial procedure matches the experience or cognition that induced the negative state--process-specificity hypothesis. Other hypotheses examined were that negative states induced by cognitive reflection related to the self would be resistant to remediation, even by a same-process positive procedure, and that changes in emotional expressions may make it appear that a negative state has been effectively remediated when lingering effects on behavior and cognition indicate that it has not. Negative emotional states were induced in second-grade children by one of four processes, all of which involved social rejection content: cognition that focused on (a) the self (thinking about oneself being rejected by a peer) or (b) another person (thinking about a peer being rejected); or experience that related to (c) oneself (actually being socially rejected) or (d) observing another (vicarious: seeing a peer be socially rejected). These inductions were then followed by a positive, remedial induction whose content was the reverse (social acceptance) and whose process did or did not match that of the negative induction. As predicted, except for negative self-cognitions, it was found that the behavioral (altruism) and cognitive (performance on a block design task) consequences of negative emotion were alleviated when the positive remediation was of the same type as the original induction. Emotional expressions were consistently positive following remediation, regardless of their type. The results are discussed in terms of differing processes for maintaining negative emotion as a function of the character of induction, and the implications for the understanding of clinical depression in children are noted.     

Linking sounds to meanings: Infant statistical learning in a natural language

The processes of infant word segmentation and infant word learning have largely been studied separately. However, the ease with which potential word forms are segmented from fluent speech seems likely to influence subsequent mappings between words and their referents. To explore this process, we tested the link between the statistical coherence of sequences presented in fluent speech and infants’ subsequent use of those sequences as labels for novel objects. Notably, the materials were drawn from a natural language unfamiliar to the infants (Italian). The results of three experiments suggest that there is a close relationship between the statistics of the speech stream and subsequent mapping of labels to referents. Mapping was facilitated when the labels contained high transitional probabilities in the forward and/or backward direction (Experiment 1). When no transitional probability information was available (Experiment 2), or when the internal transitional probabilities of the labels were low in both directions (Experiment 3), infants failed to link the labels to their referents. Word learning appears to be strongly influenced by infants’ prior experience with the distribution of sounds that make up words in natural languages.     

Happiness versus sadness as a determinant of thought confidence in persuasion: a self-validation analysis

The present research introduces a new mechanism by which emotion can affect evaluation. On the basis of the self-validation hypothesis (R. E. Petty, P. Bri?ol, & Z. L. Tormala), the authors predicted and found that emotion can influence evaluative judgments by affecting the confidence people have in their thoughts to a persuasive message. In each study, participants first read a strong or weak persuasive communication. After listing their thoughts about the message, participants were induced to feel happy or sad. Relative to sad participants, those put in a happy state reported more thought confidence. As a consequence, the effect of argument quality on attitudes was greater for happy than for sad participants. These self-validation effects generalized across different emotion inductions, different persuasion topics, and different measures of thought confidence. In one study, happy and sad conditions each differed from a neutral affect control. Most important, these metacognitive effects of emotion only occurred under high elaboration conditions. In contrast, individuals with relatively low motivation to think showed a main effect of emotion on attitudes, regardless of argument quality.     

Family-focused cognitive behaviour therapy versus psycho-education for adolescents with chronic fatigue syndrome: Long-term follow-up of an RCT

The aim of this study was to investigate the long term efficacy of family-focused cognitive behaviour therapy (CBT) compared with psycho-education in improving school attendance and other secondary outcomes in adolescents with chronic fatigue syndrome (CFS). A 24 month follow-up of a randomised controlled trial was carried out. Participants received either 13 one-hour sessions of family-focused CBT or four one-hour sessions of psycho-education. Forty-four participants took part in the follow-up study. The proportion of participants reporting at least 70% school attendance (the primary outcome) at 24 months was 90% in CBT group and 84% in psycho-education group; the difference between the groups was not statistically significant (OR = 1.29, p = 0.80). The proportion of adolescents who had recovered in the family-focused CBT group was 79% compared with 64% in the psycho-education, according to a definition including fatigue and school attendance. This difference was not statistically significant (Fisher's exact test, p = 0.34). Family-focused CBT was associated with significantly better emotional and behavioural adjustment at 24 month follow-up compared to psycho-education, as reported by both adolescents (F = 6.49, p = 0.02) and parents (F = 4.52, P = 0.04). Impairment significantly decreased in both groups between six and 24 month follow-ups, with no significant group difference in improvement over this period. Gains previously observed for other secondary outcomes at six month follow-up were maintained at 24 month follow-up with no further significant improvement or group differences in improvement. In conclusion, gains achieved by adolescents with CFS who had undertaken family-focused CBT and psycho-education generally continued or were maintained at two-year follow-up. The exception was that family-focused CBT was associated with maintained improvements in emotional and behavioural difficulties whereas psycho-education was associated with deterioration in these outcomes between six and 24-month follow-up.     

Severity of interpersonal problems in individuals with body dysmorphic disorder

Body dysmorphic disorder (BDD) is a relatively common and often severe disorder. Although individuals with BDD have markedly poor psychosocial functioning, the nature of interpersonal problems has been only minimally investigated. This study examined the severity, domains, and correlates of interpersonal problems in 51 individuals with BDD using the Inventory of Interpersonal Problems-64 (IIP-64) and other reliable and valid measures. Compared to norms for a U.S. community sample, individuals with DSM-IV BDD reported greater severity of interpersonal problems across most IIP-64 domains. BDD subjects' scores were most elevated on the Socially Inhibited and Nonassertive subscales. More severe BDD symptoms were significantly correlated with higher scores on the Socially Inhibited, Nonassertive, and Vindictive/Self-Centered subscales and with IIP-64 total score. In a logistic regression analysis, BDD severity and a personality disorder were independently associated with severity of interpersonal problems. These findings suggest that individuals with BDD have significant problems with interpersonal relationships, particularly in the areas of social inhibition and nonassertiveness.