A misleading feeling of happiness: metamemory for positive emotional and neutral pictures

Emotional information is often remembered better than neutral information, but the emotional benefit for positive information is less consistently observed than the benefit for negative information. The current study examined whether positive emotional pictures are recognised better than neutral pictures, and further examined whether participants can predict how emotion affects picture recognition. In two experiments, participants studied a mixed list of positive and neutral pictures, and made immediate judgements of learning (JOLs). JOLs for positive pictures were consistently higher than for neutral pictures. However, recognition performance displayed an inconsistent pattern. In Experiment 1, neutral pictures were more discriminable than positive pictures, but Experiment 2 found no difference in recognition based on emotional content. Despite participants’ beliefs, positive emotional content does not appear to consistently benefit picture memory.     

The impact of music on learning and consolidation of novel words

Music can be a powerful mnemonic device, as shown by a body of literature demonstrating that listening to text sung to a familiar melody results in better memory for the words compared to conditions where they are spoken. Furthermore, patients with a range of memory impairments appear to be able to form new declarative memories when they are encoded in the form of lyrics in a song, while unable to remember similar materials after hearing them in the spoken modality. Whether music facilitates the acquisition of completely new information, such as new vocabulary, remains unknown. Here we report three experiments in which adult participants learned novel words in the spoken or sung modality. While we found no benefit of musical presentation on free recall or recognition memory of novel words, novel words learned in the sung modality were more strongly integrated in the mental lexicon compared to words learned in the spoken modality. This advantage for the sung words was only present when the training melody was familiar. The impact of musical presentation on learning therefore appears to extend beyond episodic memory and can be reflected in the emergence and properties of new lexical representations.     

A Review of Technology-Based Youth and Family-Focused Interventions

In the past 10 years, mental and behavioral health has seen a proliferation of technology-based interventions in the form of online and other computer-delivered programs. This paper focuses on technology-based treatment and preventive interventions aimed at benefitting children and adolescents via either involving the parents and families, or only the youth. The review considered only technology-based interventions that had at least one published study with a randomized controlled trial design. Questions being addressed included: (1) What are the technology-based interventions in the mental/behavioral health area that have been systematically evaluated in published studies? (2) What are the common and unique characteristics of these interventions and their application with respect to sample characteristics, target problems, and technology characteristics (platforms, structures, elements, and communication formats)? and (3) Which intervention approaches and strategies have accrued the greatest evidence? The review identified 30 technology-based psychosocial interventions for children and families, 19 of which were parent or family-focused (32 studies) and 11 of which were youth-focused (in 13 studies). For the parent/family-focused interventions, greatest promise was found in those that addressed either youth behavioral problems or depressive/anxious symptoms, as well as more general bolstering of parenting efficacy. The youth-focused interventions showed some promise in reducing depressive/anxious symptoms. Advantages and disadvantages of the technology-based approaches were considered, and areas for future research and development were discussed.     

Relationships among pain intensity,pain-related distress,and psychological distress in pre-surgical total knee arthroplasty patients: a secondary analysis

The current study aimed to examine the relationships between movement and resting pain intensity, pain-related distress, and psychological distress in participants scheduled for total knee arthroplasty (TKA). This study examined the impact of anxiety, depression, and pain catastrophizing on the relationship between pain intensity and pain-related distress. Data analyzed for the current study (N = 346) were collected at baseline as part of a larger Randomized Controlled Trial investigating the efficacy of TENS for TKA (TANK Study). Participants provided demographic information, pain intensity and pain-related distress, and completed validated measures of depression, anxiety, and pain catastrophizing. Only 58% of the sample reported resting pain >0 while 92% of the sample reported movement pain >0. Both movement and resting pain intensity correlated significantly with distress (r_s = .86, p < .01 and .79, p < .01, respectively). About three quarters to two thirds of the sample (78% for resting pain and 65% for movement pain) reported different pain intensity and pain-related distress. Both pain intensity and pain-related distress demonstrated significant relationships with anxiety, depression, and catastrophizing. Of participants reporting pain, those reporting higher anxiety reported higher levels of distress compared to pain intensity. These findings suggest that anxious patients may be particularly distressed by movement pain preceding TKA. Future research is needed to investigate the utility of brief psychological interventions for pre-surgical TKA patients.     

“There’s Beauty in Brokenness”: Teaching Empathy Through Dialogue with Art

Empathy, a core element of helping skills training, is vital to the development of the therapeutic alliance and positive counseling outcomes. This article presents a classroom exercise developed to increase students’ empathy. The exercise features imaginative dialogue by members of a counselor education beginning skills class with art works in an exhibit curated by a museum educator. Presented are the details of the teaching exercise, student and faculty reflections on the exercise, and suggestions for further research.     

The latent structure of social anxiety disorder and the performance only specifier: a taxometric analysis

Social anxiety disorder (SAD) is often treated as a discrete diagnostic entity that represents a naturally occurring class, though empirical evidence largely supports a dimensional conceptualization of social fears. Further, the inclusion of a “performance only” specifier in the DSM-5 implies that individuals who experience intense social anxiety exclusively in performance situations are distinct from those with broader social fears. The purpose of the present research was to examine the latent structure of SAD and the DSM-5 “performance only” specifier in a large nonclinical sample (n = 2019). Three taxometric procedures (MAXCOV, MAMBAC, and L-Mode) were applied to indicators derived from two commonly used measures of social anxiety. Results yielded convergent evidence indicating that social anxiety exhibits a dimensional latent structure. Further, social performance anxiety demonstrates continuous relationships with milder social fears, suggesting that the “performance only” specifier may not represent a discrete entity. The implications of these findings for the assessment, diagnosis, classification, and treatment of social anxiety are discussed.     

Gender differences in severity of writing and reading disabilities

Gender differences in mean level of reading and writing skills were examined in 122 children (80 boys and 42 girls) and 200 adults (115 fathers and 85 mothers) who showed behavioral markers of dyslexia in a family genetics study. Gender differences were found in writing and replicated prior results for typically developing children: Boys and men were more impaired in handwriting and composing than were girls and women, but men, who were more impaired in those writing skills, were also more impaired in spelling than women. Men were more impaired than women in accuracy and rate of reading passages orally, but boys were not more impaired than girls on any of the reading measures. Males were consistently more impaired than females in orthographic skills, which may be the source of gender differences in writing, but not motor skills. Population-based studies that report gender differences in reading in children with dyslexia may be confounding reading and writing disorders—the latter being the true source of gender differences in both children and adults with dyslexia.     

Two ways to be complex and why they matter: implications for attitude strength and lying

Integrative complexity broadly measures the structural complexity of statements. This breadth, although beneficial in multiple ways, can potentially hamper the development of specific theories. In response, the authors developed a model of complex thinking, focusing on 2 different ways that people can be complex within the integrative complexity system and subsequently developed measurements of each of these 2 routes: Dialectical complexity focuses on a dialectical tension between 2 or more competing perspectives, whereas elaborative complexity focuses on complexly elaborating on 1 singular perspective. The authors posit that many variables have different effects on these 2 forms of complexity and subsequently test this idea in 2 different theoretical domains. In Studies 1a, 1b, and 2, the authors demonstrate that variables related to attitude strength (e.g., domain importance, extremism, domain accessibility) decrease dialectical complexity but increase elaborative complexity. In Study 3, the authors show that counterattitudinal lying decreases dialectical complexity but increases elaborative complexity, implicating a strategic (as opposed to a cognitive strain) view of the lying-complexity relationship. The authors argue that this dual demonstration across 2 different theoretical domains helps establish the utility of the new model and measurements as well as offer the potential to reconcile apparent conflicts in the area of cognitive complexity.     

Making choices impairs subsequent self-control: a limited-resource account of decision making, self-regulation, and active initiative

The current research tested the hypothesis that making many choices impairs subsequent self-control. Drawing from a limited-resource model of self-regulation and executive function, the authors hypothesized that decision making depletes the same resource used for self-control and active responding. In 4 laboratory studies, some participants made choices among consumer goods or college course options, whereas others thought about the same options without making choices. Making choices led to reduced self-control (i.e., less physical stamina, reduced persistence in the face of failure, more procrastination, and less quality and quantity of arithmetic calculations). A field study then found that reduced self-control was predicted by shoppers' self-reported degree of previous active decision making. Further studies suggested that choosing is more depleting than merely deliberating and forming preferences about options and more depleting than implementing choices made by someone else and that anticipating the choice task as enjoyable can reduce the depleting effect for the first choices but not for many choices.