The positive and negative effects of anger on dispute resolution: evidence from electronically mediated disputes

Scholars have argued that anger expressed by participants in mediation is counterproductive; yet, there is also reason to believe that expressions of anger can be productive. The authors tested these competing theories of emotion by using data from online mediation. Results show that expression of anger lowers the resolution rate in mediation and that this effect occurs in part because expressing anger generates an angry response by the other party. However, when respondents are especially vulnerable, expressions of anger by the filer do not hinder settlement. The authors also examined precursors to anger, such as value of dispute and reputation, and the degree to which a focus on dispute resolution is reciprocated.     

Effects of ontogeny on performance of rats in a novel object-recognition task

The current experiment investigated ontogenetic forgetting on a novel object-recognition task similar to that of Besheer and Bevins. 18-day-old pups (n = 49) and adult (n = 29) rats were tested at two retention intervals (1 min. or 120 min.). By employing exclusion criteria which demanded minimum amounts of object exploration at training and test, the performance of 18-day-old pups but not that of adults was significantly impaired at 120 min. relative to 1 min. Analysis indicated that the ontogeny of the learning and memory measured in novel object recognition follows a developmental trend similar to that of other forms of learning, with older animals remembering more and thus performing better than younger animals. Unfortunately, given the extreme variability inherent to the task and large N necessary to achieve significance, the use of this task in studies of learning, memory, and development is discouraged.     

Regulation of emotion and behavior among 3- and 5-year-olds

In this cross-sectional study, the authors examined the relationship between emotion and behavior regulation in 3- and 5-year olds. Eighty-seven children performed a compliance sorting task. The authors manipulated the demand for emotion regulation by presenting and then hiding toys (low) or making toys visible (high). Mothers and teachers rated children's coping responses. Five-year-olds sorted less in the high condition than in the low condition, and 3-year-olds spent equal time sorting in both conditions. Compliance was positively correlated with problem-focused coping and negatively correlated with emotion-focused coping. Correlations between emotion and behavior regulation were stronger for the 5-year-olds. Age groups were differently affected by the higher demands of emotion regulation, indicating that the child's resources for regulation interact with the task demands to determine behavioral outcome.     

Practical Memory Concerns of Older Adults

We examine practical memory concerns in a sample of community-dwelling older adults. Participants responded to open-ended questions that were designed to solicit information regarding memory self-efficacy, memory management, memory remediation, and fears about memory aging in adulthood. Results indicated that (a) important dates, such as birthdays and anniversaries, were easily remembered, but names were not; (b) external memory aids were used most frequently; (c) a desire to improve memory for names and certain types of verbal information was expressed; and (d) loss of independence emerged as a fear associated with memory aging. Implications of these findings for the design of strategies to improve everyday memory performance and clinical memory management in older adults are discussed.     

Age and individual differences influence prospective memory

The influence of age and individual ability differences on event-based prospective memory was examined using an adapted version of G. O. Einstein and M. A. McDaniel's (1990) task. Two samples of younger and older adults who differed in educational attainment, occupational status, and verbal ability were compared. Results yield comparable prospective performance for the younger groups and higher ability older adults; lower ability older adults performed more poorly by comparison. Hierarchical regression analyses indicated that working memory span and recognition accounted for small but significant proportions of variance in prospective performance. The contribution of ability level to prospective memory remained significant even after statistically controlling for self-reported health and social activity characteristics. Implications for current views on prospective memory aging are discussed.     

Memory for emotionally arousing events over time in Autism Spectrum Disorder

Emotionally arousing events are typically better remembered and more resistant to forgetting than neutral events. Findings from word list paradigms suggest that this may not hold for individuals with Autism Spectrum Disorder (ASD), who also tend to be less accurate as eyewitnesses under some circumstances. To test whether attenuated effects of arousal on memory may be responsible for poorer eyewitness testimonies in ASD, we asked adults with and without the disorder to view either arousing or neutral versions of a narrated slide sequence (Experiment 1) or video clip (Experiment 2) before assessing their memory for the material. Both groups exhibited increases in psychophysiological arousal during the arousing compared with the neutral version of the narratives, and both groups also demonstrated a memory advantage for the arousing events. Contrary to predictions, these observations indicate that stimulus induced arousal modulates memory for naturalistic events relatively typically in ASD. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

Piety,Power, and the Purse: Religious Economies Theory and Urban Reform in the Holy Roman Empire

The religious economies model has been influential in the sociology of religion. Yet, propositions drawn from the model have been difficult to test in the comparative and historical study of religion, generally for lack of appropriate data. We develop a general theory of religious disestablishment and apply it to the Reformation in 16th‐century Europe to explain variation in the abolition of the Catholic monopoly. We suggest three principal factors—changes in demand, entry control mechanisms, and political incentives—that explain why incumbent religious firms may lose their monopoly. We then analyze the resulting hypotheses in a systematic analysis of cities in the Holy Roman Empire. Our analysis yields mixed support for demand‐side factors and entry control mechanisms, and firm support for political incentives in the institution of reform.     

Reducing stereotype threat in order to facilitate learning

Recent stereotype threat research has demonstrated that negative stereotypes about women's math ability can impair their mathematical learning. This experiment extends this research by examining whether presenting “gender fair” information can reduce learning decrements (on a focal and transfer task) and if the timing of this information matters. Women (N = 140) and men (N = 60) were randomly assigned to one of four conditions: control, stereotype threat only, stereotype threat removed before learning, and stereotype threat removed after learning. Compared with women in the control condition and women who had stereotype threat removed before learning, learning and transfer were poorer for women in the stereotype threat only condition and women who had stereotype threat removed after learning but before learning assessment. Men's learning and transfer were unaffected by condition. These findings suggest that a manipulation that can reduce performance deficits can also reduce learning decrements if it is presented before learning occurs. Copyright © 2011 John Wiley & Sons, Ltd.     

Concreteness of positive, negative, and neutral repetitive thinking about the future

Consistent with assertions that the adaptiveness of repetitive thinking is influenced by both its valence and style, Stöber (e.g., Stöber &; Borkovec, 2002) has argued that worry is characterized by a reduced concreteness of thought content and that the resulting abstractness contributes to its inhibition of some aspects of anxious responding. However, extant research does not provide a direct test of Stöber's reduced concreteness theory of worry. We sought to test Stöber's theory and to examine the adaptiveness of repetitive worrisome thinking by randomly assigning 108 participants to engage in five consecutive periods of repetitive thinking about positively, negatively, or neutrally valenced potential future events. Results based on coding of thought data indicated that (a) repetitive thinking became increasingly less concrete as periods progressed; (b) contrary to Stöber's theory, both negative and positive repetitive future thinking were more concrete than neutral repetitive future thinking (and did not differ from each other); and (c) abstractness of thought during negative repetitive future thinking was associated with reduced reports of imagery-based activity. Results based on self-reported affect indicated that negatively valenced repetitive future thinking was uniquely associated with initial decreases in anxious affect, followed by increased anxious affect that coincided with increased imagery-based activity. This suggests that worry is associated with a sequential mitigation of anxious meaning followed by a strengthening of anxious meaning over time. Theoretical and clinical implications of these findings are discussed.     

Context reinstatement effects on eyewitness memory in autism spectrum disorder

The Cognitive Interview is among the most widely accepted forms of police interviewing techniques; however, it is ineffective for witnesses with autism spectrum disorder (ASD). One of its main components involves mentally reinstating the internal and external context that was experienced at encoding. We report evidence showing that it is the mental reinstatement instructions in the absence of any physical cues that individuals with ASD find difficult. In more supported conditions where they physically return to the same environment in which they learnt the material, they recall as much as their typical counterparts. Our findings indicate that recall in ASD is aided by context, but only when supported by the physical environment. These findings have important implications for investigative interviewing procedures for witnesses with ASD.