Positive Effects of Within-Group Cooperation on Between-Group Negotiation1

The present study simulated an organizational dispute to test two sets of alternative hypotheses regarding the effects of within-group cooperation and conflict on a subsequent negotiation with an out-group. The first set of hypotheses concerned in-group cooperation. We expected that either (a) in-group cooperation would produce greater cooperation toward an out-group, the result of a carryover effect; or (b) in-group cooperation would increase group cohesiveness and strengthen group boundaries, and thus produce greater competitiveness toward an out-group. The second set of alternative hypotheses concerned in-group conflict. We expected that either (a) in-group conflict would produce greater competitiveness toward an out-group, the result of a carry-over effect; or (b) in-group conflict would decrease group cohesiveness and weaken group boundaries, and thus produce less competitiveness toward an out-group. Subjects in three-person groups negotiated first with one another on a cooperative or competitive task, and then as a group, with another group. The data supported the carryover hypothesis for the effects of both in-group cooperation and conflict. Groups that experienced internal cooperation were more cooperative in the subsequent between-group negotiation and, to a lesser extent, groups that experienced internal conflict were more competitive in the subsequent between-group negotiation, relative to a control condition that had no prior in-group negotiation. Taken together, the results were consistent with recent research on dispute intervention that suggested that mediators in between-group conflict should foster within-group cooperation prior to between-group negotiations.     

ABA-Based Programs for Children Diagnosed With Autism Spectrum Disorder: Parental and Professional Experiences at School and at Home

Having a child diagnosed with Autism Spectrum Disorder (ASD) poses a range of challenges to families, many of which can be addressed through appropriate intervention. A study of parental (n = 95) and professional (n = 67) experiences was carried out in relation to two settings: (a) schools that provided intensive interventions based on the science of Applied Behavior Analysis (ABA), and (b) non-intensive ABA-based home programs. Results show that parents whose children attend ABA-based schools were generally more satisfied with their child's educational provision, monitoring procedures, and level of staff training, than parents who were not offered ABA-based education in schools.     

How Do Partners Find out About the Risk of Huntington’s Disease in Couple Relationships?

Whilst a growing body of work has explored family communication about Huntington’s disease and how at-risk individuals learn about their risk, the experience of telling a partner and partners’ experiences of finding out about this potentially devastating hereditary illness have received little attention. This study describes the experiences of partners in finding out about Huntington’s disease and any impact on couple’s relationships/marriages. We undertook a thematic analysis of qualitative interviews which explored the dynamics of partners’ marriages after predictive testing and partners’ views of genetic counseling. A main theme from partners’ accounts was how they found out about their spouse’s risk of Huntington’s disease and the impact this had on marital relations. The analysis revealed four types of disclosure experiences: (1) marital secrets; (2) alerting, but not telling; (3) knowing and seeing; (4) marital ignorance. Our findings demonstrate that partners’ experiences of (non)disclosure about the risk of HD within marriages is an important factor which contributes to couples’ coping or marital problems. Exploring how spouses found out about their partner’s risk of HD will illuminate issues about a couple’s past and future patterns of communication and their coping strategies. A practical and ethical implication is the extent to which genetic counselors should inform partners about the course and nature of Huntington’s disease when a partner is the support person for the individual being tested.     

Word List Generation Performancein Alzheimer's Disease and Vascular Dementia

Word list generation (WLG) was examined among clinical samples of individuals with Alzheimer's disease (AD) (n = 73) or ischemic vascular dementia (IVD) (n = 85), equivalent in age, education, current and estimated premorbid intellectual functioning, and proportion of men and women. The AD group performed significantly better than did the IVD group on lexical WLG, and a trend was observed indicating superior performance among the IVD group on categorical WLG. Within-groups, comparisons of group means, and profile analyses of individual performance patterns all indicated that persons with AD demonstrated a lexical > categorical pattern significantly more often than did IVD participants. The absolute difference in average performance between the AD and IVD groups on lexical and categorical WLG was small; the findings, however, generally support the clinical utility of the lexical > categorical WLG pattern in the differential diagnosis of AD and IVD. The patterns of performance support the presence of relative impairment in semantic processing among the individuals with AD and global deficits in retrieval and processing speed in individuals with IVD.     

Are There Stable Factors in Preadolescent Girls’ Externalizing Behaviors?

Relatively little is known about the factor structure of disruptive behavior among preadolescent girls. The present study reports on exploratory and confirmatory factor analyses of disruptive girl behavior over four successive data waves as rated by parents and teachers in a large, representative community sample of girls (N = 2,451). Five factors were identified from parent ratings (oppositional behavior/conduct problems, inattention, hyperactivity/impulsivity, relational aggression, and callous-unemotional behaviors), and four factors were identified derived from teacher ratings (oppositional behavior/conduct problems/callous-unemotional behaviors, inattention, hyperactivityimpulsivity, and relational aggression). There was a high degree of consistency of items loading on equivalent factors across parent and teacher ratings. Year-to-year stability of factors between ages five and 12 was high for parent ratings (ICC = 0.70 to 0.88), and slightly lower for teacher ratings (ICC = 0.56 to 0.83). These findings are discussed in terms of possible adjustment to the criteria for children's disruptive behavior disorders found in the Diagnostic and Statistical Manual for Mental Disorders.

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Where in the brain is the self?

Localizing the self in the brain has been the goal of consciousness research for centuries. Recently, there has been an increase in attention to the localization of the self. Here we present data from patients suffering from a loss of self in an attempt to understand the neural correlates of consciousness. Focusing on delusional misidentification syndrome (DMS), we find that frontal regions, as well as the right hemisphere appear to play a significant role in DMS and DMS related disorders. These data are placed in the context of neuroimaging findings.     

A transfer of functions through derived arbitrary and nonarbitrary stimulus relations

During Experiments 1 and 2, subjects were trained in a series of related conditional discriminations in a matching-to-sample format (A1-B1, A1-C1 and A2-B2, A2-C2). A low-rate performance was then explicitly trained in the presence of B1, and a high-rate performance was explicitly trained in the presence of B2. The two types of schedule performance transferred to the C stimuli for all subjects in both experiments, in the absence of explicit reinforcement through equivalence (i.e., C1 = low rate and C2 = high rate). In Experiment 2, it was also shown that these discriminative functions transferred from the C1-C2 stimuli to two novel stimuli that were physically similar to the C stimuli (SC1 and SC2, respectively). For both these experiments, subjects demonstrated the predicted equivalence responding during matching-to-sample equivalence tests. In Experiments 3 and 4, the conditional discrimination training from the first two experiments was modified in that two further conditional discrimination tasks were trained (C1-D1 and C2-D2). However, for these tasks the D stimuli served only as positive comparisons, and ND1 and ND2 stimuli served as negative comparisons (i.e., C1 × ND1 and C2 × ND2). Subsequent to training, the negatively related stimuli (ND1 and ND2) did not become discriminative for the schedule performances explicitly trained in the presence of B1 and B2, respectively. Instead, the ND1 stimulus became discriminative for the schedule performance trained in the presence of B2, and ND2 became discriminative for the schedule performance trained in the presence of B1. All subjects from Experiment 4 showed that the novel stimulus SND1, which was physically similar to ND1, became discriminative for the same response pattern as that controlled by ND1. Similarly, SND2, which was physically similar to ND2, became discriminative for the same response pattern as that controlled by ND2. Subjects from both Experiments 3 and 4 also produced equivalence responding on matching-to-sample equivalence tests that corresponded perfectly to the derived performances shown on the transfer of discriminative control tests.     

Role stress reexamined: An investigation of role stress predictors

R. L. Kahn, R. P. Wolfe, R. P. Quinn, J. D. Snock, and R. A. Rosenthal (1964, Organizational Stress: Studies in Role Conflict and Ambiguity, New York: Wiley) distinguished three different types of predictor of role stress; personal, interpersonal, and organizational. Based on a sample of young professional engineers this investigation studied the relationship betwen these three types of predictor and four forms of role stress (role conflict, role ambiguity, quantitative role overload, qualitative role underload). The relationship was studied both within each predictor set and between each predictor set. Employing bivariate and multiple regression analyses, variables were identified within each predictor set which were significantly predictive of role stress. In addition, comparison was made between the sets of predictor variables selected and between each of the four role stresses that were studied. The results support the relevance of personal, interpersonal, and organizational predictors to role stress, as well as suggesting that role stress researchers should pay more attention to differentiating between varying forms of role Stress.     

Emotion Regulation and Loss of Control Eating in Community-Based Adolescents

The current study investigated concurrent and prospective associations between emotion-related constructs and loss of control (LOC) eating in adolescents. Community-based females (N?=?588) completed annual self-report assessments of LOC eating, emotional awareness, emotion regulation strategies, and neuroticism from ages 16 to 18 years. Linear regressions and a regression-based multiple mediation model using bootstrapping were computed to examine the relationships among emotion-related constructs and LOC eating frequency. In the concurrent model, age 18 emotional awareness and emotion regulation strategies were associated with age 18 LOC eating, F(6, 416)?=?12.11, p?<?0.001, accounting for 4.5 % of the variance after controlling for demographics, body mass index, and neuroticism, F change?=?10.81, p?<?0.001. In the prospective model, age 17 emotional awareness predicted age 18 LOC eating, F(7, 425)?=?11.67, p?<?0.001, accounting for 1.7 % of unique variance beyond the effects of age 16 LOC eating and age 17 demographics, body mass index, and neuroticism, F change?=?4.26, p?=?0.015. In the multiple mediation model, age 18 emotion regulation strategies mediated the association between age 17 neuroticism and age 18 LOC eating, indirect effect estimate?=?0.003, 95 % confidence interval?=?0.001–0.005, after controlling for age 16 LOC eating and age 17 demographics, body mass index, and emotion regulation variables. Results suggest that deficient emotion regulation may contribute to the onset and maintenance of LOC eating in adolescence (although effects were small), and may partially explain the well-established prospective relationship between negative emotionality and later LOC eating. Prevention and early intervention programs should seek to improve adaptive coping in at-risk populations.     

The Performance of Methods to Test Upper-Level Mediation in the Presence of Nonnormal Data

A Monte Carlo study compared the statistical performance of standard and robust multilevel mediation analysis methods to test indirect effects for a cluster randomized experimental design under various departures from normality. The performance of these methods was examined for an upper-level mediation process, where the indirect effect is a fixed effect and a group-implemented treatment is hypothesized to impact a person-level outcome via a person-level mediator. Two methods—the bias-corrected parametric percentile bootstrap and the empirical-M test—had the best overall performance. Methods designed for nonnormal score distributions exhibited elevated Type I error rates and poorer confidence interval coverage under some conditions. Although preliminary, the findings suggest that new mediation analysis methods may provide for robust tests of indirect effects.