Toward Developing Laboratory-Based Parent–Adolescent Conflict Discussion Tasks that Consistently Elicit Adolescent Conflict-Related Stress Responses: Support from Physiology and Observed Behavior

Parent–adolescent conflict poses risk for youth maladjustment. One potential mechanism of this risk is that stress in the form of increased arousal during conflict interactions results in adolescents’ impaired decision-making. However, eliciting consistent adolescent stress responses within laboratory-based tasks of parent–adolescent conflict (i.e., conflict discussion tasks) is hindered by task design. This limitation may stem from how conflict topics are assessed and selected for discussion. Within a sample of 47 adolescents (ages 14–17) and parents, we investigated whether a modified version of a conflict discussion task could elicit physiological (i.e., arousal) and behavioral (i.e., hostility) displays of adolescents’ conflict-related stress responses. We assessed parent–adolescent conflict via structured interview to identify topics for dyads to discuss during the task. We randomly assigned dyads to complete a 5-min task to discuss either a putatively benign topic (i.e., control condition) or a conflict topic while undergoing direct assessments of continuous arousal. Trained raters coded dyad members’ hostile behavior during the task. Adolescents in the conflict condition exhibited significantly greater levels of arousal than adolescents in the control condition. We observed an interaction between discussion condition and baseline conflict. Specifically, higher baseline conflict predicted greater hostile behavior for adolescents in the conflict condition, yet we observed the inverse relation for adolescents in the control condition. Our modified laboratory discussion task successfully elicited both physiological and behavioral displays of adolescent conflict-related stress. These findings have important implications for leveraging experimental paradigms to understand causal links between parent–adolescent conflict and adolescent psychopathology, and their underlying mechanisms.     

Is Satan a Lover of the Good?

There are, apparently, two inherited stories of intentional action. On the motivational story, intentional agents are pursuers of goals. On the evaluative story, intentional agents are pursuers of value. In a spirit of unification, we might try to supplement the motivational story with the evaluative one – or even collapse the former into the latter. The problem with such moves is that they cannot accomodate certain pathologies of agency. Thus, they convert apparently perverse agents – like Satan and self-haters – into closet lovers of the good. I argue that pathological agents like Satan and self-haters are not lovers of the good. They are just lovers of success in action. We can make sense of such agents as practical reasoners because the cares that constitute us as practical reasoners are plural.     

Partiality and Its Dual

This paper explores allowing truth value assignments to be undetermined or "partial" (no truth values) and overdetermined or "inconsistent" (both truth values), thus returning to an investigation of the four-valued semantics that I initiated in the sixties. I examine some natural consequence relations and show how they are related to existing logics, including ukasiewicz's three-valued logic, Kleene's three-valued logic, Anderson and Belnap's (first-degree) relevant entailments, Priest's "Logic of Paradox", and the first-degree fragment of the Dunn-McCall system "R-mingle". None of these systems have nested implications, and I investigate twelve natural extensions containing nested implications, all of which can be viewed as coming from natural variations on Kripke's semantics for intuitionistic logic. Many of these logics exist antecedently in the literature, in particular Nelson's "constructible falsity".     

What did mummy say? Dyadic interactions between young "hard to manage" children and their mothers

Thirty preschoolers rated as hard to manage on Goodman's (R. Goodman, 1997) Strengths and Difficulties Questionnaire (SDQ), and a group of matched control children were observed and recorded on audiotape at home, interacting with their mothers (Time 1). At the 18-month follow-up home visits (Time 2), the children and mothers were filmed across 4 observation settings. Mother–child interactions were rated on affect, control, responsiveness and connectedness of communication. At Time 1, mothers of the hard to manage group used more negative control and engaged in fewer connected conversations than did mothers in the control group. At Time 2, mothers of the hard to manage group displayed higher levels of negative control and lower levels of positive control. These results are discussed in terms of the importance of examining connected communication and different observation contexts when examining dyadic mother–child interactions.     

Model complexity: The fit to random data reconsidered

A recent controversy in the field of depth perception has highlighted an important aspect of model testing concerning a model's complexity, defined as the prior propensity of the model to fit arbitrary data sets. The present article introduces an index of complexity, called the mean minimum distance, defined as the average squared distance between an arbitrary data point and the prediction range of the model. It may also be expressed as a dimensionless quantity called the scaled mean minimum distance. For linear models, theoretical values for the scaled mean minimum distance and the variance of the scaled minimum distance can be readily obtained and compared against empirical estimates obtained from fits to random data. The approach is applied to resolving the question of the relative complexity of the Linear Integration model and the Fuzzy Logic of Perception model, both of which have been the subject of controversy in the field of depth perception. It is concluded that the two models are equally complex. Received: 10 October 1998 / Accepted: 22 December 1998     

Feeling and believing: the influence of emotion on trust

The authors report results from 5 experiments that describe the influence of emotional states on trust. They found that incidental emotions significantly influence trust in unrelated settings. Happiness and gratitude--emotions with positive valence--increase trust, and anger--an emotion with negative valence--decreases trust. Specifically, they found that emotions characterized by other-person control (anger and gratitude) and weak control appraisals (happiness) influence trust significantly more than emotions characterized by personal control (pride and guilt) or situational control (sadness). These findings suggest that emotions are more likely to be misattributed when the appraisals of the emotion are consistent with the judgment task than when the appraisals of the emotion are inconsistent with the judgment task. Emotions do not influence trust when individuals are aware of the source of their emotions or when individuals are very familiar with the trustee.     

The Parents Matter! Program Interventions: Content and the Facilitation Process

The Parents Matter! Program (PMP) has developed three interventions for parents of 4th and 5th grade African-American children (9–12 years old). The overarching goal of all three interventions is to provide parents with knowledge, skills, and support for enhancing their efforts to raise healthy children. The interventions are: (1) Enhanced Communication and Parenting (five 2 -hour sessions), (2) Brief Communication and Parenting (single 2 -hour session), and (3) General Health (single 2 -hour session). This article discusses the development of these interventions, presents an overview of the content of each intervention, and discusses issues related to the facilitation/presentation of these interventions.     

Location, location, location: the misprediction of satisfaction in housing lotteries

People tend to overestimate the emotional consequences of future life events, exhibiting an impact bias. The authors replicated the impact bias in a real-life context in which undergraduates were randomly assigned to dormitories (or "houses"). Participants appeared to focus on the wrong factors when imagining their future happiness in the houses. They placed far greater weight on highly variable physical features than on less variable social features in predicting their future happiness in each house, despite accurately recognizing that social features were more important than physical features when asked explicitly about the determinants of happiness. In Experiment 2, we found that this discrepancy emerged in part because participants exhibited an isolation effect, focusing too much on factors that distinguished between houses and not enough on factors that varied only slightly, such as social features.