Priming insight in groups: Facilitating and inhibiting solving an ambiguously worded insight problem

We extend research on the priming of insight by studying group problem solving. Groups of 2–4 participants tried to solve an ambiguously worded problem in the presence of a prime that reinforced the dominant but incorrect interpretation of the problem, a prime that reinforced the uncommon but correct interpretation, or no prime. The paradigm involved participants asking questions of the experimenter that could only be answered “yes” or “no.” In Experiment 1, the prime was present throughout the solving period; in Experiment 2, it was removed prior to the solving period. In both experiments, the primes had their predicted effects. Patterns in the time taken to solve the problem supported the idea that groups stuck at the impasse were more or less able to restructure the problem, depending on the environmental context. Data from the questions asked and questionnaires converged with time taken to solve the problem, consistent with the view that restructuring a problem is an automatic process that produces insight. A comparison of the group data in Experiment 1 with individually tested participants’ data revealed that the insight of the groups benefited from their being able to recognize lines of questions to follow, to listen to answers to questions asked, and to evaluate and reject errors or assumptions.     

Observed Ward Behavior Strongly Associated with Independent Living Skills: An Analysis of Convergent and Criterion-Related Validity of the NOSIE and the ILSI

Ratings of ward behavior and skill acquisition are important criteria for monitoring an individual’s recovery trajectory during inpatient psychiatric rehabilitation. This study compared data from the Nurses’ Observational Scale for Inpatient Evaluation (NOSIE) and the Independent Living Skills Inventory (ILSI) to identify relationships between ward behaviors and independent living skills and to support the convergent validity of these instruments. The criterion-related validity of the instruments in their relationships with time in program (TIP) and number of previous hospitalizations (#HOSP) was also investigated. NOSIE “positive” subscales were more strongly related to living skills than NOSIE “negative” subscales. The NOSIE and the ILSI predicted TIP and postdicted #HOSP equally well. Implications for assessment and recommendations for future research are discussed.     

Effects of Sensory Deficit on Phalanx Force Deviation During Power Grip Post Stroke

The effect of sensory deficits on power grip force from individual phalanges was examined. The authors found that stroke survivors with sensory deficits (determined by the Semmes-Weinstein monofilament test) gripped with phalanx force directed more tangential to the object surface, than those without, although both groups had similar motor deficits (Chedoke-McMaster and Fugl-Meyer), grip strength, and skin friction. Altered grip force direction elevates risk of finger slippage against the object thus grip loss/object dropping, hindering activities of daily living. Altered grip force direction was associated with altered muscle activation patterns. In summary, the motor impairment level alone may not describe hand motor control in detail. Information about sensory deficits helps elucidate patients' hand motor control with functional relevance.     

The individual and “the general situation”: The tension barometer and the race problem at the University of Chicago, 1947–1954

This article explains how social theories that posited white attitudes as the root of racial injustice gained traction in postwar social thought. Examining the production of a “tension barometer,” an attitude survey that scholars from the University of Chicago's Committee on Education, Training, and Research in Race Relations created to predict interracial violence, I chart vigorous debate over the nature and causes of racial oppression in the critical postwar decades. Available—and unavailable—social scientific frameworks, activists” interests, and emerging anticommunism, the Committee's history shows, created an environment where individualistic conceptions of the race problem won out, despite critique. © 2010 Wiley Periodicals, Inc.     

Relatedness with teachers and peers during early adolescence: an integrated variable-oriented and person-oriented approach

The primary aims of the present longitudinal study were to examine (a) patterns of early transition relatedness with teachers and peers in 6th grade, (b) whether pre-transition behavior in 5th grade predicted early transition relatedness in 6th grade, and (c) how unique indicators of early transition relatedness with teachers and peers and patterns of early transition relatedness were associated with school adjustment among 383 rural, lower- to middle-class, White youth. Results suggest that behavioral characteristics in elementary school may contribute to early transition patterns of relatedness with teachers and peers in middle school. Findings also indicate that having a pattern of poor relationships with the primary social partners in the school context is negatively associated with adjustment above and beyond the independent indicators of relatedness. Implications for school practice are discussed.     

Prolonged institutional rearing is associated with atypically large amygdala volume and difficulties in emotion regulation

Early adversity, for example poor caregiving, can have profound effects on emotional development. Orphanage rearing, even in the best circumstances, lies outside of the bounds of a species-typical caregiving environment. The long-term effects of this early adversity on the neurobiological development associated with socio-emotional behaviors are not well understood. Seventy-eight children, who include those who have experienced orphanage care and a comparison group, were assessed. Magnetic resonance imaging (MRI) was used to measure volumes of whole brain and limbic structures (e.g. amygdala, hippocampus). Emotion regulation was assessed with an emotional go-nogo paradigm, and anxiety and internalizing behaviors were assessed using the Screen for Child Anxiety Related Emotional Disorders, the Child Behavior Checklist, and a structured clinical interview. Late adoption was associated with larger corrected amygdala volumes, poorer emotion regulation, and increased anxiety. Although more than 50% of the children who experienced orphanage rearing met criteria for a psychiatric disorder, with a third having an anxiety disorder, the group differences observed in amygdala volume were not driven by the presence of an anxiety disorder. The findings are consistent with previous reports describing negative effects of prolonged orphanage care on emotional behavior and with animal models that show long-term changes in the amygdala and emotional behavior following early postnatal stress. These changes in limbic circuitry may underlie residual emotional and social problems experienced by children who have been internationally adopted.     

Body satisfaction and pressure to be thin in younger and older Muslim and non-Muslim women: The role of Western and non-Western dress preferences

Younger and older Muslim and non-Muslim women living in the United States completed questionnaires about body satisfaction and their internalization of Western standards of beauty (thin-ideal). Younger Muslim women wearing non-Western clothing and a head veil were significantly less likely to express drive for thinness or pressure to attain a thin-ideal standard of beauty than women wearing Western dress or younger women wearing non-Western dress without a head veil. Older women, while expressing greater discrepancy between their ideal body shape and their current body shape, and less satisfaction with their bodies than younger women, reported less drive for thinness and less pressure to attain the Western thin-ideal standard of beauty than younger women. These results are discussed in terms of how factors such as age and religion may serve as protective factors against a strong or unhealthy drive for thinness or thin-ideal standard.     

The Role of Basic, Self-Conscious and Self-Conscious Evaluative Emotions in Children’s Memory and Understanding of Emotion

In past research, emotion has been classified as basic, self-conscious or self-conscious evaluative, with each type of emotion being progressively more difficult for children to understand (Lewis, M. (2000a). In M. Lewis & J. M. Haviland-Jones (Eds.), Handbook of emotions (2nd ed., pp. 265–280), New York, NY: The Guilford Press). Although researchers have examined children’s understanding of individual emotions (e.g., guilt), researchers have not assessed children’s understanding and memory for emotions based on this classification. In the present research, 6-, 8- and 10-year-old children’s memory and understanding of basic, self-conscious and self-conscious evaluative emotions were examined. Although a memory advantage was found for emotions, this effect was less so for the younger children and less so for non-basic emotions. In fact, 6-year-old children and, to a lesser extent 8-year-old children, were more likely than older children to recall self-conscious and self-conscious evaluative emotions with basic emotion labels, and were more likely to explain them using basic emotion labels. Overall, negative emotions (e.g., mad, guilt) were better recalled than positive emotions (e.g., happy, pride), regardless of type of emotion. Gender differences were found as girls were more likely to remember emotion than boys, especially when the emotion action was specifically labeled and a female character experienced it. Proportions of this research were presented at the biennial meeting of the Society for Research in Child Development (2005), Atlanta, Georgia and the meeting of the Cognitive Development Society (2005), San Diego, CA.     

Factors predictive of a fetal alcohol spectrum disorder diagnosis: Parent and teacher ratings

Diagnostic assessment in Fetal Alcohol Spectrum Disorder (FASD) is informed by multidisciplinary assessment incorporating objective (i.e., test measures) and subjective means, such as parent and teacher behavior ratings. The purpose of this study was to extend our previous neuropsychological test findings by identifying parent and teacher ratings of academic achievement, attention, executive functioning, and adaptive functioning as predictors of an FASD diagnosis. The charts of 315 children and adolescents with prenatal alcohol exposure (PAE) who underwent assessment for FASD were retrospectively reviewed. Direct logistic regressions analyzed the contribution of different ratings on the likelihood of an FASD diagnosis. The results suggest that a number of rating measures do contribute toward accurately differentiating those with FASD from within a PAE population, including teacher ratings of learning problems, inattention, and adaptive skills. The classification accuracy for each regression was clinically significant (59.1–70.8%). Children with worse ratings on these variables are approximately 1.5 to 2 times more likely to receive an FASD diagnosis. Only teacher ratings (not parent) significantly contributed to whether a diagnosis was made, suggesting that teacher observational rating scales are a critical component of an FASD assessment. Together with our previous research examining neuropsychological evaluation and FASD diagnostic assessment, this study helps to further guide decisions to streamline care in multidisciplinary assessment and intervention planning.