Span of perception as related to two stimulus-report intervals

The Psychological Record -     

The New Discourses on Educational Leadership: An Introduction

Studies in Philosophy and Education -     

Skills Training for Spouses of Patients with Alzheimer's Disease: Outcomes of an Intervention Study

The effects of a 12-week intervention on a patient-focused skills training group and a caregiver-focused skills training group were compared with those on a control group that received comparable attention, but no training. Intervention effects were monitored at the completion of the treatment phase and at 3- and 6-months postintervention. Treatment implementation was documented in a comprehensive fashion to ensure replicability. Both training groups acquired skills that enabled them to improve targeted behaviors (patient problem behaviors and caregiver mood, respectively). Weaker effects were found for more distal outcomes, such as depression, perceived stress, caregiver strain, and self-efficacy.     

Variation in hypothalamic-pituitary-adrenal axis activity among bullied and non-bullied children

We examined the relationship between being bullied during childhood and activity of the hypothalamic-pituitary-adrenal (HPA) axis as assessed through repeated measures of salivary cortisol. A non-clinical sample of 154 (74 boys) predominantly Caucasian middle-class 12-year-olds each provided detailed information about their experiences with bullying and six saliva samples were standardized across time and day. Children with a history of child maltreatment, diagnosed psychiatric illness, foster care placement, medication use (psychotropic and oral contraception) and aggression directed toward peers and/or family members were excluded. Using multilevel regression and applying orthogonal polynomial contrasts to model the observed circadian pattern in the data, we found that occasional and frequent verbal peer victimization was associated with hyposecretion of cortisol when controlling for sex, pubertal status, age, depression and anxiety. This relation, however, was moderated by sex. For boys, occasional exposure was associated with higher cortisol levels, whereas for girls exposure was associated with lower cortisol levels. The present study highlights the need to consider the plight of peer-victimized children seriously, as it is associated with alterations to the HPA axis that affect males and females differently, and likely diminishes a person's ability to cope with stress, possibly placing them at risk for psychopathology and ill health.     

Up-regulation of exploratory tendencies does not enhance general learning abilities in juvenile or young-adult outbred mice

"General cognitive ability" describes a trait that transcends specific learning domains and impacts a wide range of cognitive skills. Individual animals (including humans) exhibit wide variations in their expression of this trait. We have previously determined that the propensity for exploration is highly correlated with the general cognitive abilities of individual outbred mice. Here, we asked if inducing an increase in exploratory behaviors would causally promote an increase in animals' general learning abilities. In three experiments, juvenile and young-adult male CD-1 outbred mice were exposed to 12 novel environments starting at post-natal days 39 (juvenile) and 61 (young adult), after which they underwent a series of cognitive and exploratory tests as adults (beginning at post-natal day 79). Exposure to novel environments promoted increases in exploration (across multiple measures) on two different tasks, including an elevated plus maze. However, a subsequent test of general learning abilities (aggregate performance across five distinct learning tasks) determined that exposure to novel environments as juveniles or young-adults had no effect on general learning abilities in adulthood. Therefore, while exposure to novel environments promotes long-lasting increases in mice's exploratory tendencies, these increases in exploration do not appear to causally impact general learning abilities.     

Cultural Background and Individualistic–Collectivistic Values in Relation to Similarity, Perspective Taking, and Empathy

A path model testing antecedents and consequences of perceived similarity was examined for Asian and European Australian participants ( N  = 240). Cultural background and values were measured, and participants read scenarios describing a target in distress acting according to individualistic or collectivistic values. Consistent with past research, feeling similar to the target was linked to perspective taking and empathy. Moreover, Asian participants were more collectivistic, and collectivistic values were linked to higher empathy. In the present data, however, both endorsed higher levels of collectivism than individualism; individualism scores were equal; and the two values were positively correlated. Moreover, neither cultural background nor values were consistently linked to similarity. Implications are discussed for research on cultural background, values, and social interactions.     

Terrorism, Identity, and Conflict Management

Social psychological research on the consequences and antecedents of terrorism are reviewed, and implications for conflict management are discussed. The research is theoretically and socially interesting because it deals with the intersection of identity and psychological threat with political choices in conflict. A model of identity politics and agentic normative influence is described which draws attention to the importance of stopping the spread of terrorist identity and norms as the key challenge in counter-terrorism. An identity politics approach would argue that terrorists should be defined narrowly, while non-violent leaders of the terrorists' constituents should be recognized and rewarded as representatives of their constituents. As such, the analysis suggests a pessimistic prospect for terror in the 2010s.     

Effects of response blocking and competing stimuli on stereotypic behavior

The effects of response blocking and competing stimuli on stereotypy and aggression were examined in an analysis conducted with a young girl diagnosed with autism and intellectual disability. A functional analysis of the stereotypic behavior revealed that blocking stereotypy increased aggression. The treatment analysis revealed that the provision of competing stimuli, without response blocking resulted in decreases in both topographies. Findings suggest that the provision of competing stimuli may be less likely to occasion other behaviors than blocking. Copyright © 2009 John Wiley & Sons, Ltd.