Delighted and distracted: positive affect increases priming for irrelevant information

Emotional states are known to influence how people process relevant information. Here, we address the impact of emotional state on irrelevant information. In this experiment, participants were randomly assigned to a neutral or positive mood induction, and then completed a task that involved viewing a sequence of overlapping pictures and words. They were instructed to attend to the pictures and ignore the distracting words. Following a filled interval, implicit memory for the distracting words was tested using a word fragment completion task. Individuals in the positive mood group showed increased implicit memory for previously irrelevant information compared to those in the neutral mood group. These findings are consistent with the view that positive mood broadens attention to include encoding of irrelevant information in the environment, and this can impact subsequent performance.     

Predicting dangerousness with two Millon Adolescent Clinical Inventory psychopathy scales: the importance of egocentric and callous traits

Psychopathy in youth has received increased recognition as a critical clinical construct for the evaluation and management of adolescents who have come into contact with the law (e.g., Forth, Hare, & Hart, 1990; Frick, 1998; Lynam, 1996, 1998). Although considerable attention has been devoted to the adult construct of psychopathy and its relation to recidivism, psychopathy in adolescents has been less thoroughly researched. Recently, a psychopathy scale (Murrie and Cornell Psychopathy Scale; Murrie & Cornell, 2000) was developed from items of the Millon Adolescent Clinical Inventory (MACI; Millon, 1993). This scale was found to be highly related to the Psychopathy Checklist-Revised (Hare, 1991) and was judged to have demonstrated good criterion validity. A necessary step in the validation process of any psychopathy scale is establishing its predictive validity. With this in mind, we investigated the ability of the MACI Psychopathy Scale to predict recidivism with 55 adolescent offenders 2 years after they had been evaluated at a juvenile court evaluation unit. In addition, we devised a psychopathy scale from MACI items that aligned more closely with Cooke and Michie (2001) and Frick, Bodin, and Barry's (2001) recommendations for the refinement of psychopathy and tested its predictive validity. Results indicate that both scales had predictive utility. Interpersonal and affective components of the revised scale were particularly important in the prediction of both general and violent reoffending.     

Communicative deficits in agenesis of the corpus callosum: nonliteral language and affective prosody

While some individuals with agenesis of the corpus callosum can perform normally on standardized intelligence tests, clinical observations suggest that they nevertheless have deficits in the domains of fluid and social intelligence. Particularly important for social competence is adequate understanding and use of paralinguistic information. This study examined the impact of callosal absence on the processing of pragmatic and paralinguistic information. Young adult males with agenesis of the corpus callosum (ACC) were evaluated in the areas of nonliteral language comprehension, proverb recognition and interpretation, and perception of affective prosody. Ten ACC individuals with normal Wechsler IQ were compared to 14 sex, age, and IQ matched normal controls. The Formulaic and Novel Language Comprehension Test (FANL-C), Gorham Proverbs Test, and LA Prosody Test were administered. ACC subjects exhibited significant impairment on the nonliteral items of the FANL-C, but no significant difference from controls in comprehension of literal items. ACC subjects also exhibited significant deficits in both self-generated interpretation and recognition of proverb meaning, and in recognition of affective prosody. These results demonstrate that normally intelligent individuals with ACC are impaired in the understanding of nonliteral language and emotional-prosodic cues that are important in social communication. In all three tests, the performance of individuals with ACC was similar to patients with right hemisphere brain damage. Thus, persons with ACC appear to lack interhemispheric integration of critical aspects of language processed by the right hemisphere.     

Explicit and implicit memory for rotating objects

Although both the object and the observer often move in natural environments, the effect of motion on visual object recognition ha not been well documented. The authors examined the effect of a reversal in the direction of rotation on both explicit and implicit memory for novel, 3-dimensional objects. Participants viewed a series of continuously rotating objects and later made either an old-new recognition judgment or a symmetric-asymmetric decision. For both tasks, memory for rotating objects was impaired when the direction of rotation was reversed at test. These results demonstrate that dynamic information can play a role in visual object recognition and suggest that object representations can encode spatiotemporal information.     

Early school competence: the roles of sex-segregated play and effortful control

The purpose of this research was to examine the role that young children's same-sex peer interactions play in influencing early school competence. The authors also examined the degree to which effortful control (EC) moderated these relations. The same-sex play preferences of 98 young children (50 boys and 48 girls; mean age = 54.77 months) were observed during the fall semester. At the end of the fall semester, one set of teachers reported on children's EC, and at the end of the following springsemester, another set reported on children's school competence (social, academic, and perceptual-motor). Results revealed that EC moderated the relations of children's same-sex play to their school competence. These patterns differed for boys and girls such that same-sex play was positively related to school outcomes for boys high in EC and for girls low in EC.     

Service Learning in Graduate Counselor Education: Developing Multicultural Counseling Competency

Service learning integrates classroom instruction with community service to enhance learning. This article describes the service‐learning model used in a multicultural counseling course. The feedback received indicated service learning enhanced multicultural counseling knowledge, increased examination of cultural bias, increased community feelings of support, and resulted in a powerful learning experience for participants. Servicios de aprendizaje integra las intruciones en la aula con el servicio de la comunidad para mejorar el aprendizaje. Este artículo describe el uso del modelo de servicios de aprendizaje en un curso de terapia multicultural. La respuesta acogida indica que el servicio de aprendizaje mejoró el conocimiento de terapia multicultural, aumento de examinación de la parcialidad de cultura, y el aumento de apoyo de comunidad, y resultó en una potente experiencia de aprendizaje para los participantes.     

Chronic sodium azide treatment impairs learning of the Morris water maze task.

A reduction in the activity of cytochrome oxidase, a respiratory chain enzyme, has been recently identified in mitochondria from blood platelets and postmortem brain tissue from Alzheimer's disease (AD) patients. We have developed an animal model of this deficit in rats by chronic subcutaneous infusion of sodium azide, a selective inhibitor of cytochrome oxidase, delivered via Alzet 2ML4 osmotic minipumps. In previous work, azide-treated rats were impaired in an appetitively motivated spatial learning task, the radial arm maze. In the present investigation, we tested male Sprague-Dawley rats (350-400 g), which were tonically infused with azide or saline, on an aversively motivated spatial task, the Morris water maze. Azide-treated rats were impaired on both acquisition and retention of this task, without showing evidence of a motor impairment. Thus, the present results are consistent with previous findings showing that chronic azide treatment produces a learning and memory deficit. These findings strengthen the hypothesis that azide treatment in rats produces a useful animal model of some aspects of AD.     

Is automatic imitation a specialized form of stimulus–response compatibility? Dissociating imitative and spatial compatibilities

In recent years research on automatic imitation has received considerable attention because it represents an experimental platform for investigating a number of interrelated theories suggesting that the perception of action automatically activates corresponding motor programs. A key debate within this research centers on whether automatic imitation is any different than other long-term S-R associations, such as spatial stimulus-response compatibility. One approach to resolving this issue is to examine whether automatic imitation shows similar response characteristics as other classes of stimulus-response compatibility. This hypothesis was tested by comparing imitative and spatial compatibility effects with a two alternative forced-choice stimulus-response compatibility paradigm. The stimulus on each trial was a left or right hand with either the index or middle finger tapping down. Speeded responses were performed with the index or middle finger of the right hand in response to the identity or the left-right spatial position of the stimulus finger. Two different tasks were administered: one that involved responding to the stimulus (S-R) and one that involved responding to the opposite stimulus (OS-R; i.e., the one not presented on that trial). Based on previous research and a connectionist model, we predicted standard compatibility effects for both spatial and imitative compatibility in the S-R task, and a reverse compatibility effect for spatial compatibility, but not for imitative compatibility, in the OS-R task. The results from the mean response times, mean percentage of errors, and response time distributions all converged to support these predictions. A second noteworthy result was that the recoding of the finger identity in the OS-R task required significantly more time than the recoding of the left-right spatial position, but the encoding time for the two stimuli in the S-R task was equivalent. In sum, this evidence suggests that the processing of spatial and imitative compatibility is dissociable with regard to two different processes in dual processing models of stimulus-response compatibility.     

Further Examination of Covert Audio Coaching on Improving Employment Skills among Secondary Students with Autism

Individuals with autism spectrum disorder (ASD) have difficulty maintaining employment, and there are few evidenced-based practices to guide professionals when developing employment skills among this population. The purpose of this study was to extend the literature on covert audio coaching (CAC) by examining its effects on high school students with ASD performing a job task. We used a multiple baseline design across participants. With the introduction of CAC, the participants’ job task accuracy and fluency improved. Additionally, the participants’ skills maintained for several weeks and showed preliminary evidence of effectiveness for the same task completed in a community-based worksite.