The role of awakening cortisol and psychological distress in diurnal variations in affect: a day reconstruction study

People often feel unhappy in the morning but better later in the day, and this pattern may be amplified in the distressed. Past work suggests that one function of cortisol is to energize people in the morning. In a study of 174 students, we tested to see whether daily affect patterns, psychological distress, and awakening cortisol levels were interlinked. Affect levels were assessed using the Day Reconstruction Method and psychological distress was measured using the Depression Anxiety Stress Scales. On average, positive affect increased markedly in a linear pattern across the day, whereas negative affect decreased linearly. For the highly distressed, this pattern was stronger for positive affect. Lower than average morning cortisol, as assessed by two saliva samples at waking and two samples 30 min after waking, predicted a clear increasing pattern of positive affect throughout the day. When we examined the interlinkages between affect patterns, distress, and cortisol, our results showed that a pronounced linear increase in positive affect from morning through to evening occurred chiefly among distressed people with below average cortisol levels upon awakening. Psychological distress, although not strongly associated with morning cortisol levels, does appear to interact with cortisol levels to profoundly influence affect.     

Stories of family, stories of self: developmental pathways to interpretive thought during adolescence

Research has shown that a hallmark of adolescent development is the growing capacity to interpret human intentionality. In this chapter, the authors examine developmental change in this capacity, which they have termed interpretive thought, in two types of stories, family and autobiographical, told by Canadian youth aged ten to seventeen years. Illustrative examples reveal that youth coordinate an increasing number of psychological components and in so doing, create increasingly abstract and coherent psychological profiles of self and others.     

The Adult Attachment Projective Picture System: integrating attachment into clinical assessment

This article summarizes the development and validation of the Adult Attachment Projective System (AAP), a measure we developed from the Bowlby-Ainsworth developmental tradition to assess adult attachment status. The AAP has demonstrated excellent concurrent validity with the Adult Attachment Interview (George, Kaplan, & Main, 1984/1985/1996; Main & Goldwyn, 1985-1994; Main, Goldwyn, & Hesse, 2003), interjudge reliability, and test-retest reliability, with no effects of verbal intelligence or social desirability. The AAP coding and classification system and application in clinical and community samples are summarized. Finally, we introduce the 3 other articles that are part of this Special Section and discuss the use of the AAP in therapeutic assessment and treatment.     

Shari‘a in Sydney and New York: A Perspective from Professionals and Leaders Dealing with Islamic Law

This article explores how Shari‘a is conceptualized and experienced by 50 Muslim legal professionals and leaders in Sydney and New York. It analyses qualitative data on issues concerning the experience of Muslims with Shari‘a, on how this can be improved in both countries and on how compatible Shari‘a is with their respective legal systems. While the Muslim community should not be homogenized in either of these two global cities, the analysis discovers strong similarities with regard to dealing with a parallel legal system and implementing a more formal process. The New York sample expresses stronger support for a more community-based approach, while the focus on Shari‘a compliant business is stronger among the Australian participants. With regard to gender issues, the large majority of the respondents offer a strong reflective approach to dealing with these issues.     

The Effects of Visual Arts Pedagogies on Children's Intrinsic Motivation,Creativity, Artistic Skill,and Realistic Drawing Ability

This exploratory study compared the effects of two different teaching methods (teacher‐directed vs. choice‐based) on the overall art skills, realistic drawing ability, intrinsic motivation to pursue art, and creativity in art productions in children attending the two art programs. The sample consisted of 83 third graders who completed two art exercises and an intrinsic motivation questionnaire. Using the Consensual Assessment Technique, 20 undergraduate art majors rated each drawing on creativity, overall artistic skill, and realistic drawing ability; these scores showed high‐internal consistency and served as measures for art skills and creativity. Children from the teacher‐directed program scored significantly higher on art skill (M = 3.09) than the children from the choice‐based program (M = 2.53, p = .025). Children from the teacher‐directed program also performed better on realistic drawing (M = 3.7, p = .038) than the children from the choice‐based program (M = 2.99). Art teaching method did not predict intrinsic motivation or creativity. Further analyses showed significant correlations between intrinsic motivation scores and overall art skill (r = .376, p = .002) and realistic drawing skill (r = .335, p = .007). Participating in the teacher‐directed program is associated with higher levels of artistic skill and realistic drawing ability, which are correlated with increased intrinsic motivation.     

Regional variation in the inversion effect for faces: differential effects for feature shape, feature configuration, and external contour

Faces are perceived via an orientation-dependent expert mechanism. We previously showed that inversion impaired perception of the spatial relations of features more in the lower face than in the (more salient) upper face, suggests a failure to rapidly process this type of structural data from the entire face. In this study we wished to determine if this interaction between inversion and regional salience, which we consider a marker for efficient whole-face processing, was specific to second-order (coordinate) spatial relations or also affected other types of structural information in faces. We used an oddity paradigm to test the ability of seventeen subjects to discriminate changes in feature size, feature spatial relations, and external contour in both the upper and lower face. We also tested fourteen subjects on perception of two different types of spatial relations: second-order changes that create plausible alternative faces, and illegal spatial changes that transgress normal rules of facial geometry. In both experiments we examined for asymmetries between upper-face and lower-face perceptual accuracy with brief stimulus presentations. While all structural changes were less easily discerned in inverted faces, only changes to spatial relations showed a marked asymmetry between the upper and lower face, with far worse performance in the mouth region. Furthermore, this asymmetry was found only for second-order spatial relations and not illegal spatial changes. These results suggest that the orientation-dependent face mechanism has a rapid whole-face processing capacity specific to the internal second-order (coordinate) spatial relations of facial features.     

New evidence on the suggestibility of memory: the role of retrieval-induced forgetting in misinformation effects

Extending recent work that has demonstrated that the act of remembering can result in the inhibition of related items in memory, the present research examined whether retrieval-induced forgetting could provide a mechanism for explaining misinformation effects. Specifically, the authors found in their first study that the inhibition of critical items rendered the recollection of postevent information more likely in a subsequent test of memory. The authors established in their second study that when guided retrieval practice and final recall tests were separated by 24 hr, retrieval-induced forgetting failed to emerge and misinformation effects were absent. In contrast, a delay of 24 hr between initial encoding and guided retrieval practice produced not only retrieval-induced forgetting but also misinformation effects.