An analysis of modifications to the three-step guided compliance procedure necessary to achieve compliance among preschool children

After a 3‐step guided compliance procedure (vocal prompt, vocal plus model prompt, vocal prompt plus physical guidance) did not increase compliance, we evaluated 2 modifications with 4 preschool children who exhibited noncompliance. The first modification consisted of omission of the model prompt, and the second modification consisted of omitting the model prompt and decreasing the interprompt interval from 10 s to 5 s. Each of the modifications effectively increased compliance for 1 participant. For the remaining 2 participants, neither modification was effective; differential reinforcement in the form of contingent access to a preferred edible item was necessary to increase compliance. Problem behavior varied across participants, but was generally higher during guided compliance conditions and lower during differential reinforcement conditions.     

The Awareness of Consequences Scale: An Exploration,Empirical Analysis,and Reinterpretation

The value–belief–norm model assumes that egoistic, social‐altruistic, and biospheric value orientations causally influence how people cognitively structure beliefs regarding adverse environmental consequences. Empirical studies have administered the Awareness of Consequences (AC) scale to differentiate between these 3 orientations. We report an analysis that challenges previous work in the field. Evidence is presented that indicates the AC scale should be reinterpreted as a measure of beliefs supporting environmental action and beliefs supporting environmental inaction. The beliefs supporting environmental action appear to be differentiable according to beliefs in the positive consequences from environmental protection and the seriousness of environment harm. This has major implications for the value–belief–norm model and its application.     

Do You Think You're Sexy,Tall, and Thin? The Prediction of Self‐Rated Attractiveness,Height, and Weight

Research suggests that self‐reports of personal attributes, including physical characteristics, are often distorted. The present study examined discrepancies between self‐ and observer or actual reports of attractiveness, height, and weight, and investigated the role of esteem and gender role scales in the prediction of such discrepancies. Results indicated that attractiveness discrepancies were predicted by high esteem and traditional gender roles, height discrepancies were predicted by agency, and weight discrepancies were predicted by personal efficacy. Results also indicated that esteem and gender role characteristics are important in the perception of self‐relevant information.     

Aging-related cocontraction effects during ankle strategy balance recovery following tether release in women

Increased antagonistic muscle activation during balance recovery has been documented during proprioceptive reliant responses in older adults. The authors examined ankle muscle cocontraction levels in young and older adults during balance recovery from a tether-release-induced, vestibular-input-reliant perturbation. Nine healthy young adult and 9 older women without history of falls performed maximum isometric plantar flexion and dorsiflexion trials followed by balance recovery trials using the ankle strategy. Surface electromyography data normalized to isometric conditions were analyzed during the 100 ms prior to release, the 50 ms immediately after release, and the 100-ms epochs from 100-400 ms following release. No differences existed in gastrocnemius and soleus activity levels (p > .05), though antagonistic tibialis anterior activity was greater in the older adults during the 300-400 ms epoch (young: 23.5 ± 5.8%, older: 38.7 ± 9.4%; p = .001). Vestibular-dominated perturbations may increase antagonistic activity during the recovery phase in older adults, inhibiting efficient balance recovery during proprioceptive and vestibular reliant perturbations.     

Statistical equating with measures of oral reading fluency

Recent research on curriculum-based measurement of oral reading fluency has revealed important issues in current passage development procedures, highlighting how dissimilar passages are problematic for monitoring student progress. The purpose of this paper is to describe statistical equating as an option for achieving equivalent scores across non-parallel reading passages. The psychometric and design properties of words-correct scores are examined, and the requirements of traditional equating methods are discussed. Simulated and empirical words-correct scores are used to demonstrate the steps in the equating process and the situations in which each method is most appropriate.     

Use of electronic games by young children and fundamental movement skills?

This study investigated associations between pre-school children's time spent playing electronic games and their fundamental movement skills. In 2009, 53 children had physical activity (Actigraph accelerometer counts per minute), parent proxy-report of child's time in interactive and non-interactive electronic games (min./week), and movement skill (Test of Gross Motor Development-2) assessed. Hierarchical linear regression, adjusting for age (range = 3-6 years), sex (Step 1), and physical activity (cpm; M=687, SD=175.42; Step 2), examined the relationship between time in (a) non-interactive and (b) interactive electronic games and locomotor and object control skill. More than half (59%, n=31) of the children were female. Adjusted time in interactive game use was associated with object control but not locomotor skill. Adjusted time in non-interactive game use had no association with object control or locomotor skill. Greater time spent playing interactive electronic games is associated with higher object control skill proficiency in these young children. Longitudinal and experimental research is required to determine if playing these games improves object control skills or if children with greater object control skill proficiency prefer and play these games.     

Emotions in context: Anger causes ethnic bias but not gender bias in men but not women

Emotions influence information processing because they are assumed to carry valuable information. We predict that induced anger will increase ethnic but not gender intergroup bias because anger is related to conflicts for resources, and ethnic groups typically compete for resources, whereas gender groups typically engage in relations of positive interdependence. Furthermore, we also predict that this increased ethnic intergroup bias should only be observed among men because men show more group‐based reactions to intergroup conflict than women do. Two studies, with 65 and 120 participants, respectively, indeed show that anger induction increases ethnic but not gender intergroup bias and only for men. Intergroup bias was measured with an implicit measure. In Study 2, we additionally predict (and find) that fear induction does not change ethnic or gender intergroup bias because intergroup bias is a psychological preparation for collective action and fear is not associated with taking action against out‐groups. We conclude that the effect of anger depends on its specific informational potential in a particular intergroup context. These results highlight that gender groups differ on a crucial point from ethnic groups and call for more attention to the effect of people's gender in intergroup relations research. Copyright © 2012 John Wiley & Sons, Ltd.     

Is Adolescent Bullying an Evolutionary Adaptation?

Bullying appears to be ubiquitous across cultures, involving hundreds of millions of adolescents worldwide, and has potentially serious negative consequences for its participants (particularly victims). We challenge the traditionally held belief that bullying results from maladaptive development by reviewing evidence that bullying may be, in part, an evolved, facultative, adaptive strategy that offers some benefits to its practitioners. In support of this view, we draw from research that suggests bullying serves to promote adolescent bullies' evolutionarily-relevant somatic, sexual, and dominance goals, has a genetic basis, and is widespread among nonhuman animals. We identify and explain differences in the bullying behavior of the two sexes, as well as when and why bullying is adaptive and when it may not be. We offer commentary on both the failures and successes of current anti-bullying interventions from an evolutionary perspective and suggest future directions for both research and anti-bullying interventions.     

Understanding emotion: lessons from anxiety

We agree that conceptualisation is key in understanding the brain basis of emotion. We argue that by conflating facial emotion recognition with subjective emotion experience, Lindquist et al. understate the importance of biological predisposition in emotion. We use examples from the anxiety disorders to illustrate the distinction between these two phenomena, emphasising the importance of both emotional hardware and contextual learning.     

Perceived regard explains self- esteem differences in expressivity

Baumeister, Tice, and Hutton proposed that individuals with low self-esteem (LSEs) adopt a more cautious, self-protective self-presentational style than individuals with high self-esteem (HSEs). The authors predicted that LSEs' self-protectiveness leads them to be less expressive-less revealing of their thoughts and feelings-with others than HSEs, and that this self-esteem difference is mediated by their perceptions of the interaction partner's regard for them. Two correlational studies supported these predictions (Studies 1 and 2). Moreover, LSEs became more expressive when their perceived regard was experimentally heightened-when they imagined speaking to someone who was unconditionally accepting rather than judgmental (Study 3) and when their perceptions of regard were increased through Marigold, Holmes, and Ross's compliment-reframing task (Study 4). These findings suggest that LSEs' expressiveness can be heightened through interventions that reduce their concerns about social acceptance.