The role of signals in two variations of differential‐reinforcement‐of‐low‐rate procedures

Differential‐reinforcement‐of‐low‐rate (DRL) schedules are used to decrease the overall rate of, but not eliminate, a target response. Two variations of DRL, spaced‐responding and full‐session, exist. Preliminary comparative analyses suggest that the two schedules function differently when unsignaled. We compared response rates under these two DRL variations with and without signals. In Experiment 1, five preschool students played a game in which points were earned under DRL schedules. In some sessions, a stimulus signaled when responses would be reinforced (S+) or not reinforced (S‐). In others, only an S‐ was present. Signals (S+/S‐) facilitated and maintained responding in both types of DRL schedules. In Experiment 2, we modified the signals with five different preschoolers. Instead of an S‐ only, we did not present any signals. Elimination and high variability of the target response were observed with the S‐ only and absence of S+/S‐, respectively. Signaled DRL schedules are recommended for application.     

Mental toughness, stress, stress appraisal, coping and coping effectiveness in sport

The aim of the present study was to investigate the relationship between mental toughness, stressor appraisal, coping strategies and coping effectiveness among a sample of athletes. Participants were 482 athletes (male n = 305; female n = 177), aged between 16 and 45 years (M age = 20.44 years, SD = 3.98). In support of a priori predictions, mental toughness was associated with stress intensity and control appraisal, but not the type of stressor experienced by athletes. Total mental toughness and its six components predicted coping and coping effectiveness in relation to the self-selected stressor. In particular, higher levels of mental toughness were associated with more problem-focused coping, but less emotion-focused and avoidance coping. Coping effectiveness was influenced by the coping strategy employed by the athletes.     

Frequent mastery testing with second-chance exams leads to enhanced student learning in undergraduate engineering

Laboratory studies have routinely demonstrated that testing often leads to greater learning and retention than repeated studying. In the classroom, this effect has been replicated with memory and application tasks. However, studies of classrooms involving mathematical problem solving are sparse and have had mixed results. This paper presents the results of a quasi-experimental study in an undergraduate science, technology, engineering, and mathematics course that investigated more frequent testing that incorporated aspects of mastery testing and second-chance testing. Students in the frequent testing cohort scored seven percentage points higher and earned twice the number of As and half the number of failing grades. The advantage of frequent second-chance mastery testing was found for both multiple-choice and free-response questions and remained after controlling for differences in student ability. Women and underrepresented minority students benefited from the altered testing environment to the same extent as the general population.     

The role of intersensory redundancy in the emergence of social referencing in 5½-month-old infants

Early evidence of social referencing was examined in 5?-month-old infants. Infants were habituated to 2 films of moving toys, one toy eliciting a woman's positive emotional expression and the other eliciting a negative expression under conditions of bimodal (audiovisual) or unimodal visual (silent) speech. It was predicted that intersensory redundancy provided by audiovisual (but not available in unimodal visual) events would enhance detection of the relation between emotional expressions and the corresponding toy. Consistent with predictions, only infants who received bimodal, audiovisual events detected a change in the affect-object relations, showing increased looking during a switch test in which the toy-affect pairing was reversed. Moreover, in a subsequent live preference test, they preferentially touched the 3-dimensional toy previously paired with the positive expression. These findings suggest social referencing emerges by 5? months in the context of intersensory redundancy provided by dynamic multimodal stimulation and that even 5?-month-old infants demonstrate preferences for 3-dimensional objects on the basis of affective information depicted in videotaped events.     

Families, Gender Relations and Social Change in Brazil: Practices, Discourse, Policy

We discuss three different areas in which policies on gender and the family have been debated and formulated in Brazil, revealing both the forces of change and the many contradictions that are at work within this society today. After a brief look at the historical vicissitudes of families and family life in Brazil, as representations and as forms of social organization, we come to our more immediate context: the re-democratization processes that engulfed Brazilian society as of the 1980s and the social actors generated therein. Issues relating to gender and sexuality become increasingly visible on the broad political agenda that, notwithstanding national specificities, also converges with social, political and cultural trends emerging all over the world in the latter decades of the twentieth century. The three specific issues we discuss here—the Maria da Penha Law on domestic violence, efforts regarding the legalization of abortion and recent debates that have emerged around a bill introduced to give legal status to same-sex relationships—provide testimony of a society characterized by tensions between mechanisms sustaining restrictive definitions of family, linked to male dominance, heterosexism and hierarchical gender roles, and those that push toward more egalitarian, diverse and democratic family relations.     

Exploring Culture-Specific Differences in Beliefs about Causes, Kinship and the Heritability of Major Depressive Disorder: The Views of Anglo-Celtic and Chinese-Australians

The aim of this study was to explore cultural differences in causal attributions and beliefs about heritability of major depressive disorder (MDD). Face-to-face interviews with Anglo-Celtic- and Chinese-Australians community members with a family history of MDD were conducted and subjected to a rigorous qualitative analysis, using the computer software NVivo. Sixteen Anglo-Celtic-Australians and 16 Chinese-Australians were interviewed. Both groups believed that a combination of genetic and environmental factors contributed to MDD, that stress was an important cause of MDD, and that coping factors were significant moderators of the impact of stress on MDD. Both cultural groups believed that the causes of MDD affecting multiple family members included a shared family environment and a “contagion effect”, in addition to genetics. Unique to the Chinese-Australian group was the beliefs that parental pressures to exceed academically contributed to MDD; this cultural group also reported beliefs that depression was due to God’s will or alternatively fate, which in turn was related to attributions to feng shui and auspicious dates. This study documented key culture-specific differences in beliefs about causes and inheritance of MDD; such differences have major implications for clinician-patient communication about genetic risk associated with having a family history of MDD.     

Studying Children’s Religious Knowledge: Contributions of Ethnography and the Clinical-Critical Method

We analyze different methodological and conceptual contributions of anthropology and psychogenetic theory to the research of children’s religious knowledge. We argue that for the study of children’s points of view it is possible to build an approach that links aspects studied by both disciplinary fields. With this aim, we revise some of their basic theoretical assumptions and recent reviews as well as their methodological proposals. Then we review the core characteristics of ethnography and the clinical–critical method—proposed by Piaget’s psychogenetic theory—with the goal of stressing their potentialities as well as their limitations in research. We argue that within an ethnographic approach, we must establish certain restrictions on the clinical–critical method following basic premises of social anthropology. This approach lets us demonstrate the importance of understanding children’s constructions by placing them within social relations that children produce and update in everyday interactions.     

Self-conscious emotions in patients suffering from chronic musculoskeletal pain: A brief report

Objective: The role of self-conscious emotions (SCEs) including shame, guilt, humiliation and embarrassment are of increasing interest within health. Yet, little is known about SCEs in the experience of chronic pain. This study explored prevalence and experience of SCEs in chronic pain patients compared to controls and assessed the relationship between SCEs and disability in pain patients.

Design and measures: Questionnaire assessment comparing musculoskeletal pain patients (n = 64) and pain-free control participants (n = 63). Pain was assessed using the McGill Pain Questionnaire; disability, using the Roland–Morris Disability Questionnaire; and six SCEs derived from three measures (i) Test of Self-Conscious Affect-3 yielding subscales of shame, guilt, externalisation and detachment (ii) The Brief Fear of Negative Evaluation Scale and (iii) The Pain Self-Perception Scale assessing mental defeat.

Results: Significantly greater levels of shame, guilt, fear of negative evaluation and mental defeat were observed in chronic pain patients compared to controls. In the pain group, SCE variables significantly predicted affective pain intensity; only mental defeat was significantly related to disability.

Conclusion: Findings highlight the prevalence of negative SCEs and their importance in assessment and management of chronic pain. The role of mood in this relationship is yet to be explored.