Familiarity from orthographic information: Extensions of the recognition without identification effect

Two experiments were conducted to investigate the effect of letter location information in recognition memory judgments. The experiments used the recognition without identification paradigm (Peynircioglu, 1990), in which participants first attempt to identify the test item and then make a recognition decision as to whether or not the item was studied. In these studies, items that are not identified but that correspond to items that were presented are typically still rated as more likely to have been studied than those that were not presented. The present experiments demonstrated this finding with a variant of the conjunction lure paradigm. In Experiments 1 and 2, participants were tested with word fragments that were made from the letters of two words. When the letters were from studied items, fragments were rated higher than when the test items were derived from two unstudied items, or one studied item and one unstudied item, suggesting that recognition without identification is prone to the same types of errors as recognition with identification. Results are discussed in terms of familiarity effects in recognition memory.     

Multiple Determinants of Externalizing Behavior in 5-Year-Olds: A Longitudinal Model

In a community sample of 116 children, assessments of parent-child interaction, parent-child attachment, and various parental, child, and contextual characteristics at 15 and 28 months and at age 5 were used to predict externalizing behavior at age 5, as rated by parents and teachers. Hierarchical multiple regression analysis and path analysis yielded a significant longitudinal model for the prediction of age 5 externalizing behavior, with independent contributions from the following predictors: child sex, partner support reported by the caregiver, disorganized infant-parent attachment at 15 months, child anger proneness at 28 months, and one of the two parent-child interaction factors observed at 28 months, namely negative parent-child interactions. The other, i.e., a lack of effective guidance, predicted externalizing problems only in highly anger-prone children. Furthermore, mediated pathways of influence were found for the parent-child interaction at 15 months (via disorganized attachment) and parental ego-resiliency (via negative parent-child interaction at 28 months).

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Dismissing-avoidant pattern of attachment and mimicry reactions at different levels of information processing

Individuals with a dismissing-avoidant pattern of attachment are assumed to repress anxiety-related signals, a disposition hypothesized to interfere with facial mimicry and emotional contagion. Further, they are assumed to have one internal working model associated with anxiety, operating out of awareness at early, automatic stages of information processing, and another positive model operating at later, cognitively controlled stages of processing. The main aim of the present investigation was to compare facial mimicry in dismissing-avoidant and non-dismissing subjects at different levels of information processing. Pictures of happy and angry faces were exposed to 61 subjects at three different exposure times (17, 56, and 2,350 ms) in order to elicit facial muscle reactions, first at automatic levels and then at a more controlled levels. Corrugator activity ("frowning muscles") represented negative emotions and zygomaticus activity ("smiling muscles") positive emotions. The dismissing-avoidant subjects scored significantly lower on emotional empathy than the non-dismissing subjects. At the automatic level the dismissing-avoidant subjects showed "normal" corrugator responses (negative emotions) upon exposure to angry faces. At the cognitively controlled level of processing (2,350 ms) a significant interaction effect was shown between Faces x Muscles x Attachment pattern. The dismissing-avoidant subjects showed no corrugator response and an increased zygomaticus response ("smiling reaction") to the angry face, whereas the non-dismissing subjects reacted with a significant mimicking reaction. The dismissing-avoidant subjects' tendency to "smiling" in response to the angry face at the controlled level (2,350 ms) may be interpreted as a repression of their earlier, automatically evoked (56 ms) negative emotional reaction.     

Change in perceptual form attenuates the use of the fluency heuristic in recognition

Four experiments (total N=295) were conducted to determine whether within-modality changes in perceptual form between the study and the test phases of an experiment would moderate the role of the fluency heuristic in recognition memory. Experiment 1 showed that a change from pictures to words reduced the role of fluency in recognition memory. In Experiment 2, the same result was found using counterfeit study lists that supposedly consisted of pictures or words. Experiments 3 and 4 showed that changes in the font used to present the study and test words also attenuated the contribution of fluency to the recognition decision when font change was manipulated between subjects, but not within subjects. Results suggest that the fluency heuristic is subject to metacognitive control, since participants' attributions of perceptual fluency depend on the perceived usefulness of fluency as a cue to recognition.     

Impact forces cannot explain the one-target advantage in rapid aimed hand movements

A pointing movement is executed faster when a subject is allowed to stop at the first target than when the subject has to proceed to a second target ("one-target advantage"). Our hypothesis was that this is because the impact at the target helps to stop the finger when the finger does not have to proceed to a second target. This hypothesis would predict that the horizontal force at contact with the first target should be larger when there is only one-target. Modelling smooth movements with larger forces at contact using a minimum-jerk model, shows that the peak velocity is slightly higher and it occurs later during the movement when there is only one target. Although the one-target advantage was present in our experiment, the horizontal force at contact in the one-target condition was not larger than in the two-target condition. The time of the maximum velocity did not differ, but the maximum velocity was higher in the one-target condition. Thus our hypothesis is rejected, favouring a non-mechanical explanation of the one-target advantage.     

Responsiveness to terrestrial optic flow in infancy: does locomotor experience play a role?

Human infants show a peak in postural compensation to optic flow at approximately nine months of age. The current experiment tested whether the magnitude of visual-postural coupling in 9-month-olds increases when terrestrial optic flow is added to a moving room. A secondary objective was to explore whether locomotor experience plays any role in enhancing responsiveness to the additional terrestrial information. Ninety-one infants (experienced creepers, nascent creepers, and prelocomotors) were exposed to two conditions of optic flow: global optic flow (G) and global optic flow minus terrestrial optic flow (G-T). The additional terrestrial optic flow led to significantly higher visual-postural coupling. Consistent with previous findings, locomotor experience had no effect on responsiveness to the G-T condition, though there was weak evidence that the nascent creepers were more strongly influenced by the difference between flow conditions than the other infants. Unexpectedly, the prelocomotor females showed significantly lower visual-postural coupling than the prelocomotor males. These findings support the notion that the ground provides an important source of information for the control of posture and locomotion. The findings also suggest that locomotor experience most likely helps to functionalize smaller (partial), rather than larger (global), optic flow fields for postural control.     

Are preschoolers sensitive to configural information in faces?

Several researchers have proposed that developmental improvements in children's face recognition abilities might reflect an increasing reliance on configural information (i.e. spatial relations between features) in faces (Carey & Diamond, 1994; Mondloch, Le Grand & Maurer, 2002). We investigated 4- and 5-year-olds' use of configural information for upright and inverted faces using Tanaka and Sengco's (1997) configural change paradigm. Participants saw a photograph of a child's face (e.g. Luke). Memory for features (e.g. Luke's mouth) was then tested in a face with the same configuration as the study face (e.g. Luke's face), in a face with a novel spatial configuration (e.g. Luke's face with the eyes shifted further apart), and presented on their own (e.g. Luke's mouth alone). We found that preschoolers and adults recognized target features from upright faces better when tested in the context of a face with the same configuration as the study face, than when they were embedded in a face with a new spatial configuration or when they were presented in isolation. This effect was lost when faces were inverted. The results suggest that adult-like styles of face processing are present from 4 years of age.     

Training in family psychology: a competencies-based approach

After providing an overview of the family psychology landscape and the competencies-based movement in professional psychology, attention is paid to eight family-specific competencies in the following areas: the application of scientific knowledge to practice, psychological assessment, psychological intervention, consultation and interprofessional collaboration, supervision, professional development, ethics and legal issues, and individual and cultural diversity. Effective strategies for providing family-focused education and training to psychology trainees at the doctoral, internship, and postdoctoral levels and to psychologists through continuing professional education in these core competency domains are provided.