Misleading cues improve developmental assessment of working memory capacity: The color matching tasks

The theory of constructive operators was used as a framework to design two versions of a paradigm (color matching task, CMT) in which items are parametrically ordered in difficulty, and differ only contextually. Items in CMT-Balloon are facilitating, whereas items in CMT-Clown contain misleading cues. Participants of ages 7–14 years and adults (N = 149) were studied. We found significant model-predicted graded differences in performance between the facilitating and misleading tasks, across and within age groups, expressing age versus items’ demand interactions. Younger children were differentially affected by contextual cues. Even though both task versions were highly correlated with a well-established developmental measure of attentional capacity, CMT-Clown, which contained misleading cues, was a better measure of working memory capacity. These results show a need to estimate degree of misleadingness whenever performance levels in working memory or mental attention tasks are compared and interpreted. Developmental profiles of both tasks are discussed in terms of contextual differences and neoPiagetian stages of development.     

Here’s Looking at You: Self-Objectification, Body Image Disturbance, and Sorority Rush

This study investigated the impact of sorority rush on self-objectification and body image disturbance. First-year undergraduate women either participating (n?=?68) or not participating (n?=?59) in sorority rush at a U.S. Midwestern university completed online surveys at four time points. It was predicted that rush participation would lead to increases in self-objectification, which in turn would lead to increases in body shame and eating disordered behavior and attitudes. Results supported predictions based on objectification theory at a single time point, but not longitudinally. Rush participants evidenced higher levels of self-objectification and eating disordered behavior at all time points. Body mass index predicted dropping out of the rush process and was negatively correlated with satisfaction with the rush process.     

Adolescents’ Social Reasoning About Relational Aggression

We examined early adolescents’ reasoning about relational aggression, and the links that their reasoning has to their own relationally aggressive behavior. Thinking about relational aggression was compared to thinking about physical aggression, conventional violations, and personal behavior. In individual interviews, adolescents (N = 103) rated the acceptability of relational aggression, physical aggression, conventional violations, and personal behavior, and justified their ratings. Results indicated that adolescents’ views about relational aggression are complex. Although gossip was viewed as very wrong (comparable to beliefs about physical aggression), exclusion was perceived to be somewhat acceptable (less wrong than conventional violations, but more wrong than personal behaviors). With regard to associations between beliefs about aggression and aggressive behavior, the results indicated that beliefs about gossip were associated with gossiping behavior, and that beliefs about physical aggression were associated with physically aggressive behavior. No links emerged between beliefs about exclusion and exclusionary behavior. Implications and suggestions for future research are discussed within the frameworks of social domain theory and social information processing models of aggressive behavior.     

Development of a Cognitive-Behavioral Intervention Program to Treat Anxiety and Social Deficits in Teens with High-Functioning Autism

Anxiety is a common co-occurring problem among young people with autism spectrum disorders (ASD). Characterized by deficits in social interaction, communication problems, and stereotyped behavior and restricted interests, this group of disorders is more prevalent than previously realized. When present, anxiety may compound the social deficits of young people with ASD. Given the additional disability and common co-occurrence of anxiety in ASD, we developed a manual-based cognitive-behavioral treatment program to target anxiety symptoms as well as social skill deficits in adolescents with ASD [Multimodal Anxiety and Social Skills Intervention: MASSI]. In this paper, we describe the foundation, content, and development of MASSI. We also summarize data on treatment feasibility based on a pilot study that implemented the intervention.     

Adding fear to conflict: A general purpose cognitive control network is modulated by trait anxiety

Studies of cognitive control show that the dorsal anterior cingulate cortex (dACC) and dorsolateral prefrontal cortex are involved in the detection and resolution of cognitive conflict. However, the neural and behavioral mechanisms underlying emotional interference effects are less consistent. We used fMRI during emotional and nonemotional versions of a facial Stroop task to investigate the effects of emotional stimuli on cognitive control. In the full group there was limited evidence that different prefrontal circuits manage conflict arising from emotional and nonemotional distractors. However, individual differences in trait anxiety affected both behavioral performance and neural activity during the emotional task. Relative to low-anxiety (LA) subjects, high-anxiety (HA) subjects showed greater amygdala activity to task-relevant emotional information and impaired performance and greater conflict-related activity in the dACC when emotional content was task-irrelevant. Only LA subjects activated rostral ACC during the emotional task. This is consistent with cognitive models of individual differences that hypothesize deficient control of task-irrelevant emotional information in HA subjects. Additional behavioral and fMRI results from this study may be downloaded from http://cabn.psychonomic-journals .org/content/supplemental.     

Interpreting Islam through the Internet: making sense of <Emphasis Type="Italic">hijab</Emphasis>

Hijab, the practice of modesty or "covering," is one of the most visible and controversial aspects of Islam in the twenty-first century, partly because the Qur'an offers so little guidance on proper dress. This forces Muslims to engage in ijtihad (interpretation), which historically has resulted in vast differences in dress around the world. By transcending some of the boundaries of space, time and the body, the Internet has emerged as a place where Muslims from diverse backgrounds can meet to debate ideas and flesh them out through shared experiences. After discussing hijab in the Qur'an and other traditional sources, this article explores the use of cyberspace as a multi-media platform for learning about and debating what constitutes appropriate Islamic dress. The last section focuses on a case study of the multi-user "hijablog" hosted by thecanadianmuslim.ca, which represents one of the largest in-print discussions on hijab ever recorded in the English language. On this blog and other forums like it, ijtihad has become a critical tool for debate on matters such as hijab, which are important but sparsely discussed in the Qur'an.     

From Theory to Intervention: Mapping Theoretically Derived Behavioural Determinants to Behaviour Change Techniques

Theory provides a helpful basis for designing interventions to change behaviour but offers little guidance on how to do this. This paper aims to illustrate methods for developing an extensive list of behaviour change techniques (with definitions) and for linking techniques to theoretical constructs. A list of techniques and definitions was generated from techniques published in two systematic reviews, supplemented by "brainstorming" and a systematic search of nine textbooks used in training applied psychologists. Inter-rater reliability of extracting the techniques and definitions from the textbooks was assessed. Four experts judged which techniques would be effective in changing 11 theoretical constructs associated with behaviour change. Thirty-five techniques identified in the reviews were extended to 53 by brainstorming and to 137 by consulting textbooks. Agreement for the 53 definitions was 74.7 per cent (15.4% cells completed and 59.3% cells empty for both raters). Agreement about the link between the 35 techniques and theoretical constructs was 71.7 per cent of 385 judgments (12.2% agreement that effective and 59.5% agreement that not effective). This preliminary work demonstrates the possibility of developing a comprehensive, reliable taxonomy of techniques linked to theory. Further refinement is needed to eliminate redundancies, resolve uncertainties, and complete technique definitions.     

Learning to perceive differences in solid shape through vision and touch

A single experiment was designed to investigate perceptual learning and the discrimination of 3-D object shape. Ninety-six observers were presented with naturally shaped solid objects either visually, haptically, or across the modalities of vision and touch. The observers' task was to judge whether the two sequentially presented objects on any given trial possessed the same or different 3-D shapes. The results of the experiment revealed that significant perceptual learning occurred in all modality conditions, both unimodal and cross-modal. The amount of the observers' perceptual learning, as indexed by increases in hit rate and d', was similar for all of the modality conditions. The observers' hit rates were highest for the unimodal conditions and lowest in the cross-modal conditions. Lengthening the inter-stimulus interval from 3 to 15 s led to increases in hit rates and decreases in response bias. The results also revealed the existence of an asymmetry between two otherwise equivalent cross-modal conditions: in particular, the observers' perceptual sensitivity was higher for the vision-haptic condition and lower for the haptic-vision condition. In general, the results indicate that effective cross-modal shape comparisons can be made between the modalities of vision and active touch, but that complete information transfer does not occur.     

The Swedish National Adult Reading Test (NART-SWE): a test of premorbid IQ

The purpose of this study was to construct a Swedish version of the National Adult Reading Test (NART-SWE), a test for assessment of premorbid IQ, and to investigate its validity and reliability on healthy controls and patients with mild Alzheimer's disease. As Swedish pronunciation rules are fixed, NART-SWE was constructed using loan words. NART-SWE has satisfactory psychometric properties: Inter-rater and retest reliability as well as internal consistency are very high. The NART-SWE demonstrates face validity. In addition, high correlation with IQ was obtained. A significant model emerged when using NART-SWE to predict IQ. Furthermore, no significant differences were observed when comparing performance for healthy controls' with that of patients with Alzheimer's disease on NART-SWE. It does appear that reading of irregular words is intact in mild Alzheimer's disease.     

Family Intervention Effects on Co-occurring Early Childhood Behavioral and Emotional Problems: A Latent Transition Analysis Approach

This study used latent transition analysis (LTA) to examine changes in early emotional and behavioral problems in children age 2 to 4 years resulting from participation in a family-centered intervention. A sample of 731 economically disadvantaged families was recruited from among participants in a national food supplement and nutrition program. Families with toddlers between age 2 and 3 were randomized either to the Family Check-Up (FCU) or to a nonintervention control group. The FCU’s linked interventions were tailored to each family’s needs. Assessments occurred at age 2, 3, and 4. The FCU followed age 2 and age 3 assessments. Latent class analyses were conducted on mother reports of behavior and emotional problems from age 2 to 4 to study transitions among the following four groups: (a) externalizing only, (b) internalizing only, (c) comorbid internalizing and externalizing, and (d) normative. LTA results revealed that participation in the FCU increased the likelihood of transitioning from either the comorbid or the internalizing class into the normative class by age 4. These results suggest family interventions in early childhood can potentially disrupt the early emergence of both emotional and behavioral problems.