Social anxiety and interpersonal stress generation: the moderating role of interpersonal distress

Background and Objectives: Existing models of social anxiety scarcely account for interpersonal stress generation. These models also seldom include interpersonal factors that compound the effects of social anxiety. Given recent findings that two forms of interpersonal distress, perceived burdensomeness and thwarted belongingness, intensify social anxiety and cause interpersonal stress generation, these two constructs may be especially relevant to examining social anxiety and interpersonal stress generation together.

Design: The current study extended prior research by examining the role of social anxiety in the occurrence of negative and positive interpersonal events and evaluated whether interpersonal distress moderated these associations.

Methods: Undergraduate students (N?=?243; M?=?20.46 years; 83% female) completed self-report measures of social anxiety, perceived burdensomeness, and thwarted belongingness, as well as a self-report measure and clinician-rated interview assessing negative and positive interpersonal events that occurred over the past six weeks.

Results: Higher levels of social anxiety were associated only with a higher occurrence of negative interpersonal dependent events, after controlling for depressive symptoms. This relationship was stronger among individuals who also reported higher levels of perceived burdensomeness, but not thwarted belongingness.

Conclusions: It may be important to more strongly consider interpersonal stress generation in models of social anxiety.     

On Using a Cancer Center Cancer Registry to Identify Newly Affected Women Eligible for Hereditary Breast Cancer Syndrome Testing: Practical Considerations

The goals of this research were to describe the process of identifying and recruiting individuals registered with a cancer center's cancer registry who were eligible to participate in cancer genetic research. This study specifically focused on younger women with personal and family cancer histories strongly suggestive of hereditary breast cancer syndromes, as determined by genetic counselor review. Of special interest was to determine the proportion of women from minority backgrounds who were (a) identifiable in this manner and (b) interested in genetic testing for hereditary breast cancer through a family cancer clinical research program. An initial query of the 292 cases of women newly affected with breast cancer and contained within the registry indicated that 124 met demographic eligibility criteria. The personal and family cancer histories of each of these women were then reviewed by a genetic counselor and the remaining, eligible patients (n = 31) were subsequently contacted by mail and telephone: approximately three-fifths (18/31) of these patients were White and two-fifths (13/31) were Black or of another racial background. Of the women who were sent one or more study-related mailings, 10% (3/31) were unreachable by telephone due to incorrect contact information, 32% (10/31) were reachable by telephone but unresponsive to messages left, 26% (8/31) had already participated in the family cancer program (i.e., were positive controls), 6% (2/31) were interested in participating in the program, 23% (7/31) were uninterested in participating in the program, and 3% (1/31) were later determined to be ineligible. Comparing the racial backgrounds of women who were either positive controls or interested in participating (i.e., “tester” category) to women who were either unreachable, nonresponsive, uninterested, or ineligible (i.e., “nontester” category), there was a nonsignificant trend for more non-White women to fall into the nontester than tester category, Fisher's Exact Test = .09. This work underscores practical steps in planning and carrying-out cancer genetic testing research among women newly affected with breast cancer and members of special populations. It also underscores the role that genetic counseling professionals play in this process.     

Explaining age differences in temporal working memory

To determine the cognitive mechanisms underlying age differences in temporal working memory (WM), the authors examined the contributions of item memory, associative memory, simple order memory, and multiple item memory, using parallel versions of the delayed-matching-to-sample task. Older adults performed more poorly than younger adults on tests of temporal memory, but there were no age differences in nonassociative item memory, regardless of the amount of information to be learned. In contrast, a combination of associative and simple order memory, both of which were reduced in older adults, completely accounted for age-related declines in temporal memory. The authors conclude that 2 mechanisms may underlie age differences in temporal WM, namely, a generalized decline in associative ability and a specific difficulty with order information.     

When Gender Differences Surpass Cultural Differences in Personal Satisfaction with Body Shape in Israeli College Students

This study was designed to examine influences of gender and cultural background on participants satisfaction with body-shape. Participants were Jewish and Arab university students (104 men and 96 women), who completed the Figure Rating Scale (Fallon & Rozin, 1985). Discrepancy between current and ideal figures was used to measure body satisfaction. As in the U.S., women, in comparison with men, were significantly less satisfied with their bodies. They exaggerated the magnitude of thinness that they thought men desire. In contrast with U.S. findings, there were women as well as men, who indicated dissatisfaction with their bodies because they thought they were too thin. Contrary to our predictions, cultural background did not influence body satisfaction. However, gender and age produced significant differences in ratings.     

Measuring neighborhood context for young children in an urban area

Awareness of worsening conditions in urban areas has led to a growing interest in how neighborhood context affects children. Although the ecological perspective within child development has acknowledged the relevance of community factors, methods of measuring the neighborhood context for children have been quite limited. An approach to measuring neighborhood environments was tested using the average perceptions of caregivers of young children sampled from high- and low-risk block groups. Individual- and aggregate-level reliabilities and discriminant validity were acceptable for dimensions of neighborhood quality and change, participation in block organizations, disorder and incivilities, service usage and quality, and retaliation against adults. However, for measures of neighborhood interaction and the tendency of adults to intervene with children, there was virtually no agreement among respondents within block groups, resulting in poor aggregate reliability. A model of variability may be a more promising way of characterizing neighborhoods along these dimensions. This research was supported primarily by a grant from The Foundation for Child Development, as well as support from the Cleveland Foundation.     

Results of intensive stuttering therapy with adults who clutter and stutter

The purpose of this investigation was to report on the identification of adult clients who clutter and stutter, evaluate their response to a stuttering therapy program, and determine if speech measures typically used in evaluating therapy outcome are sufficiently sensitive indicators of change for clients who clutter and stutter. Results suggest that cluttering-stuttering subjects had a very positive response to stuttering therapy, but greater improvements may have been achieved with additional therapy time and expanded therapy goals. Results also indicate that pretreatment and posttreatment measures of articulatory rate may be a more sensitive measure of change for cluttering-stuttering clients.     

Teacher practices associated with students' sense of the classroom as a community

Data from observations of 232 elementary classrooms and from student questionnaires were used to test a model linking teacher classroom practices to students' sense of the classroom as a community (assessed by questionnaire) through intermediate effects on students' classroom behavior. The model was generally confirmed and showed that teacher practices (emphasis on prosocial values, elicitation of student thinking and expression of ideas, encouragement of cooperation, warmth and supportiveness, andreduced use of extrinsic control) were related to student classroom behaviors (engagement, influence, andpositive behavior), which, in turn, were related to students'sense of community. Teachers' encouragement of cooperative activities appeared to be particularly important in this sequence. The appropriateness of the model was tested for schools serving populations that were both high and low in level of poverty, and all estimates of path coefficients were found to be invariant across these groups. Developmental Studies Center This research is part of a larger project that is being funded by grants from the William and Flora Hewlett Foundation; the San Francisco Foundation; the Robert Wood Johnson Foundation; the Danforth Foundation; the Stuart Foundations; the Pew Charitable Trusts; the John D. and Catherine T. MacArthur Foundation; the Annenberg Foundation; Spunk Fund, Inc.; the DeWitt Wallace-Reader's Digest Fund, Inc.; Louise and Claude Rosenberg; and the Center for Substance Abuse Prevention, U.S. Department of Health and Human Services. The views expressed in the paper are those of the authors and not necessarily of the funders. We are grateful to the many educators, students, and colleagues who cooperated with us on this project and to several anonymous reviewers who provided helpful suggestions.     

Monoptic and dichoptic metacontrasf

Metacontrast suppression was compared under conditions of monoptic and dichoptic presentation. It was found that interference was greater with dichoptic than with monoptic presentation, and that the point of maximum interference differed in the two conditions. The interference curve generated as a function of inter-stimulus interval (ISI) was also different; monoptically a “U”-shaped curve was found, whereas dichoptically the curve appeared to be more “J”-shaped. Theoretical implications are discussed, and it is suggested that binocular rivalry may play a role in dichoptic interference.     

Chaining and secondary reinforcement based on escape from shock

Three white rats were trained to press a bar while being shocked. This produced a white noise. After 30 sec they were allowed to terminate both the shock and the noise by nosing a pigeon key. Comparison of the rates of pressing before and after the onset of the noise indicated that the noise itself was the immediate reinforcing agent for pressing. Furthermore, control tests showed that pressing was maintained only if it produced the noise: either omission of the noise or elimination of the dependency of the noise on the occurrence of the response led to a gradual abolition of pressing. When automatic termination of the shock was substituted for the key nosing requirement, however, only the key nosing extinguished. This indicated that the effectiveness of the noise as a reinforcer did not depend on its status as a discriminative stimulus for some other form of operant behavior.