Topographical and functional properties of precursors to severe problem behavior

A literature search identified 17 articles reporting data on 34 subjects who engaged in precursors to severe problem behavior, which we examined to identify topographical and functional characteristics. Unintelligible vocalization was the most common precursor to aggression (27%) and property destruction (29%), whereas self- or nondirected movement was the most common precursor to SIB (32%). Unintelligible vocalization and object-directed movement were the most common precursors to behavior maintained by social-positive reinforcement (27% each), and unintelligible vocalization was the most common precursor to behavior maintained by social-negative reinforcement (29%). Only one precursor was reported for behavior maintained by automatic reinforcement.     

Holding a manual response sequence in memory can disrupt vocal responses that share semantic features with the manual response

Holding an action plan in memory for later execution can delay execution of another action if the actions share a similar (compatible) feature. This compatibility interference (CI) occurs for actions that share the same response modality (e.g., manual response). We investigated whether CI can generalize to actions that utilize different response modalities (manual and vocal). In three experiments, participants planned and withheld a sequence of key-presses with the left- or right-hand based on the visual identity of the first stimulus, and then immediately executed a speeded, vocal response (‘left’ or ‘right’) to a second visual stimulus. The vocal response was based on discriminating stimulus color (Experiment 1), reading a written word (Experiment 2), or reporting the antonym of a written word (Experiment 3). Results showed that CI occurred when the manual response hand (e.g., left) was compatible with the identity of the vocal response (e.g., ‘left’) in Experiment 1 and 3, but not in Experiment 2. This suggests that partial overlap of semantic codes is sufficient to obtain CI unless the intervening action can be accessed automatically (Experiment 2). These findings are consistent with the code occupation hypothesis and the general framework of the theory of event coding (Behav Brain Sci 24:849–878, 2001a; Behav Brain Sci 24:910–937, 2001b).     

An action sequence held in memory can interfere with response selection of a target stimulus,but does not interfere with response activation of noise stimuli

Withholding an action plan in memory for later execution can delay execution of another action if the actions share a similar (compatible) action feature (e.g., response hand). We investigated whether this phenomenon, termed compatibility interference (CI), occurs for responses associated with a target as well as responses associated with distractors in a visual selection task. Participants planned and withheld a sequence of keypress responses (with their right or left hand), according to the identity of a stimulus (A), and then immediately executed a keypress response (with their right or left hand) to a second stimulus (B), according to the identity of a target letter appearing alone or among distractor letters. Distractor letters were either response compatible or incompatible with the target and appeared either simultaneously with the target (Experiments 1A and 2) or 100 msec before the target (Experiment 1B). Also, stimulus-response mapping was either 1:1 (Experiment 1) or 2:1 (Experiment 2). Results showed that the response to the Stimulus B target was delayed when it required the same response hand as Stimulus A, as opposed to a different hand. Also, the target reaction time for Stimulus B was greater when the target was flanked by incompatible distractors than when it was flanked by compatible distractors. Moreover, the degree of CI was consistent across the compatible-, incompatible-, and no-distractor conditions, indicating that CI generalizes to responses associated with a target, but not to those associated with distractors. Thus, CI occurs at a response selection, not at a response activation stage. Implications for the code occupation account for CI (e.g., Stoet & Hommel, 1999, 2002) and an alternative account for CI are discussed.     

The Romance of Self-objectification: Does Priming Romantic Relationships Induce States of Self-objectification Among Women?

Objectification theory suggests that women internalize an observer’s perspective on the body (self objectification; Fredrickson and Roberts, Psychol Women Q 22:173–206, 1997); however, certain contexts and thoughts may make self-objectification more likely. Because the pursuit of relationships is tied to attractiveness, the present study examines whether women have an automatic link between self-objectification and romantic relationships. Using a US undergraduate sample, women (N?=?86) of different relationship statuses were either exposed to relationship-related or neutral words in a lexical decision making task. Following relationship priming, single women showed greater self-objectification and women in relationships showed less self-objectification. These findings are discussed in terms of self-objectification theory and the importance of attractiveness and beauty in the pursuit of relationships.     

The Factor Structure of Gambling-Related Cognitions in an Undergraduate University Sample

Gambling is relatively common among university students, but few studies examine factors that contribute to gambling behavior in this cohort. Based on evidence that cognitive distortions may play a role in gambling behavior, this study examined the factor structure of gambling-related cognitive distortions using the Gambler’s Beliefs Questionnaire (GBQ; Steenbergh et al., Psychology of Addictive Behaviors, 16:143–149, 2002) in a sample of 393 college undergraduates. Confirmatory factor analysis was used to test a previously reported two-factor model, comprising dimensions of Illusion of Control (IOC) and Luck/Perseverance (L/P). An oblique, but not orthogonal, two-factor model was confirmed but did not provide an incrementally better fit to the data than a one-factor model. However, multiple regression analyses showed that the L/P scale accounted for significant variance in the criterion when controlling for IOC items. This suggests that IOC items provide redundant information and that gambling-related cognitive distortions in this sample can be adequately assessed using solely the L/P factor.

Deconstructing executive deficits among persons with autism: implications for cognitive neuroscience

Individuals with autism demonstrate impairments on measures of executive function (EF) relative to typically developing comparison participants. EF is comprised of several processes including inhibition, working memory and set shifting that develop throughout the lifespan. Impairments in EF may appear early in development and persist, or may represent a more transient delay which resolves with time. Given the unevenness of the cognitive profile of persons with autism, understanding the development of EF poses methodological challenges. These issues include those related to matching measures and the choice of comparison participants to which the performance of persons with autism will be compared. In the current review, we attempt to break down the processes of inhibition, working memory and set shifting among persons with autism. We propose to do this within a developmental perspective that highlights how matching measures and comparison participants can affect the interpretation of research findings.     

The effects of moral judgment and moral identity on moral behavior: an empirical examination of the moral individual

Recognizing limitations in classic cognitive moral development theory, several scholars have drawn from theories of identity to suggest that moral behavior results from both moral judgments and moral identity. The authors conducted 2 survey-based studies with more than 500 students and managers to test this argument. Results demonstrated that moral identity and moral judgments both independently influenced moral behavior. In addition, in situations in which social consensus regarding the moral behavior was not high, moral judgments and moral identity interacted to shape moral behavior. This interaction effect indicated that those who viewed themselves as moral individuals pursued the most extreme alternatives (e.g., never cheating, regularly cheating)--a finding that affirms the motivational power of a moral identity. The authors conclude by considering the implications of this research for both theory and practice.     

The increased construct validity and clinical utility of assessing relationship quality using separate positive and negative dimensions

The Positive and Negative Quality in Marriage Scale (F. D. Fincham & K. J. Linfield, 1997) is a self-report measure that separately assesses positive and negative dimensions of relationship quality. Fincham and Linfield found that ratings of positive and negative marital quality accounted for unique variance in maladaptive attributions and self-reports of dyadic behavior beyond that accounted for by the Marital Adjustment Test (H. J. Locke & K. M. Wallace, 1959), a widely used measure of marital quality that combines these dimensions. The current study expanded on these findings using a different measure of relationship quality and observed dyadic behavior with a sample of engaged couples (N=43). The results indicate that a two-dimensional approach to measuring self-evaluations of relationship quality is more informative than a one-dimensional approach during the engagement period.     

Comparing self-esteem and perceived control as predictors of first-year college students’ academic achievement

Due to its widespread popularity, self-esteem is continually being promoted to students despite limited empirical support for its effectiveness in improving their academic achievement. As a result, constructs that are potentially more salient to academic performance, such as perceived control, have gone relatively unnoticed. Although past research has examined the link between students’ academic achievement and either their self-esteem or perceived control, few studies have compared both constructs simultaneously to elucidate which one is more important to academic success. This longitudinal study directly contrasted the effects of self-esteem and perceived control on the academic performance of 802 first-year college students. After accounting for incoming ability (high school grades), age, and gender, a structural equation model showed perceived control positively predicted students’ GPA. In contrast, the predictive effect of self-esteem on GPA was non-existent. Findings indicate that compared to self-esteem, perceived control is a more powerful predictor of first-year college students’ GPA. Implications for utilizing educational interventions to boost perceived control among college students are discussed.     

Academic optimistic bias: Implications for college student performance and well-being

Although optimism has several benefits, there are potential drawbacks associated with “too much of a good thing”. Within an academic context, a possible determinant of the adaptiveness of optimistic bias is whether students have a sense of control over academic outcomes: optimistically-biased (OB) achievement expectations paired with perceptions of academic control may enhance performance and well-being; optimistic bias in the absence of perceived control may result in disappointment, poor performance, and diminished well-being. The current longitudinal study examined academic control cognitions (ACC) among OB college students (n = 319) versus non-optimistically biased (non-OB) students (n = 321). We also examined the effects of academic optimistic bias on composite measures of college performance (perceived success, final psychology course grades, cumulative GPA, course attrition) and well-being (positive and negative emotions, health behaviors, future optimism) 6 months later; and determined whether ACC accounted for those associations. Significant MANCOVAs showed OB students had greater ACC, better subsequent well-being, and outperformed their non-OB counterparts. These well-being and performance differences remained significant after statistically accounting for initial aptitude and ACC. Overall, academic optimistic bias was accompanied by perceived controllability over scholastic outcomes, yet beyond the effects of ACC, optimistic bias was associated with better year-end performance and well-being. Findings have implications for maximizing the successful transition of first-year college students.