Editorial synthesis for 2 in 2023 a collaboration between IARR's two journals: Recognizing the need for greater inclusivity in relationship science

The idea for this special issue came from the current Editors of the Journal for Social and Personal Relationships and Personal Relationships, who wanted to forge a collaboration between the International Association for Relationship Research's two journals. The timing of such collaboration came at a time when issues surrounding diversity, equity, and inclusion were being brought to light in science, broadly defined. Stemming from such discussions, for this special issue, we asked 10 sets of authors to apply an intersectional lens—grounded in Crenshaw's (1989, 1991) definition of intersectionality and drawing from questions posed by Cole (2009)—in their systematic review of literature from the past 20 years (1992–2022) and to answer these three questions: (1) from whose vantage point is the research being conducted, (2) what types of questions are valued, and (3) who is included in the research vs. who is being left out/whose voices are missing. Reviews for the special issue include these topics: (a) affectionate communication, health, and relationships, (b) romantic relationship maintenance behaviors, (c) relationship maintenance among military couples, (d) relational sacrifices, (e) LGBTQ-inclusive research, (f) stress, support, and coping for romantic couples, (g) daily stress and romantic relationship quality, (h) infidelity, (i) relationship dissolution, and (j) the longitudinal study of romantic close relationships. Across the reviews, authors noted many of the same patterns; most studies included samples from the United States, wherein participants identified as White, heterosexual, and/or female; however, military samples were dominated by men. The methods employed were largely quantitative, cross-sectional, and/or with data coming from surveys. Observations during the review process included the role of positionality as well as greater knowledge gained about the critical framework of intersectionality, specifically acknowledging that elements of diversity in sampling methods are not an application of intersectionality; rather, intersectionality places central focus on (a) how multiply marginalized social identities have been historically oppressed and (b) how systems of power, oppression, and privilege construct, reproduce, and sustain those multiply marginalized social identities. Recommendations for future relationship science are presented, specifically in how our fields can benefit from learning from the lens of intersectionality.     

Using video modeling to teach a domestic skill with an embedded social skill to adults with severe mental retardation

We assessed whether three adults with severe mental retardation would acquire a domestic skill (making coffee) with an embedded social skill (serving coffee to and sitting down beside a peer) via video modeling procedures. Training was conducted in a classroom in the participants' day treatment setting. The intervention consisted of (i) watching a video of an adult with a developmental disability making coffee and initiating a social interaction with a peer; and (ii) receiving verbal praise for each step of the task that was performed correctly. All three participants mastered the task and demonstrated generalization across settings, stimuli, and people. Two participants performed with 100% accuracy on maintenance probes conducted 1 month following mastery, and one participant did so following booster training. Copyright © 2004 John Wiley & Sons, Ltd.     

Determining the influence of tangible items on screaming and handmouthing following an inconclusive functional analysis

A brief experimental analysis was used to compare the effects of the presence of tangible objects in an alone condition following an inconclusive functional analysis of screaming and handmouthing behavior of an 8‐year‐old boy. The alone condition with tangibles involved having toys available throughout the session with no interaction from the therapist and produced a higher percentage of intervals with screaming and handmouthing. The study demonstrates the importance of evaluating the effects of the presence of tangible items during a functional analysis. Copyright © 2004 John Wiley & Sons, Ltd.     

How Important Is the Digital Divide? The Relation of Computer and Videogame Usage to Gender Differences in Mental Rotation Ability

Researchers interested in the associations of gender with spatial experience and spatial ability have not yet focused on several activities that have become common in the modern digital age. In this study, using a new questionnaire called the Survey of Spatial Representation and Activities (SSRA), we examined spatial experiences with computers and videogames in a sample of nearly 1,300 undergraduate students. Large gender differences, which favored men, were found in computer experience. Although men and women also differed on SAT scores, gender differences in computer experience were still apparent with SAT factored out. Furthermore, men and women with high and low levels of computer experience, who were selected for more intensive study, were found to differ significantly on the Mental Rotations Test (MRT). Path analyses showed that computer experience substantially mediates the gender difference in spatial ability observed on the MRT. These results collectively suggest that the “Digital Divide” is an important phenomenon and that encouraging women and girls to gain spatial experiences, such as computer usage, might help to bridge the gap in spatial ability between the sexes.     

After-affects: How automatic evaluations influence the interpretation of subsequent, unrelated stimuli

Findings from three experiments suggest that participants’ automatic evaluations of subliminally presented objects influenced how they interpreted subsequent, unrelated objects. Participants defined homographs (Experiment 1), categorized objects and people (Experiment 2), and made person judgments (Experiment 3) that all could be disambiguated in either a positive or negative way. Participants’ responses to the ambiguous targets were evaluatively consistent with their automatic evaluations of preceding, semantically unrelated objects. The findings suggest that one’s automatic evaluations can influence deliberate judgments of subsequent stimuli, even when the only shared dimension between the initially evaluated objects and the judged objects is an evaluative one. The implications of these findings are discussed with regard to possible mechanisms of evaluative priming as well as previous research concerning evaluative priming effects on social judgment.     

Can pictures promote the acquisition of sight‐word reading? An evaluation of two potential instructional strategies

Sight‐word instruction can be a useful supplement to phonics‐based methods under some circumstances. Nonetheless, few studies have evaluated the conditions under which pictures may be used successfully to teach sight‐word reading. In this study, we extended prior research by examining two potential strategies for reducing the effects of overshadowing when using picture prompts. Five children with developmental disabilities and two typically developing children participated. In the first experiment, the therapist embedded sight words within pictures but gradually faded in the pictures as needed using a least‐to‐most prompting hierarchy. In the second experiment, the therapist embedded text‐to‐picture matching within the sight‐word reading sessions. Results suggested that these strategies reduced the interference typically observed with picture prompts and enhanced performance during teaching sessions for the majority of participants. Text‐to‐picture matching also accelerated mastery of the sight words relative to a condition under which the therapist presented text without pictures.     

Results of Walking in Faith: A Faith-Based Physical Activity Program for Clergy

Clergy are disproportionately affected by obesity and chronic disease. Physical activity (PA) offers a viable option for addressing the health of clergy. The purpose of this study was to evaluate the effectiveness of a culturally tailored PA program for clergy. Clergy (N = 44) were randomly assigned to an intervention group or wait-list control group. Baseline and follow-up measures included PA behavior and psychosocial measures. Analyses revealed a significant effect of the intervention on sedentary behavior, PA behavior, self-efficacy for PA, and outcome expectations for PA. Culturally tailored PA programs could potentially influence PA behavior and psychosocial mediators of PA among clergy.     

Evidence accumulation in the integrated and primed Stroop tasks

We report distributional analyses of response times (RT) in two variants of the color-word Stroop task using manual keypress responses. In the classic Stroop task, in which the color and word dimensions are integrated into a single stimulus, the Stroop congruence effect increased across the quantiles. In contrast, in the primed Stroop task, in which the distractor word is presented ahead of colored symbols, the Stroop congruence effect was manifested solely as a distributional shift, remaining constant across the quantiles. The distributional-shift pattern mirrors the semantic-priming effect that has been reported in semantic categorization tasks. The results are interpreted within the framework of evidence accumulation, and implications for the roles of task conflict and informational conflict are discussed.     

Reliability and Validity of the Current Anxiety Level Measure

Professionals interested in assessing state anxiety (in the moment) levels before and after brief activity-based treatments would find limited evidence-based assessments. The purpose of this study was to develop and test the current anxiety level measure, a free, valid, and reliable state anxiety assessment. To establish concurrent validity, the current anxiety level measure was administered (n?=?98) alongside the State-Trait Anxiety Inventory. Results found a strong relationship (r?=?.904, p?r?=?.702, p?n?=?102). Both samples showed the current anxiety level measure to be reliable and valid.     

Do infants discriminate non-linguistic vocal expressions of positive emotions?

Adults are highly proficient in understanding emotional signals from both facial and vocal cues, including when communicating across cultural boundaries. However, the developmental origin of this ability is poorly understood, and in particular, little is known about the ontogeny of differentiation of signals with the same valence. The studies reported here employed a habituation paradigm to test whether preverbal infants discriminate between non-linguistic vocal expressions of relief and triumph. Infants as young as 6 months who had habituated to relief or triumph showed significant discrimination of relief and triumph tokens at test (i.e. greater recovery to the unhabituated stimulus type), when exposed to tokens from a single individual (Study 1). Infants habituated to expressions from multiple individuals showed less consistent discrimination in that consistent discrimination was only found when infants were habituated to relief tokens (Study 2). Further, infants tested with tokens from individuals from different cultures showed dishabituation only when habituated to relief tokens and only at 10–12 months (Study 3). These findings suggest that discrimination between positive emotional expressions develops early and is modulated by learning. Further, infants' categorical representations of emotional expressions, like those of speech sounds, are influenced by speaker-specific information.