A Further Examination of the Distinction Between Dependency-Oriented and Achievement-Oriented Parental Psychological Control: Psychometric Properties of the DAPCS with French-Speaking Late Adolescents

Psychological control refers to parental behaviors that intrude on the psychological and emotional development of the child. In 2010, Soenens et al. proposed a distinction between two domain-specific expressions of psychological control, that is, Dependency-oriented Psychological Control (DPC) and Achievement-oriented Psychological Control (APC). The aim of this study was to evaluate the factor structure, reliability, and convergent validity of the French form of the Dependency-oriented and Achievement-oriented Psychological Control Scale (DAPCS; Soenens et al. in J Pers 78(1):217–256, 2010) in a sample of late adolescents (N?=?291, mean age?=?21.65). Confirmatory factor analyses confirmed the hypothesized two-factor solution of the DAPCS for paternal as well as for maternal ratings. Moreover, high indices of internal consistency indicated that both subscales produced reliable scores. Further, convergent validity was confirmed by theoretically consistent associations between the DAPCS’ subscales and well-established assessments of general parenting style dimensions. Finally, results evidenced gender specific patterns supporting the relevance of domain differentiation in the assessment of psychological control. Overall, the results of this study indicated that the French form of the DAPCS might be a useful instrument to assess two domain-specific types of parental psychological control among French-speaking adolescents.     

The effects of prior knowledge on the encoding of episodic contextual details

A positive relationship between prior knowledge and item memory is a consistent finding in the literature. In the present study, we sought to determine whether this relationship extends to episodic details that are present at the time of encoding, namely source memory. Using a novel experimental design, we were able to show both between- and within-subjects effects of prior knowledge on source memory. Specifically, the results revealed that the degree of prior knowledge positively predicted memory for source specifying contextual details. In addition, by including two conditions in which attention was divided either at encoding or retrieval, we were able to show that prior knowledge influences memory by affecting encoding processes. Overall, the data suggest that a priori knowledge within a specific domain allows attentional resources to be allocated toward the encoding of contextual details.     

Seeing What We Know, Knowing What We See: Challenging the Limits of Visual Acuity

Ageism has resulted in overstated expectations regarding the inevitable deterioration in human capabilities, such as visual perception, with age (Rowe and Kahn in Science, 237, 143?C149, 1987; Grant in Health and Social Work, 21, 9?C15, 1996). Human visual perception, however, is of a largely constructive nature, evidenced in the complementary interactions between top-down inputs (e.g., expectations) and bottom-up stimuli (Engel et al. in National Review of Neuroscience, 2(10), 704?C716, 2001; Miller and Cohen in, Annual Review of Neuroscience, 24, 167-202, 2001). Based on this constructive nature, we hypothesized that visual perception may be better than is typically expected. In three experiments, we demonstrated the malleability of visual acuity using a conditioning procedure involving manipulations in bottom-up stimuli. Experimental groups read a book excerpt with one letter in decreased font size, while the control groups read the same book excerpt with all letters in the same font size. Experiment 1 (N?=?112) examined whether visual acuity could be enhanced for a specific letter. Experiment 2 (N?=?70) assessed whether visual acuity could be enhanced for a non-conditioned letter, while Experiment 3 (N?=?108) evaluated whether the visual conditioning effects would transfer to all non-conditioned letters. Visual acuity for experimental groups was significantly better than that in the control groups, speaking to the general malleability of our visual sense.     

The comprehension of sentences involving quantity information affects responses on the up–down axis

We investigated the use of space in the comprehension of the concept of quantity in text. Previous work has suggested that the right-left axis is useful in spatial representations of number and quantity, while linguistic evidence points toward use of the up-down axis. In Experiment 1, participants read sentences containing quantity information and pressed buttons in either (1) an up and a down position or (2) a left and a right position. In Experiment 2, the participants pressed buttons in either (1) up and down positions or (2) left and right positions, but heard the sentences rather than reading them. We found spatial compatibility effects for the up-down axis, but not for the right-left axis. Additionally, the spatial compatibility effect was observed whether or not the participants moved to make their responses. We discussed the results in the context of embodied approaches to the comprehension of quantity information.     

Construct validity of the Anxiety Sensitivity Index-3 in clinical samples

Using two clinical samples of patients, the presented studies examined the construct validity of the recently revised Anxiety Sensitivity Index-3 (ASI-3). Confirmatory factor analyses established a clear three-factor structure that corresponds to the postulated subdivision of the construct into correlated somatic, social, and cognitive components. Participants with different primary clinical diagnoses differed from each other on the ASI-3 subscales in theoretically meaningful ways. Specifically, the ASI-3 successfully discriminated patients with anxiety disorders from patients with nonanxiety disorders. Moreover, patients with panic disorder or agoraphobia manifested more somatic concerns than patients with other anxiety disorders and patients with nonanxiety disorders. Finally, correlations of the ASI-3 scales with other measures of clinical symptoms and negative affect substantiated convergent and discriminant validity. Substantial positive correlations were found between the ASI-3 Somatic Concerns and body vigilance, between Social Concerns and fear of negative evaluation and socially inhibited behavior, and between Cognitive Concerns and depression symptoms, anxiety, fear of negative evaluation, and subjective complaints. Moreover, Social Concerns correlated negatively with dominant and intrusive behavior. Results are discussed with respect to the contribution of the ASI-3 to the assessment of anxiety-related disorders.     

Exploratory factor analysis of African Self-Consciousness Scale scores

This study replicates and extends prior studies of the dimensionality, convergent, and external validity of African Self-Consciousness Scale scores with appropriate exploratory factor analysis methods and a large gender balanced sample (N = 348). Viable one- and two-factor solutions were cross-validated. Both first factors overlapped significantly and were labeled "Embracing African Heritage." The second subscale of the two-factor solution was labeled "Refusal to Deny African Heritage." Only the structural validity of the first factor of the two-factor solution was fully consistent with prior findings. Partial evidence of convergent validity was found for all factors, and only the second factor of the two-factor solution received external validity support. Implications for usage of the African Self-Consciousness Scale and recommendations for further investigation are discussed.     

Selecting a linear mixed model for longitudinal data: repeated measures analysis of variance, covariance pattern model, and growth curve approaches

With increasing popularity, growth curve modeling is more and more often considered as the 1st choice for analyzing longitudinal data. Although the growth curve approach is often a good choice, other modeling strategies may more directly answer questions of interest. It is common to see researchers fit growth curve models without considering alterative modeling strategies. In this article we compare 3 approaches for analyzing longitudinal data: repeated measures analysis of variance, covariance pattern models, and growth curve models. As all are members of the general linear mixed model family, they represent somewhat different assumptions about the way individuals change. These assumptions result in different patterns of covariation among the residuals around the fixed effects. In this article, we first indicate the kinds of data that are appropriately modeled by each and use real data examples to demonstrate possible problems associated with the blanket selection of the growth curve model. We then present a simulation that indicates the utility of Akaike information criterion and Bayesian information criterion in the selection of a proper residual covariance structure. The results cast doubt on the popular practice of automatically using growth curve modeling for longitudinal data without comparing the fit of different models. Finally, we provide some practical advice for assessing mean changes in the presence of correlated data.     

Moral Machines?

Wendell Wallach and Colin Allen??s Moral Machines: Teaching Robots Right From Wrong (Oxford University Press, 2009) explores efforts to develop machines that, not only can be employed for good or bad ends, but which themselves can be held morally accountable for what they do??artificial moral agents (AMAs). This essay is a critical response to Wallach and Allen??s conjectures. Although Wallach and Allen do not suggest that we are close to being able to create full-fledged AMAs, they do talk seriously about making incremental progress in the direction of creating them (even if we never fully succeed). However, there are important questions about the moral development of AMAs that Moral Machines does not address. Given the responsibilities entrusted to human moral agents, we take questions about their moral development very seriously. In the case of children, the hope is that eventually they will develop into full-fledged moral agents. How might we expect this to go with less than fully formed AMAs? Will there be a comparable story of moral development and moral education that we can tell?     

Emotion regulation and aggression

This review considers the impact of deliberate emotion regulation on aggression, by integrating findings from recent emotion regulation research with a contemporary model of aggressive behavior, the General Aggression Model. First, it considers how individuals who under-regulate anger and other emotions may be more likely to behave aggressively in an attempt to repair, terminate, or avoid uncomfortable emotional states. Second, it explores how over-regulation of emotion may lead to aggressive behavior by increasing negative affect, reducing inhibitions against aggression, compromising decision making processes, diminishing social networks, increasing physiological arousal and hindering the resolution of difficult situations. Finally, it reviews three skills thought to underlie deliberate emotion regulation: emotional awareness, emotional acceptance and proficiency in a variety of emotion regulation strategies. Treatment encompassing all of these skills may improve an individual's ability to regulate difficult emotion states more adaptively and thereby lessen aggressive behavior.