Asking ‘why’ still increases intrusions: A response to Ayduk and Kross (2008)

In their response piece, Ayduk and Kross (Ayduk, O., & Kross, E. (2008). Asking ‘why’ from a distance facilitates emotional processing: a reanalysis of Wimalaweera and Moulds (2008). Behaviour Research and Therapy) raised a number of interesting and important points regarding the findings reported in our recently published paper (Wimalaweera, S., & Moulds, M.L. (2008). Processing memories of anger-eliciting events: the effect of asking ‘why’ from a distance. Behaviour Research and Therapy, 46, 402-409.). Their additional analyses of our dataset resulted in a thought-provoking response to our paper. We are grateful for their interest in and consideration of our findings, and for the opportunity to respond to their concerns. We concur with many of the points that they raised. Nonetheless, a number of their procedures and interpretations warrant comment and clarification. Most critically, we correct what appears to be a fundamental misunderstanding of our argument that encouraging distanced-why recall facilitates rather than results in avoidance. In so doing, we address their repeated criticism that the avoidance subscale of the Impact of Event Scale was omitted from the original analyses. Second, we address the rationale for the lack of consistency in the inclusion of all of the experimental conditions in the additional analyses, particularly in light of the theoretical relevance of the immersed-what condition to elucidating the processes that facilitate emotional processing. We call for a consistent analytic strategy, emphasize the need for replication with larger samples, and urge caution in the extrapolation of experimental findings to clinical recommendations.     

Learning to label letters by sounds or names: a comparison of England and the United States

Learning about letters is an important foundation for literacy development. Should children be taught to label letters by conventional names, such as /bi/ for b, or by sounds, such as /b/? We queried parents and teachers, finding that those in the United States stress letter names with young children, whereas those in England begin with sounds. Looking at 5- to 7-year-olds in the two countries, we found that U.S. children were better at providing the names of letters than were English children. English children outperformed U.S. children on letter-sound tasks, and differences between children in the two countries declined with age. We further found that children use the first-learned set of labels to inform the learning of the second set. As a result, English and U.S. children made different types of errors in letter-name and letter-sound tasks. The children's invented spellings also differed in ways reflecting the labels they used for letters.     

Erratum: Durable and generalized effects of spatial experience on mental rotation: Gender differences in growth patterns

The above article (DOI: 10.1002/acp.1420 ) was published online on 26 November 2007 and in print in Volume 22: 996‐1013, 2008. A printing error was subsequently identified in the article. Page 996: Missing author information. Should read Dr. Nora S. Newcombe, Temple University, Philadelphia, USA, National Science Foundation Grants REC‐0337360 and SBE0541957.     

Consumer decision making and aging: Current knowledge and future directions

We review existing knowledge about older consumers and decision making. We develop a conceptual framework that incorporates the notion of fit between individual characteristics, task demands and the contextual environment. When the fit is high, older consumers use their considerable knowledge and experience to compensate for the impact of any age-related changes in abilities and resources. When the fit is relatively low, older consumers feel increased need to adapt their decision making processes. We discuss these consumer adaptations and propose a number of research questions related to the processes underlying them in order to contribute to a better understanding of how they can lead to more effective consumer decision making for older adults. We further consider some pragmatic implications of the adaptations for marketing management and public policy.     

ON THE CORRESPONDENCE BETWEEN PREFERENCE ASSESSMENT OUTCOMES AND PROGRESSIVE‐RATIO SCHEDULE ASSESSMENTS OF STIMULUS VALUE

The current study examined whether stimuli of different preference levels would be associated with different amounts of work maintained by the stimuli, as determined through progressive‐ratio schedule break points. Using a paired‐choice preference assessment, stimuli were classified as high, moderate, or low preference for 4 individuals with developmental disabilities. The stimuli were then tested three times each using a progressive‐ratio schedule (step size of 1; the break‐point criterion was 1 min). In 10 of 12 possible comparisons, higher preference stimuli produced larger break points than did lower preference stimuli.     

Increases in Tolerance Within Naturalistic, Intentional Communities: A Randomized, Longitudinal Examination

The authors examine differential changes in values of tolerance among 150 participants discharged from inpatient treatment centers, and randomly assigned to either a self-help-based, communal living setting (i.e., Oxford House), or usual aftercare. Participants were interviewed every 6 months for a 24-month period. Hierarchical linear modeling (HLM) was used to examine the effect of condition (therapeutic communal living versus usual aftercare) on wave trajectories of tolerance (i.e., universality/diversity scores). Over time, residents of the communal living model demonstrated significantly greater values of tolerance than usual aftercare participants. Communal living participants who resided in the house for over 6 months showed the most substantial increases in tolerance. Results support the notion that communal living residents may develop more tolerant attitudes by striving toward superordinate community goals (objectives held by (a) the whole group and (b) which individual members could not achieve alone).     

A social cure in the community: A mixed-method exploration of the role of social identity in the experiences and well-being of community volunteers

Cohesive, resilient communities are vital to the well-being of residents. Uncovering the determinants of successful community identities is therefore essential to progressing the community health agenda. Engaging in community participation through volunteering may be one pathway to building local community identity and enhancing residents’ health and well-being, but the group processes connecting them remain unexplored. We conducted two studies investigating these dynamics using the “Social Cure” perspective. First, we analysed 53 in-depth interviews with volunteers, finding that community relationships shaped their experiences and that volunteering influenced their sense of community belonging, support, and well-being. Second, a community survey (N = 619) revealed that volunteering predicts well-being through the serial mediators of community identification and social support. Our article demonstrates the Social Cure processes involved in community-based volunteering, their impact on community identity, support and well-being, and their implications for community health, and the provision and sustainability of community voluntary action and interventions.     

Early Adolescents’ Responses to Witnessing Gender-Based Harassment Differ by their Perceived School Belonging and Gender Typicality

The current study examined bystanders of gender-based harassment (GBH) in early adolescence. Specifically, it examined whether early adolescents’ sense of school belonging, perceived peer support, and self-perceived gender typicality predicted how they respond to witnessing GBH (e.g., whether they confront the perpetrator, seek social support, or ignore it), and whether they feel good or worried about confronting perpetrators of GBH. U.S. 7th and 8th graders (n?=?594; 300 male early adolescents and 294 female early adolescents; M_age?=?12.74, SD?=?.70) completed measures of same- and other-gender typicality, school belonging, peer support, and experiences witnessing GBH. Students reported how often they had witnessed GBH, how they thought they would feel about confronting the perpetrator of GBH, and how they responded (or thought they would respond) to witnessing GBH. The more strongly early adolescents felt a sense of belonging to their school, (a) the more worried and good they felt about confronting GBH and (b) the more likely they were to both confront perpetrators of GBH and to seek social support after witnessing GBH. Early adolescents who were lower in gender typicality felt less positively about confronting GBH, but they were more likely to report confronting perpetrators of GBH. These results indicate that bystander interventions targeting GBH should focus on increasing students’ sense of school belonging and considering individuals simultaneously as both targets and bystanders.