Responding to deviance: target exclusion and differential devaluation

Two studies explored responses to ingroup deviance. Group-defining opinions of prowar Republicans (Study 1) and prolife Christians (Study 2) were challenged by either an ingroup or outgroup deviate. Participants evaluated the deviate and structured the boundaries of their ingroup in counterbalanced order. Of importance, boundary structuring allowed participants to exclude deviates from the ingroup. Consistent with previous research, ingroup deviates were devalued relative to out-group deviates, but only when target evaluation was participants' first response option. Participants excluded deviates from the boundaries of their ingroup irrespective of measure order, and doing so eliminated differential devaluation when exclusion was participants' first response option. Exclusion decreased liking for outgroup deviates in Study 1 and increased liking for ingroup deviates in Study 2. The findings suggest that devaluation is an attempt to exclude deviates from the ingroup and that doing so reduces the threat otherwise experienced.     

Endogenous BDNF is required for long-term memory formation in the rat parietal cortex

Information storage in the brain is a temporally graded process involving different memory phases as well as different structures in the mammalian brain. Cortical plasticity seems to be essential to store stable long-term memories, although little information is available at the moment regarding molecular and cellular events supporting memory consolidation in the neocortex. Brain-derived neurotrophic factor (BDNF) modulates both short-term synaptic function and activity-dependent synaptic plasticity in hippocampal and cortical neurons. We have recently demonstrated that endogenous BDNF in the hippocampus is involved in memory formation. Here we examined the role of BDNF in the parietal cortex (PCx) in short-term (STM) and long-term memory (LTM) formation of a one-trial fear-motivated learning task in rats. Bilateral infusions of function-blocking anti-BDNF antibody into the PCx impaired both STM and LTM retention scores and decreased the phosphorylation state of cAMP response element-binding protein (CREB). In contrast, intracortical administration of recombinant human BDNF facilitated LTM and increased CREB activation. Moreover, inhibitory avoidance training is associated with a rapid and transient increase in phospho-CREB/total CREB ratio in the PCx. Thus, our results indicate that endogenous BDNF is required for both STM and LTM formation of inhibitory avoidance learning, possibly involving CREB activation-dependent mechanisms. The present data support the idea that early sensory areas constitute important components of the networks subserving memory formation and that information processing in neocortex plays an important role in memory formation.     

Anger and social appraisal: a "spicy" sex difference?

The central objective of this study was to investigate the role of social appraisal in sex differences in anger expression. Anger expression was inferred from the amount of hot sauce given to the person who induced anger. Participants were randomly assigned to a social condition, in which they expected to meet this person, or to a nonsocial condition, in which they had no such expectation. Men and women differed in their anger expressions, despite the fact that they did not differ in anger experience. Women expressed anger to a lesser extent than men, but only in the social condition. Social appraisal partly mediated the relation between sex and anger expression. The role of social appraisal in emotion and appraisal theory is discussed.     

Assessment of stuttering in a familiar versus an unfamiliar language

The present study investigated how well individuals knowledgeable about stuttering are able to make disfluency judgments in clients who speak another language than their own. Fourteen native speakers of Brazilian Portuguese identified and judged stuttering in Dutch speakers and in Portuguese speakers. Fourteen native speakers of Dutch identified and judged stuttering in Brazilian Portuguese speakers and in Dutch speakers. It was found that judges can make similar level of judgment in a native and a foreign language, and that native and foreign judges can make similar level of judgment irrespective of native/foreign differences. It was also found, however, that the Dutch judges performed significantly better in identifying native stutterers than foreign stutterers. And for the identification of nonstutterers, both panels performed better in their native language than in the foreign language, and in their native language they both performed better than the other panel. Both the Brazilian Portuguese and the Dutch speaking panel were generally also less confident, and found identification of stuttering more difficult in the foreign language than in the native language. In addition, when asked for the characteristics that helped them identify stutterers, they provided more detail in the native language than in the foreign language. Also a number of differences were found between the two panels which may be due to differences in training or cultural background. The implications of the findings for clinical practice and for future research in this area are discussed. EDUCATIONAL OBJECTIVES: The reader will be able to: (1) describe how language influences the identification of a speech disorder such as stuttering, and (2) list, and (3) define behaviors that help to identify stuttering in a foreign language.     

Aggregation in memory of episodic influences on rule-guided decisions

The authors confirmed E. Z. Rothkopf and M. L. Dashen's (1995) finding that specific problem context, such as thematic surface features, forms associative connections with deep problem features and thus speeds particular decisions (particularization). In 5 experiments, using a 3-bit decision task and pre-memorized decision rules, the authors found that the ability of a situational context to reinstate was decreased by its replacement by another modal surface context. Context reinstatement, as measured by decision speed, depended on both global and recent local densities of specific problem features linked to a particular decision. The authors' results are consistent with J. R. Anderson and L. J. Schooler's (1991) needs/odds analysis and suggest a push-down file model for diverse context influences as a mechanism for responding to changing situational demands.     

Flank transparency: transparent filters seen in dynamic two-color displays

Flank transparency is the perception of a colored transparent filter evoked by apparent-motion displays containing as few as two colors. Displays of flank transparency contain a random array of line segments placed on a uniform background. Small flanks are added to the line segments if the segments fall in the interior of a moving virtual shape, such as a virtual disk. This leads to the perception of a colored transparent disk with well-defined boundaries moving over the array of lines. Current qualitative and quantitative models of luminance and color conditions for perceptual transparency do not account for flank transparency as they require displays containing at least three different colors.     

Assessing the social validity of telehealth-based applied behavior analysis services for autism spectrum disorder

During the COVID-19 pandemic, applied behavior analysis services for many autistic individuals were transitioned to telehealth. The current study assessed caregiver-reported quality of life (QoL) and social validity for families of autistic children receiving only telehealth services (n = 96) or a combination of telehealth and in-person services (n = 173). Barriers to the telehealth experience were analyzed via an ANOVA, and the impact of funding source was analyzed using an independent samples t-test. Caregivers reported benefit across QoL and social validity items, with scores ranging from 3.31 to 4.44 (1 = least benefit, 5 = most benefit). While many caregivers reported no barriers regarding technology (44.61%), childcare (69.52%), and employment (64.68%), the presence of those barriers significantly impacted QoL and social validity scores. Funding source was not found to have a significant impact. Overall, caregivers found value in their child's telehealth services. Clinicians have an obligation to mitigate barriers to ensure the success of the intervention.     

Defining Discrimination in the Personal/Group Discrimination Discrepancy

Members of low-status groups typically report that their group experiences more discrimination than they do personally, a phenomenon referred to as the personal/group discrimination discrepancy. It is hypothesized that manipulating the meaning of discrimination affects the personal/group discrimination discrepancy. In three studies, 301 female undergraduates (259 Whites; 42 non-Whites) from a large midwestern university read vignettes depicting discriminatory events that varied according to severity and frequency. Participants in high-frequency conditions perceived both more personal and group discrimination than low-frequency participants, and they showed smaller personal/group discrepancies. This effect was found for work-related discrimination and social sexism. Results indicate that severe and infrequent events are what people typically think of as discrimination and that using the term discrimination affects personal and group judgments. The importance of defining discrimination when investigating the personal/group discrimination discrepancy is discussed.     

Braille literacy as a human right: A challenge to the “inefficiency” argument against braille instruction

The United Nations Convention on the Rights of Persons with Disabilities (CRPD) affirms a right to education for disabled persons and aims to ensure braille instruction for blind individuals. However, there is evidence that braille instruction is often circumvented or abandoned early in CRPD nations because it is perceived as an inefficient learning medium for blind students. This perception persists despite insufficient empirical evidence and a lack of understanding of the efficiency of reading versus listening for learning in sighted individuals. We therefore investigated the efficiency of learning written versus spoken words in blind and sighted samples. Participants (23 blind, 20 sighted) studied the written definitions of 70 rare English words in successive rounds, presented in conjunction with written or spoken wordforms. Blind participants learned with equal efficiency across modalities, whereas sighted participants learned spoken words more efficiently. The findings indicate the inefficiency argument against teaching braille is groundless, both because braille word learning is not less efficient than auditory word learning for blind individuals, and because reading is valued in the education of sighted individuals despite its apparent inefficiency in that population.