Visual size perception and haptic calibration during development

It is still unclear how the visual system perceives accurately the size of objects at different distances. One suggestion, dating back to Berkeley’s famous essay, is that vision is calibrated by touch. If so, we may expect different mechanisms involved for near, reachable distances and far, unreachable distances. To study how the haptic system calibrates vision we measured size constancy in children (from 6 to 16 years of age) and adults, at various distances. At all ages, accuracy of the visual size perception changes with distance, and is almost veridical inside the haptic workspace, in agreement with the idea that the haptic system acts to calibrate visual size perception. Outside this space, systematic errors occurred, which varied with age. Adults tended to overestimate visual size of distant objects (over‐compensation for distance), while children younger than 14 underestimated their size (under‐compensation). At 16 years of age there seemed to be a transition point, with veridical perception of distant objects. When young subjects were allowed to touch the object inside the haptic workspace, the visual biases disappeared, while older subjects showed multisensory integration. All results are consistent with the idea that the haptic system can be used to calibrate visual size perception during development, more effectively within than outside the haptic workspace, and that the calibration mechanisms are different in children than in adults.     

Areas of Marital Dissatisfaction Among Long‐Term Couples

To better understand relational dissatisfaction and duration of long‐term married couples, this study surveyed 30 couples married at least 40 years with the Marital Satisfaction Inventory. Findings suggest various areas of dissatisfaction (e.g., affective communication, conflict over child rearing) and relationship among and link to other areas of dissatisfaction (e.g., finances, sex).     

Social deviance activates the brain’s error-monitoring system

Social psychologists have long noted the tendency for human behavior to conform to social group norms. This study examined whether feedback indicating that participants had deviated from group norms would elicit a neural signal previously shown to be elicited by errors and monetary losses. While electroencephalograms were recorded, participants (N = 30) rated the attractiveness of 120 faces and received feedback giving the purported average rating made by a group of peers. The feedback was manipulated so that group ratings either were the same as a participant’s rating or deviated by 1, 2, or 3 points. Feedback indicating deviance from the group norm elicited a feedback-related negativity, a brainwave signal known to be elicited by objective performance errors and losses. The results imply that the brain treats deviance from social norms as an error.     

Task relevance modulates processing of distracting emotional stimuli

Relatively little is known about the integration of people's fear-related dispositions and their expectations about stressful events. This research used information integration theory to examine how participants’ anxiety sensitivity and event expectancy are integrated to determine their social anxiety. Three studies were conducted—two with university students and one with anxiety clinic patients—in which participants were presented with multiple scenarios of a socially embarrassing event, each representing a different degree of event probability, from which subjective expectancies were derived. Independent variables included anxiety sensitivity (low, moderate, high) and event expectancy (low, medium, high, no probability information). Participants were asked to indicate their anxiety (dependent measure) in each expectancy condition in this 3 × 4 mixed, quasi-experimental design. The results of all three studies strongly suggest that anxiety sensitivity and event expectancy are integrated additively to produce social anxiety. Additional results and their implications for the treatment of anxiety-related disorders are also discussed.     

The Promotional Role of School and Community Contexts for Military Students

This article examines how supportive public school environments can serve as a promotional context for the development of children and adolescents from military families. The authors integrate theory and research from multiple research strands (e.g., human development, studies of at-risk youth, educational reform, goodness of fit theory, and school climate) to outline how public schools can support the development of all children and adolescents. This article provides further support for the supposition that school climates and the social-ecological contexts surrounding a school (e.g., universities, communities, school districts) have the potential to protect at-risk children and adolescents from an array of negative social, emotional, and psychological outcomes. The authors draw linkages between these research domains and the development of military children and adolescents. Promotional civilian school environments embedded within supportive and inclusive contexts can create a social infrastructure that supports the development of military children and adolescents. The authors argue that this conceptual approach can create a foundation for interventions and research that focuses on schools as normative supportive developmental settings for military children and youth during challenging times of war (e.g., deployments and multiple school transitions). This article concludes with a discussion of future directions in research on the development of military children and adolescents. Based on a heuristic conceptual model that outlines areas needing further research, the authors call for a deeper theoretical and empirical integration of school climate and external contextual factors surrounding the school. Investigating the social and organizational dynamics within these contexts can result in a more comprehensive picture of the development of military children and adolescents.     

The Social and Personal Identities Scale: A Measure of the Differential Importance Ascribed to Social and Personal Self-Categorizations

A new measure sensitive to differences in the importance that people ascribe to their social (group) and personal identities is described. The Social and Personal Identities (SIPI) scale distinguishes between the interpersonal level of self which differentiates the individual as unique from others, and the social identity level of self whereby the individual is identified by his or her group memberships. In contrast to perspectives that emphasize the context-dependence of self-conception, our measure was designed to capture individual differences in participants' readiness to categorize themselves using group and personal self-categories as measured by the degree of importance or centrality assigned to each. Factor and reliability analyses support the scale's stability as a two-factor structure with high internal consistency, and these factors are modestly correlated. Results from six studies substantiate the scale's criterion and construct validity.     

Auditory and proprioceptive spatial impairments in blind children and adults

It is not clear what role visual information plays in the development of space perception. It has previously been shown that in absence of vision, both the ability to judge orientation in the haptic modality and bisect intervals in the auditory modality are severely compromised (Gori, Sandini, Martinoli & Burr, 2010; Gori, Sandini, Martinoli & Burr, 2014). Here we report for the first time also a strong deficit in proprioceptive reproduction and audio distance evaluation in early blind children and adults. Interestingly, the deficit is not present in a small group of adults with acquired visual disability. Our results support the idea that in absence of vision the audio and proprioceptive spatial representations may be delayed or drastically weakened due to the lack of visual calibration over the auditory and haptic modalities during the critical period of development.     

Love,passion, and peak experience: A qualitative study on six continents

Abstract

Qualitative inquiry promotes deeper understanding of human experiences that can be reduced and decontextualized when examined solely via quantitative methods. In this study, we interviewed 150 people in 22 countries on six continents, asking them, ‘What do you love?’, ‘What is a great passion in your life?’, and ‘What has been a peak experience in your life?’. Love, passion, and peak experience share definitional and theoretical overlaps. However, they have not been explored simultaneously across cultures using qualitative methods. We utilized a pragmatic, inductive, thematic methodology, and 11 key themes emerged from the data. Other people and learning and growing were the top two themes for all three constructs, and data patterns suggested more variation within than between continents. We suggest that love, passion, and peak experience may promote self-determination and/or psychological complexity via integration with and differentiation from the environment, and suggest directions for future research.     

Examining the Prevalence and Predictors of Injury From Adolescent Dating Violence

Medical needs of youth who experience dating violence are not well understood because of limited past research examining the prevalence and predictors of injuries and medical help seeking. To address these gaps, the current study described the prevalence and predictors of injuries from dating violence from grades 8 through 12 in a large sample of youth. Results indicate that one third to one half of youth who experienced any physical and/or sexual dating violence also sustained an injury. Prevalence of injury was highest in the 8th grade and was significantly higher for females than for males across grades 8 through 11. Youth who experienced greater amounts of violent victimization in their relationships (physical, sexual, and psychological) were at the highest risk for injury. Results also suggest that victims at highest risk for injury are girls, White youth, those experiencing multiple types of violence, and those who also engage in perpetration. Given the high prevalence of injury among youth who report dating violence, healthcare professionals may be in a unique position to screen and counsel youth about dating violence. Because the highest prevalence of injury occurred before high school, prevention programs should start early and selected prevention may be used for youth at highest risk for injury.     

Web-Based Intervention for Returning Veterans with Symptoms of Posttraumatic Stress Disorder and Risky Alcohol Use

A substantial number of military personnel who have served in Iraq (Operation Iraqi Freedom; OIF) and Afghanistan (Operating Enduring Freedom; OEF) develop symptoms of posttraumatic stress disorder (PTSD) in response to their military experiences and many of these same individuals will drink in a risky or problematic manner following deployment. If left untreated, PTSD symptoms and alcohol problems can become chronic and have a significant, negative impact on the lives of veterans, their families and communities. Further, OIF and OEF service members are often reluctant to seek treatment for mental health symptoms or alcohol problems secondary to stigma. In order to reach this population it is essential that new strategies and venues for delivering evidence-based care are explored. Web-based interventions are uniquely suited to this cohort of veterans in that they have the potential to reach a significant number of veterans who commonly use the Web and who might not otherwise receive care. This article will review the prevalence of PTSD and alcohol problems among OIF and OEF veterans, common barriers they experience with accessing care in traditional mental health settings, and what is known about the effectiveness of Web-based approaches for PTSD and alcohol problems. It also describes the components of a new Web-based intervention, developed by the authors, that uses motivational enhancement and cognitive-behavioral strategies to intervene with returning veterans who report PTSD symptoms and problem drinking. Recommendations for future directions in working with returning veterans with PTSD and alcohol problems will be offered.