Background music as a quasi clock in retrospective duration judgments

The segmentation-change model of time perception proposes that individuals engaged in cognitive tasks during a given interval of time retrospectively estimate duration by recalling events that occurred during the interval and inferring each event's duration. Previous research suggests that individuals can recall the number of songs heard during an interval and infer the length of each song, exactly the conditions that foster estimates of duration based on the segmentation-change model. The results of a laboratory experiment indicated that subjects who solved word-search puzzles for 20 min. estimated the duration of the interval to be longer when 8 short songs (<3 min.) as opposed to 4 long songs (6+ min.) were played in the background, regardless of whether the musical format was Contemporary Dance or New Age. Assuming each song represented a distinct segment in memory, these results are consistent with the segmentation-change model. These results suggest that background music may not always reduce estimates of duration by drawing attention away from the passage of time. Instead, background music may actually expand the subjective length of an interval by creating accessible traces in memory, which are retrospectively used to infer duration.     

A Longitudinal Study of Relational Aggression, Physical Aggression, and Children's Social–Psychological Adjustment

Although great strides have recently been made in our understanding of relational aggression and its consequences, one significant limitation has been the lack of prospective studies. The present research addressed this issue by identifying and assessing groups of relationally aggressive, physically aggressive, relationally plus physically aggressive (co-morbid), and nonaggressive children during their third grade year in elementary school and then reassessing them a year later, during fourth-grade (N = 224, 113 girls). Two aspects of social–psychological adjustment were assessed during both assessment periods including internalizing difficulties (i.e., withdrawal, depression/anxiety, and somatic complaints) and externalizing problems (i.e., aggressive behavior, delinquency). It was revealed that the strongest predictor of future social–psychological adjustment problems and increases in these problems from third to fourth was the combination of relational and physical aggression. Relational aggression also contributed unique information, relative to physical aggression, in the prediction of future maladjustment. Implications of these findings for future research and prevention efforts, particularly for aggressive girls, are discussed.

Examination stress as an ecological inducer of cortisol and psychological responses to stress in undergraduate students

The purpose of the present study was to investigate basic methodological issues related to the usage of an examination stress protocol in studies of psychoneuroendocrinology. In the present study, 57 undergraduate students served as participants. All subjects provided salivary samples and completed psychological inventories during a low examination stress period and again during a high examination stress period. Salivary samples were analyzed for cortisol. Three major findings were observed. First, the examination stress protocol proved to be an effective trigger of elevations in both psychological measures of stress and in cortisol levels. Second, sex differences were observed in cortisol levels, such that males showed an elevation in cortisol during the high examination stress session whereas females did not. Finally, no significant correlations were observed between elevations in psychological measures of stress and elevations in cortisol levels. These findings suggest that the examination stress protocol used in the present study effectively elevated both psychological stress and cortisol levels. Furthermore, these findings suggest that there are biological differences in how males and females respond to stress. Finally, no evidence was found to suggest a relationship between psychological and hormonal levels of stress. Together, these findings suggest the need to better define and consider the implications of both the specific measures of stress being used and individual differences in the subject samples in psychoendocrine studies.     

The functions of nonsuicidal self-injury: support for cognitive-affective regulation and opponent processes from a novel psychophysiological paradigm

Although research on the reasons for engaging in nonsuicidal self-injury (NSSI) has increased dramatically in the last few years, there are still many aspects of this pernicious behavior that are not well understood. The purpose of this study was to address these gaps in the literature, with a particular focus on investigating whether NSSI (a) regulates affective valence in addition to affective arousal and (b) serves a cognitive regulation function in addition to an affect regulation function. To elucidate these issues, the present study utilized a sample of 112 participants (33 controls, 39 no pain controls, 16 NSSI individuals, and 24 controls matching the affect dysregulation levels of the NSSI group), employed psychophysiological measures of affective valence (startle-alone reactivity) and quality of information processing (prepulse inhibition), and used experimental methods involving an NSSI-proxy to model the NSSI process. Results largely were consistent with predictions, supporting the hypotheses that NSSI serves to regulate cognitive processing and affective valence. On this latter point, however, the control groups also showed a decrease in negative affective valence after the NSSI-proxy. This unexpected finding is consistent with the hypothesis that opponent processes may contribute to the development of self-injurious behaviors (Joiner, 2005). Overall, the present study represents an important extension of previous laboratory NSSI studies and provides a fertile foundation for future studies aimed at understanding why people engage in NSSI.     

Further examination of discriminated functional communication

One child with developmental disabilities was taught to mand for attention by saying "excuse me." Treatment effects were extended to multiple training contexts by teaching the participant to attend to naturally occurring discriminative stimuli through differential reinforcement of communication during periods of the experimenter's nonbusy activities (e.g., reading a magazine). Results are discussed in terms of future research on the generalization and maintenance of functional communication in the natural environment.     

USING COMPLEX AUDITORY—VISUAL SAMPLES TO PRODUCE EMERGENT RELATIONS IN CHILDREN WITH AUTISM

Six participants with autism learned conditional relations between complex auditory‐visual sample stimuli (dictated words and pictures) and simple visual comparisons (printed words) using matching‐to‐sample training procedures. Pre‐ and posttests examined potential stimulus control by each element of the complex sample when presented individually and emergence of additional conditional relations and oral labeling. Tests revealed class‐consistent performance for all participants following training.     

Shooting Genes,Distributing Credit: Narrating the Development of the Biolistic Gene Gun

Using oral histories with scientists, technology transfer managers and other collaborators who were involved with the development of the biolistic gene gun, I investigate how actors narrate their experiences of technology transfer. The individuals who worked on the gene gun draw on two different interpretive repertoires for describing the innovation process: a ‘localized’ repertoire that highlights defined moments and the conceptual contributions of a few individuals; and a ‘distributed’ repertoire that emphasizes longer time frames, the process of technical implementation and the importance of a network of collaborators. Each of these repertoires identifies a different assemblage of actors as deserving of credit and reward for the development of the gene gun. Examining how scientists employ these modes of describing the innovation process offers a way of thinking about how university inventors negotiate tensions around novel features of academic capitalism, such as personal profit arising from the commercialization of university technologies.     

Dynamic (Kinesthetic) Touch Perception in Preschool Children

The preschool years are an important time during which children gain proficiency using the hands for both performatory and perceptual functions that involve dynamic (kinesthetic) touch. We evaluated dynamic touch perception of object extent and found that preschool children are able to discriminate length by dynamic touch early, but perception is not very fine-tuned and perceptual attunement to inertial characteristics increased with age. An analysis comparing the performatory and perceptual functions of the hands showed links between performance and perception in dynamic touch tasks that did not require haptic–visual correspondence. We concluded that whereas dynamic touch is functional early in the preschool years, perceptual acuity is not very precise and haptic–visual correspondence remains immature. In addition, reliance on inertial properties as information to make judgments of length emerges between 3 and 5 years and attunement to inertial properties likely continues to develop throughout childhood because perceptual judgments of 5-year-olds did not reach adult levels. Tight links between the performatory and the perceptual functions of the hand suggest this is an important avenue for future research.     

Action Perception and Outcome Valence: Effects on Children's Inferences of Intentionality and Moral and Liking Judgments

The influences of different action-outcome scenarios on children's evaluative judgments and inferences of outcome intentionality were assessed. One hundred forty-five kindergartners, 2nd graders, and 4th graders heard 4 stories about child actors who engaged in 1 action or 3 equifinal actions and caused a positive or negative outcome. The stories made no mention of the actors' anticipated outcome so that we could assess the children's inferences of whether the actors wanted and had tried to cause the outcome. Children also rated their liking for the actors and the actors' morality. Children's moral and liking judgments were not significantly differentiated by action condition. However, actors who caused positive outcomes received favorable liking and moral judgments, and actors who caused negative outcomes received neutral liking and moral judgments. Children's intentionality inferences varied by the actors' actions and were moderated by outcome valence. The authors discuss children's apparent use of the valence rule when inferring intentionality and their reluctance to judge harshly actors who cause negative outcomes when not privy to the actors' intentions.