Frontal theta power linked to neuroticism and avoidance

Approach–avoidance conflict is thought to generate negative affective bias, mediated by theta rhythms. This process is distinct from, and adds to, the effects of simple aversive input. We assessed this distinction by holding gain constant and increasing loss value so that conflict and simple aversion peaked in the conflict (gain equals loss) and loss (net loss) conditions, respectively. Right frontal areas showed increases in both conflict- and loss-induced theta power. However, loss, but not conflict, power was correlated with avoidance and neuroticism, showing a Gender x Hemisphere interaction. We concluded that multiple aversive processes converge in lateral frontal networks and that individual differences in theta response in these networks may reflect differences in behavioural and emotional reactivity to aversive events.     

Stopping,goal-conflict,trait anxiety and frontal rhythmic power in the stop-signal task

The medial right frontal cortex is implicated in fast stopping of an initiated motor action in the stop-signal task (SST). To assess whether this region is also involved in the slower behavioural inhibition induced by goal conflict, we tested for effects of goal conflict (when stop and go tendencies are balanced) on low-frequency rhythms in the SST. Stop trials were divided, according to the delays at which the stop signal occurred, into short-, intermediate-, and long-delay trials. Consistent with goal-conflict processing, intermediate-delay trials were associated with greater 7–8 Hz EEG power than short- or long-delay trials at medial right frontal sites (Fz, F4, and F8). At F8, 7–8 Hz power was linked to high trait anxiety and neuroticism. A separate 4–7 Hz power increase was also seen in stop, relative to go, trials, but this was independent of delay, was maximal at the central midline site Cz, and predicted faster stopping. Together with previous data on the SST, these results suggest that the right frontal region could be involved in multiple inhibition mechanisms. We propose a hierarchical model of the control of stopping that integrates the literature on the neural control of fast motor stopping with that on slower, motive-directed behavioural inhibition.     

The perception of emotionally toned sentences by right hemisphere-damaged and aphasic subjects

The perception of 60 emotionally toned sentences, divided into meaningful and meaningless utterances, by high- and low-verbal aphasics and right hemisphere-damaged subjects who were not aphasic was investigated. The intended moods were happiness, sadness, and anger. Results indicated (a) significant differences between the aphasic groups in identifying the intended emotion but none between groups in identifying the intended emotion but none between either of these groups and the right hemispheric dysfunction subjects; (b) sentence meaningfulness only affected the responses of high-verbal aphasics; and (c) while the happy mood seemed to be the least frequently selected among the three moods, closer inspection indicated that the subjects in absence of response bias were distinguishing among the three moods with equal success.     

Culture, attention, and emotion

This research provides experimental evidence for cultural influence on one of the most basic elements of emotional processing: attention to positive versus negative stimuli. To this end, we focused on Russian culture, which is characterized by brooding and melancholy. In Study 1, Russians spent significantly more time looking at negative than positive pictures, whereas Americans did not show this tendency. In Study 2, Russian Latvians were randomly primed with symbols of each culture, after which we measured the speed of recognition for positive versus negative trait words. Biculturals were significantly faster in recognizing negative words (as compared with baseline) when primed with Russian versus Latvian cultural symbols. Greater identification with Russian culture facilitated this effect. We provide a theoretical discussion of mental processes underlying cultural differences in emotion research.     

Peer Tutoring for Reading Fluency as a Feasible and Effective Alternative in Response to Intervention Systems

Peer tutoring is an evidence-based procedure for improving academic performance for a variety of skill areas. The current study evaluated the feasibility and impact of a peer tutoring package for reading fluency with 4 middle school students receiving Tier II remedial supports. This study used a multiple baseline design across participants to evaluate impact of the peer tutoring procedure on students’ oral reading rate on instructional passages. Results indicated that students’ oral reading rate on instructional probes increased following implementation of the peer tutoring procedure. Moreover, peer tutors implemented most steps of the procedure with a high degree of integrity. Results are discussed in terms of contributions to the peer tutoring and Response to Intervention literatures, as well as application to applied practice.     

A Comparison of Two Group Contingencies on Teachers’ Use of Behavior-Specific Praise

The present study evaluated the effects of two reinforcement contingencies on teacher use of behavior-specific praise (BSP) in the classroom. An alternating treatments design was used to compare the implementation of both an independent and interdependent contingency to increase frequency of BSP delivery. Four general education elementary school teachers and their students participated. Teachers’ use of BSP and general praise, as well as, behavior-specific and general reprimands were evaluated. Data were also collected on students’ levels of academically engaged and disruptive behaviors. Both the independent and interdependent conditions resulted in higher frequencies of BSP and reduced the use of both general and behavior-specific reprimands. Student levels of academic engagement increased while disruption decreased across both contingencies. Results of the present study are discussed in terms of related literature and implications for applied practice.

     

Interactions between mothers and children: impacts of maternal and child anxiety

This study, an expansion of an earlier study of parenting behaviors of anxious mothers, examined the relationship of both mother and child anxiety disorders to mother behavior in parent--child interactions. Participants were 68 mother--child dyads with children ranging in age from 7 to 15 years. Mothers and children completed diagnostic evaluations and engaged in conversational tasks; behaviors were rated by coders who were blind to diagnosis. Mothers of anxious children, regardless of their own anxiety, were less warm (p <.05) toward their children. They also granted less autonomy (p <.01). There was an interaction between mother and child anxiety in predicting maternal catastrophizing (p <.01), with anxious mothers and nonanxious mothers of anxious children likely to catastrophize. Theoretical and research implications are discussed.     

Amae in Japan and the United States: an exploration of a "culturally unique" emotion

The experience of an emotion considered to be culturally unique (i.e., Japanese Amae) was tested in the United States, where there is no word to describe the concept. North American and Japanese participants read scenarios in which a friend made an inappropriate request (Amae), made no request, or made the request to another friend. Both American and Japanese participants felt more positive emotion and perceived the requester as feeling closer to them in the Amae condition than in the other two conditions. However, Americans felt more in control when asked for a favor than when not asked, a pattern that did not emerge among the Japanese. Cultural specificity of hypocognized emotions is discussed.