Positive and negative affectivity for academic and interpersonal domains: relations to general affectivity, extraversion, and neuroticism

The present study examined the relations between positive and negative affectivity for academic and interpersonal domains with a measure of general affectivity. Results of within-group analyses of variances indicated that scores on measures of positive and negative affectivity for academic situations were significantly different compared with scores for interpersonal and general affectivity. Consistent with previous research, measures of general positive and negative affectivity were found to remain significantly associated with measures of extraversion and neuroticism, respectively, even after controlling for domain-specific affectivity. Overall, the present findings indicate that emotional experience might differ considerably across different domains.     

Participatory impact assessment for poverty alleviation: Opportunities for communities and development agencies

In an increasingly globalized world, participatory impact assessment (PIA) can serve as a useful tool to help communities take charge of their affairs. Development agencies can work with communities to use PIA to measure and promote substantial, sustainable gains by the poor in terms of money and power. Recent work on impact indicators at the micro- (household and community), meso- (institutional), and macro- (policy) levels—especially in the areas of microenterprise, local economic development, gender and development, human rights, and institutional partnerships—can be consolidated and extended through PIA. PIA can also be used to strengthen methods that place full control, or at least co-management authority, in the hands of citizens to evaluate development interventions. An international network on PIA should be established to facilitate exchanges on, and the spread of, this approach.     

IBM research in interactive data mining and scientific computing

A number of research and development efforts from IBM are described in the areas of data mining and visualization of large data sets. Some useful principles for data mining and visualization are discussed, and a few research programs and available products are described. In addition, the current IBM line of hardware and support software for scientific computing is briefly described.     

Reflections on Contemporary Psychotherapy Practice, Research, and Training

We do not lack for criticism about psychotherapy practice, research, and training. Admittedly, there is much there that needs to change. But, thus far, what have we done right? What are some of the positive, affirming, constructive strides that have been made with regard to therapy practice, research, and training? In this paper, those questions are addressed. Ten broad-based themes about some aspects of psychotherapy are presented and discussed; while by no means exhaustive, each is considered to be quite robust and clearly reflective of some of the truly constructive facets now evident in the field.     

SELF-MONITORING AND WORK PRODUCTIVITY WITH MENTALLY RETARDED ADULTS

We examined the use of self-monitoring to increase the productivity of five mentally retarded adults in a sheltered workshop. Data were collected daily during a 30-minute intervention and 30-minute generalization period. Following baseline, verbal praise, prompts, and physical encouragement were administered contingent on productive behavior on a specific task during the intervention period. In the next phase, self-monitoring was trained during the intervention period. During both phases, baseline conditions prevailed in the generalization periods. In the final phase, self-monitoring was extended across the intervention and generalization periods. Results showed that increased productivity levels, evident when praise and prompting were being administered, maintained with self-monitoring alone. Minimal generalization across time was observed until self-monitoring was begun in the generalization period.     

EEG alpha asymmetry and creativity

Results of 3 experiments examining the relationship between creativity and left-hemisphere and right-hemisphere EEG activity are reported. Creativity has been hypothesized to involve the use of primary-process cognition, and such cognition is hypothetically accompanied by activation of the right cerebral hemisphere. In light of these hypotheses, we predicted that highly-creative people should exhibit greater right-hemisphere than left-hemisphere EEG activity during creative performance and that this pattern would not be found in less-creative people. All 3 experiments supported this prediction. This difference in asymmetry was specific to creative performance. It was not present during basal recordings or during a non-creative task.     

Judging response-outcome relations: The role of response-outcome contingency,outcome probability,and method of information presentation

A series of four experiments investigated college students’ judgments of interevent contingency. Subjects were asked to judge the effect of a discrete response Itapping a wire) on the occurrence of a brief outcome (a radio’s buzzing). Pairings of the possible event-state combinations (response-outcome, response-no outcome, no response-outcome, no response-no outcome) were presented in a summary-table (Experiments 2 and 4), in an unbroken-time-line (Experimente 1, 2, and 4), or in a broken-time-line format (Experiment 3). Subjects judged the extent to which the response caused the outcome or prevented it from occurring. Across all methods of information presentation, judgments were a positive function of response-outcome contingency and outcome probability. In the unbroken-time-line condition, judgments of negative response-outcome contingencies were less extreme than judgments of equivalent positive contingencies. This asymmetry was smaller in the broken-time-line condition and in those conditions in which subjects were encouraged to segment an unbroken time line into discrete response outcome units. Finally, judgments of positive and negative relationships were generally symmetrical in the summary-table condition. Relative to the two time-line portrayals, summary table judgments were also less influenced by the overall probability of outcome occurrence. These judgment differences among format conditions suggest that, depending on the method of information presentation, subjects differently partition event sequences into discrete event pairings.     

Self-Efficacy Relationships With Affective and Exertion Responses to Exercise1

This study examined the relationship of preexisting efficacy for exercise with perceptions of effort expenditure and in-task affect during exercise testing. Subjects comprised sedentary, middle-aged adults participating in a submaxi-mal cycle ergometer-graded exercise test. Perceptions of efficacy were assessed prior to and following exercise testing while perceptions of effort expenditure and in-task affect were assessed at 70% of predicted maxim heart rate. Highly efficacious subjects had lower perceptions of effort expenditure and reported more positive affect during exercise than did their less efficacious counterparts. Affective responses during exercise were in turn significant predictors of posttest self-efficacy. These results are discussed in regard to the importance of examining the role of personal efficacy in the formation of exercise-related affect and affective responses as sources of efficacy or competence information in exercise.     

Beyond the intrinsic-extrinsic dichotomy: Self-determination in motivation and learning

Researchers have typically portrayed intrinsic and extrinsic motivation as dichotomous. Although this dichotomy has explanatory utility, we present a differentiated view of extrinsic motivation, arguing that the relative autonomy of one's motivated actions is more useful for characterizing the motivational basis of learning than is the undifferentiated intrinsic-extrinsic dichotomy. Our concept of autonomous extrinsic motivation is based on a developmental analysis of the processes of internalization and integration. In this article we review extensive research indicating that intrinsic motivation and integrated internalization are facilitated by autonomy supportive social contexts, and that these autonomous forms of motivation, in turn, promote high-quality learning.Preparation of this article was facilitated in part by research grant HD-19914 from the National Institute of Child Health and Human Development to the Human Motivation Program in the Department of Psychology at the University of Rochester.