Attributions for social failure and aggression in incarcerated delinquent youth

While a variety of cognitive deficits and biases have been found to characterize aggressive and delinquent children and youth, very little attention has focused on determining whether aggressive youth also display deviant attributional beliefs in response to social failure. Research in the more impersonal cognitive domains such as achievement has shown attributions for failure to be potent determinants of both affective rections and subsequent responding. Thus, the present study was designed to investigate whether specific attributional patterns following social failure may also relate to aggressive behavior. The aim of this study was to determine the relation betweeen the level of self-reported physical aggression and specific atttributional patterns following hypothetical social failure in a sample of incarcerated delinquent males. While the general hypotheses were that increased aggressiveness would be related to a greater tendency to endorse attributions for social failure that are external, stable, and controllable, only the hypothesis with regard to controllability was supported. The findings are discussed in terms of the relation between cognition and aggression in delinquent youth.This research was supported in part by grant MH 44768-01 from the National Institute of Mental Health to the first author. The authors would like to thank the staff of the Illinois Youth Center-St. Charles for their cooperation.     

Validation of a role-play measure of children's social skills

A videotape-administered role-play test of children's social skills was developed and its psychometric properties tested. Performance criteria for the test were derived from popular children's ratings of the effectiveness of different role-play responses. The test was administered to 157 fourth- and fifth-grade boys and girls who had been classified as popular, average, neglected, or rejected, on the basis of sociometric testing. The test evidenced good interrater, test-retest, and internal consistency reliabilities. Children's role-play performance correlated significantly with teacher ratings of social competence and with peer-liking ratings. Neglected children performed more poorly on the role-play test than popular children. When differences in intelligence among social status groups were statistically controlled, social status groups did not differ on the role-play test. Results of the discriminant analyses support the conclusion that teacher ratings are better than role-play tests for identifying rejected children, whereas role-play tests and measures of intelligence appear more accurate than teacher ratings for identifying neglected children.     

On the relation between spontaneous trait inferences and intentional inferences: An inference monitoring hypothesis

More than twenty five years after the beginning of research on spontaneous trait inferences (Winter & Uleman, 1984) an intriguing paradox in the impression formation literature remains: if traits are spontaneously inferred, why aren't they used to organize behavioral information and thereby facilitate recall under memory instructions (Hamilton, Katz, & Leirer, 1980)? We hypothesized that organization by traits is more evident under impression formation goals because only in that case then are inferences sufficiently monitored to permit their use in organizing impressions. As a consequence, such monitored traits can then be used strategically as retrieval cues. Merging the main features of the Winter and Uleman and the Hamilton et al. experimental paradigms, Experiment 1 simultaneously replicated the main results of both studies. Using a new recognition paradigm, Experiments 2 and 3 further tested this inference monitoring hypothesis by showing that monitoring of trait inferences only occurs under particular processing goals, and is dependent on the availability of cognitive resources.     

Navigating the Road Ahead: Public Health Challenges and the Interactive Systems Framework for Dissemination and Implementation

Public health is currently faced with an array of critical challenges and disconnects. Research and evaluation have identified a number of evidence‐based strategies for effecting behavior change at individual, group, organizational, and environmental levels, all of which hold promise for leading to substantial reductions in morbidity and mortality, and increased quality of life. Unfortunately, there is huge variability across the public health system in awareness of the value of using evidence to inform decision making, let alone in capacity to locate, assess, compare, select, justify, adapt, implement, and evaluate evidence‐based strategies, or to participate in building the evidence base for practice‐based innovations. As a result, many communities may not be benefitting from research‐tested and practice‐based strategies that could help them to meet their public health goals more efficiently and effectively. CDC's Interactive Systems Framework for Dissemination and Implementation (ISF), released in 2008, was designed to help close this gap between research and practice. This commentary identifies the ways in which the ISF framework is useful in addressing the research practice gap; revisits the elements of the framework that have continued to guide research and practice in fruitful ways; and highlights areas that need further development to meet current public health challenges. Special Issue: Advances in Bridging Research and Practice Using the Interactive System Framework for Dissemination and Implementation; Guest Editors: Abraham Wandersman, Paul Flaspohler, Catherine A. Lesesne, Richard Puddy; Action Editor: Emilie Phillips Smith     

Affiliative stimuli as primers to prosocial predispositions

Affiliative stimuli are pleasant and highly biologically relevant. Affiliative cues are thought to elicit a prosocial predisposition. Here affiliative and neutral pictures were exposed prior to a reaction time task which consisted in responding to a visual target. Half the participants responded with finger-flexion, a movement frequently involved in prosocial activities. The other half responded with finger extension, a less prosocially compatible movement. Results showed that under the exposure to affiliative pictures, as compared to neutral ones, participants who used finger flexion were faster, while those using finger extension were slower. Performance benefits to the task, when flexing the finger, together with performance costs, when extending it, indicate the relevance of movement compatibility to the context. These findings put forward a possible link between affiliative primers and motor preparation to facilitate a repertoire of movements related to prosocial predispositions including finger flexion.     

News Reports of Catastrophes and Viewers' Fear: Threat Appraisal of Positively Versus Negatively Framed Events

Although research has shown that media coverage of traumatic events can evoke intense fear in spectators, few studies have examined the mechanisms underlying this effect. Drawing from appraisal theories, this article investigates whether viewers' fear responses to traumatic reports are mediated by the appraisal of personal relevance, as well as whether positive framing of news stories is capable of dampening fear. In a 2 × 2 between-subjects design, participants watched one of two reports about mutilations caused by either an event with high signal potential (bacterial infection) or an event with low signal potential (explosion of land mines). Each of the reports could be either positively or negatively framed. Participants were asked to report their emotions in response to the news story and to answer questions concerning their cognitive appraisal. Results showed that the report with mutilations caused by bacterial infection elicited more fear than the report with mutilations caused by land mine explosions. This effect was mediated by the dimensions of suddenness, unpleasantness, personal relevance, and coping potential. Positively framed reports generated less fear than negatively framed reports, and this effect was mediated by the dimensions of coping potential and unpleasantness. The implications for media research are discussed.     

Attenuating the haptic horizontal—vertical curvature illusion

In a number of experiments, blindfolded subjects traced convex curves whose verticals were equal to their horizontal extent at the base. Overestimation of verticals, as compared with horizontals, was found, indicating the presence of a horizontal-vertical illusion with haptic curves, as well as with visible curves. Experiment 1 showed that the illusion occurred with stimuli in the frontal plane and with stimuli that were flat on the table surface in vision and touch. In the second experiment, the stimuli were rotated, and differences between vision and touch were revealed, with a stronger illusion in touch. The haptic horizontal-vertical illusion was virtually eliminated when the stimuli were bimanually touched using free exploration at the body midline, but a strong illusion was obtained when curves were felt with two index fingers or with a single hand at the midline. Bimanual exploration eliminated the illusion for smaller 2.5- through 10.2-cm stimuli, but a weakened illusion remained for the largest 12.7-cm patterns. The illusion was present when the stimuli were bimanually explored in the left and right hemispace. Thus, the benefits of bimanual exploration derived from the use of the two hands at the body midline combined with free exploration, rather than from bimanual free exploration per se. The results indicate the importance of haptic exploration at the body midline, where the body can serve as a familiar reference metric for size judgments. Alternative interpretations of the results are discussed, including the impact of movement-based heuristics as a causal factor for the illusion. It was suggested that tracing the curve’s peak served to bisect the curve in haptics, because of the change in direction.     

Qualitative Exploration of the Experiences and Challenges of Adolescents during Pregnancy

This study explores and describes the experiences and challenges of pregnant adolescents (N = 9, mean age = 16.33 years, SD = 1.58 years) by focusing on their thoughts and feelings about their pregnancies and future prospects. The expectant mothers were in their in their second and third trimester of pregnancy. All participants were poor working-class Black South Africans from different ethnic groups. Two were Tsonga, three Zulu and four Tswana speakers. Data were collected using semistructured interviews and analysed using thematic content analysis. Findings suggest that family relationships after disclosure of the pregnancy were strained, particularly the father-daughter relationship. The teens expressed unpreparedness for the challenges of motherhood, uncertainty about the future and feelings of anger, regret and anxiety.     

Attention and Short-Term Memory in Normal Children,Aggressive Children,and Non-Aggressive Children with Attention-Deficit Disorder

In the present study, fifteen 7- to 9-year-old male school children with attention deficit disorder (ADD) as well as matched groups of aggressive and normal children were compared on scores obtained for initial acquisition of information and its maintenance in the short-term score under various attentional loads. Bi-colored, alphanumeric arrays were used in a partial-report technique. Retention was measured 0, 5, 10, and 20 s, after pre- and postexposure under both rehearsal and nonrehearsal conditions. ADD children (a) were deficient in original acquisition, (b) were unable to take sufficient advantage of decreased load conditions, and (c) showed decrements over time that paralleled those of the control group (CG). The results have been interpreted in light of maturational lag and the differences between ADD and aggressive groups.