Emotional Reactions to COVID-19 Projections and Consequences for Protective Policies and Personal Behavior

How does the public react to information about the likely progression of COVID-19 cases in the United States? How do these reactions vary over the course of the pandemic and by partisanship, and with what consequences for policy attitudes and personal behavior? We argue that reading projections about the peak of COVID-19 cases in the United States is likely to lead to increased levels of anxiety and sadness. We expect that these effects will be more pronounced and less polarized along partisan lines earlier in the pandemic. Finally, we expect that elevated anxiety and sadness should in turn lead to greater support for protective policies to combat the pandemic and a greater inclination to engage in protective behaviors. To test these arguments, we fielded online survey experiments at three points in time (April, June, and August 2020), in which respondents were randomly assigned to a control group or one of two projections about the likely progression of COVID-19 cases in the United States. Across all three waves, we find that exposure to information about case peaks increases anxiety and sadness, though the effects get weaker over time, particularly among Republicans. We also find evidence that these elevated emotional responses increase support for protective policies and behavior.     

A Formal Ontological Theory Based on Timeless Events

I offer a formal ontological theory where the basic building blocks of the world are timeless events. The composition of events results in processes. Spacetime emerges as the system of all events. Things are construed as bundles of processes. I maintain that such a view is in accord with General Relativity and offers interesting prospects for the foundations of classical and quantum gravity.     

Is the Ambivalence a Sign of the Multiple-Self Nature of the Human Being? Interdisciplinary Remarks

Ambivalence is a constituent feature of human beings. The aim of this article is to systematise the fundamental sources of ambivalence (neuropsychic, socio-cultural and situational) and highlight that ambivalence can be considered as an external sign or manifestation of a complex and multiple internal human nature; that is, a human being constituted by multiple selves. In this paper the self is viewed as a principle of organization and integration for action, that is, as a complex neurological process and not as a static entity. The purpose is to show how by assuming ambivalence and the multiple-self, social and anthropological theories can offer a more realistic view of human beings.     

Linguistic and Perceptual Mapping in Spatial Representations: An Attentional Account

Building on evidence for embodied representations, we investigated whether Spanish spatial terms map onto the NEAR/FAR perceptual division of space. Using a long horizontal display, we measured congruency effects during the processing of spatial terms presented in NEAR or FAR space. Across three experiments, we manipulated the task demands in order to investigate the role of endogenous attention in linguistic and perceptual space mapping. We predicted congruency effects only when spatial properties were relevant for the task (reaching estimation task, Experiment 1) but not when attention was allocated to other features (lexical decision, Experiment 2; and color, Experiment 3). Results showed faster responses for words presented in Near‐space in all experiments. Consistent with our hypothesis, congruency effects were observed only when a reaching estimate was requested. Our results add important evidence for the role of top‐down processing in congruency effects from embodied representations of spatial terms.     

Training paraprofessionals to use behavioral strategies when educating learners with autism spectrum disorders across environments

Although the use of paraprofessionals in the education of young children with autism spectrum disorders (ASD) is a common practice, research on effective training procedures is scarce. The following study used a multiple‐baseline design across settings replicated by five paraprofessionals to evaluate their use of behavioral strategies with young children with, or at risk for, autism spectrum disorder. A training package consisting of a workshop and performance feedback by their supervising special education teacher served as the intervention. Results revealed that even though the paraprofessionals demonstrated skills in the use of behavioral strategies at the workshop, there was either no transfer or generalization to the preschool or home environments where they worked, or their use of skills decreased over time. When performance feedback was provided to all participants, their correct use of strategies increased. The training model evaluated in this study provides an example of one that could be employed in a typical public school classroom or early intervention program. Copyright © 2009 John Wiley & Sons, Ltd.     

Race and Ethnicity in Empirical Research: An 18‐Year Review

Extending previous research (E. A. Delgado‐Romero, N. Galván, P. Maschino, & M. Rowland, 2005) regarding race and ethnicity in counseling and counseling psychology, this article examined how race and ethnicity were reported and used in empirical studies published in diversity‐focused journals from 1990 to 2007. The results are discussed and compared with previous findings. Ampliando investigaciones anteriores (E. A. Delgado‐Romero, N. Galván, P. Maschino, & M. Rowland, 2005) sobre raza y etnicidad en la consejería y psicología terapéutica, este artículo examina cómo la raza y etnicidad fueron presentadas y utilizadas en los estudios empíricos aparecidos en publicaciones centradas en la diversidad desde 1990 hasta 2007. Los resultados se analizan y comparan con los de hallazgos anteriores.