The effects of different intensity levels of background noise on dichotic listening to consonant-vowel syllables

It has previously been shown that the right ear advantage in dichotic listening to consonant-vowel syllables is affected if a background noise is presented at the same time as the dichotic stimuli. What is not known is, however, if there is also an effect of varying the intensity level of the background noise. We therefore presented conversation or traffic noise background noise simultaneously with the dichotic syllable stimuli to healthy adult subjects. The intensity of the background noises varied between 50-65 dB in steps of 5 dB. The results showed that the right ear correct reports decreased, while left ear correct reports increased as a consequence of increasing background noise intensity. The effects were also stronger for the right ear, and for the traffic background noise condition, particularly at the two highest intensity levels. The results are discussed in terms of alertness and attentional mechanisms.     

Deconstructing Differentiation: Self Regulation, Interdependent Relating, and Well-Being in Adulthood

This study examined underlying similarities between the Personal Authority in the Family System Questionnaire (PAFS; Bray, Williamson, & Malone, 1984a) and the Differentiation of Self Inventory (DSI; Skowron & Friedlander, 1998). Generalized least-squares factor analysis yielded two related factors, Self Regulation and Interdependent Relating, accounting for 60% of the variance in the solution. Greater Self Regulation—comprised of DSI scales characterized by less emotional reactivity and the ability to take an I position in relationships—and Interdependent Relating—marked by greater personal authority, intergenerational intimacy and less intergenerational fusion on the PAFS and less emotional cutoff on the DSI—predicted well-being among both women and men. Implications for family therapy and suggestions for future research are discussed.     

The name game: acceptability,bonus information and group size

Our previous research demonstrated the effectiveness of the name game when learning the names of group members. In three experiments we conclude our study of the name game by demonstrating that it is very acceptable to participants and successful with larger groups. Experiment 1 compared the simple and elaborate name games. In the latter, participants learned a word provided by each person in addition to their full name. This ‘bonus’ information was very well learned without detriment to the name learning. Participants rated both versions of the name game as a good use of time and worth playing again although the elaborate name game was rated as more fun. Experiments 2 and 3 used the name game with groups of around 25, finding very good recall of full names. The role of retrieval in the effectiveness of the name game was again demonstrated to be essential. Copyright © 2004 John Wiley & Sons, Ltd.     

Intrinsic,extrinsic, and amotivational orientations: Their role in university adjustment,stress, well-being,and subsequent academic performance

The aim of this study was two-fold; first, to examine the relationship between motivational orientations and adjustment to university, stress, and well-being in a sample of students during their second year of university and second, to assess the predictive value of motivational orientations in determining subsequent academic performance. Controlling for gender and age, amotivated behaviors led to worse psychosocial adjustment to university, higher levels of perceived stress, and greater psychological distress while studying. In contrast, intrinsically motivated behaviors (to know) were associated with lower levels of stress. In relation to academic performance, neither extrinsic or intrinsic motivation, nor amotivation were related to subsequent academic achievement. Both gender and entry qualifications were significant predictors of performance; women and those individuals with greater academic aptitude prior to entering university had higher marks. These results are discussed with reference to Deci and Ryan’s (1985, 1991) self-determination theory.     

Classroom environment influences on aggression, peer relations, and academic focus

Peers serve as reinforcers and models of behavior, and consequently classrooms containing high numbers of students with poor academic skills or behavior problems are likely to promote these behaviors in individual students. This study examined how variations in social and academic classroom composition as well as the larger school context affected behavior in a normative sample of children over a 2-year period. Teachers provided ratings of individual students, which were then aggregated to form teacher-based measures of classroom environment. Concurrent and longitudinal effects of classroom and school environments on individual behaviors were examined for students in 65 classrooms in 17 schools. Poorer classroom environments were associated with poorer levels of student aggression, peer relations, and academic focus. Changes in student behavior over time could be explained by the current classroom environment.     

Implicit memory: a prime example for brand consideration and choice

Three experiments investigated the influence of implicit memory for familiar brand names on consumer choice. Priming was measured using modified preference judgment tasks that comprised both brand consideration and choice components. Experiment 1 used a ‘complex choice task’ where consideration and choice stages were characterized as acting in sequence. Experiment 2 explored a different formulation whereby consideration and choice were assumed to act in parallel. Both experiments demonstrated that priming had an influence on brand consideration but not on final or preferred choice. Finally, Experiment 3 replicated and extended these findings under more realistic conditions where participants actually received some of the products that they selected. Overall, the experiments suggested that for many decisions involving the consideration of familiar brands prior to choice, previous exposure to brand names can increase the likelihood that they will enter the consumers' consideration set. However, the advantage does not appear to extend to choice itself. Copyright © 2004 John Wiley & Sons, Ltd.     

The Parents Matter! Program: Building a Successful Investigator-Community Partnership

We examine the issues involved in creating and maintaining a successful collaboration between university-based researchers and community members when designing and implementing the Parents Matter! Program (PMP). The roles of focus groups, community advisory boards, and community liaisons are highlighted. PMP provides an illustration of the ongoing process of collaboration between investigators and community members and the benefits and challenges of such a partnership.     

The Role of Distal Variables in Behavior Change: Effects of Adolescents’ Risk for Marijuana Use on Intention to Use Marijuana1

This study uses an integrative model of behavioral prediction as an account of adolescents’ intention to use marijuana regularly. Adolescents’ risk for using marijuana regularly is examined to test the theoretical assumption that distal variables affect intention indirectly. Risk affects intention indirectly if low‐risk and high‐risk adolescents differ on the strength with which beliefs about marijuana are held, or if they differ on the relative importance of predictors of intention. A model test confirmed that the effect of risk on intention is primarily indirect. Adolescents at low and high risk particularly differed in beliefs concerning social costs and costs to self‐esteem. Not surprisingly, at‐risk adolescents took a far more positive stand toward using marijuana regularly than did low‐risk adolescents. On a practical level, the integrative model proved to be an effective tool for predicting intention to use marijuana, identifying key variables for interventions, and discriminating between target populations in terms of determinants of marijuana use.     

Intrinsic, extrinsic, and amotivational orientations: Their role in university adjustment, stress, well-being, and subsequent academic performance

The aim of this study was two-fold; first, to examine the relationship between motivational orientations and adjustment to university, stress, and well-being in a sample of students during their second year of university and second, to assess the predictive value of motivational orientations in determining subsequent academic performance. Controlling for gender and age, amotivated behaviors led to worse psychosocial adjustment to university, higher levels of perceived stress, and greater psychological distress while studying. In contrast, intrinsically motivated behaviors (to know) were associated with lower levels of stress. In relation to academic performance, neither extrinsic or intrinsic motivation, nor amotivation were related to subsequent academic achievement. Both gender and entry qualifications were significant predictors of performance; women and those individuals with greater academic aptitude prior to entering university had higher marks. These results are discussed with reference to Deci and Ryan’s (1985, 1991) self-determination theory.     

When,why, and how do People Deviate from Physical Distancing Measures During the COVID-19 Pandemic: A Mixed-Methods Study

Introduction:To limit the spread of COVID-19, many countries, including Belgium, have installed physical distancing measures. Yet, adherence to these newly installed behavioral measures has been described as challenging and effortful. Based on the Health Action Process Approach (HAPA) model, this study performed an in-depth evaluation of when, why, and how people deviated from the physical distancing measures.Methods:An online mixed-method study was conducted among Belgian adults (N = 2055) in the beginning of May 2020. Participants were recruited via an open call through email and social media platforms, using snowball sampling. Conditions wherein people deviated from the physical distancing measures were assessed by means of an open-ended question. HAPA determinants were assessed in a quantitative way.Results:Half of the sample reported to deviate from the measures. Further, deviation from the measures was associated with each determinant outlined by the HAPA. Findings highlight that many people deviated from the measures because of their need for social contact. The majority of the people who deviated from the measures stated that they carefully weighed the risks of their behavior.Conclusions:Need for social contact pushed people to deviate from physical distancing measures in a deliberate manner. Potential areas for future interventions aimed at promoting adherence to physical distancing measures and enhancing psychosocial well-being are discussed.