Perceiving personal discrimination: the role of group status and legitimizing ideology

It was hypothesized that relative group status and endorsement of ideologies that legitimize group status differences moderate attributions to discrimination in intergroup encounters. According to the status-legitimacy hypothesis, the more members of low-status groups endorse the ideology of individual mobility, the less likely they are to attribute negative outcomes from higher status group members to discrimination. In contrast, the more members of high-status groups endorse individual mobility, the more likely they are to attribute negative outcomes from lower status group members to discrimination. Results from 3 studies using 2 different methodologies provide support for this hypothesis among members of different high-status (European Americans and men) and low-status (African Americans, Latino Americans, and women) groups.     

The accuracy of abstracts in psychology journals

This article provides an empirically supported reminder of the importance of accuracy in scientific communication. The authors identify common types of inaccuracies in research abstracts and offer suggestions to improve abstract-article agreement. Abstracts accompanying 13% of a random sample of 400 research articles published in 8 American Psychological Association journals during 1997 and 1998 contained data or claims inconsistent with or missing from the body of the article. Error rates ranged from 8% to 18%, although between-journal differences were not significant. Many errors (63%) were unlikely to cause substantive misinterpretations. Unfortunately, 37% of errors found could be seriously misleading with respect to the data or claims presented in the associated article. Although deficient abstracts may be less common in psychology journals than in major medical journals (R. M. Pitkin, M. A. Branagan, & L. F. Burmeister, 1999), there is still cause for concern and need for improvement.     

Decreased levels of N-acetylaspartate in dorsolateral prefrontal cortex in a case of intractable severe sympathetically mediated chronic pain (complex regional pain syndrome,type I)

In our previous in vivo proton magnetic resonance spectroscopy ((1)H MRS) study we found reduced levels of N-acetylaspartate in dorsolateral prefrontal cortex of chronic back pain patients. This study tests whether these chemical abnormalities can be detected in other pain states. Using (1)H MRS, we measured levels for N-acetylaspartate and other identifiable chemicals relative to creatine in four bilateral brain regions, including dorsolateral prefrontal cortex, orbitofrontal cortex, cingulate, and thalamus, in a case of intractable severe sympathetically mediated chronic pain [complex regional pain syndrome (CRPS) type I]. The subject's chemical variations in the brain were compared to the same regional chemicals in 10 normal subjects (age- and sex-matched). Univariate statistics showed reduced levels of N-acetylaspartate in bilateral dorsolateral prefrontal cortex and increased levels of myo-inositol in left orbitofrontal cortex of the patient with intractable severe CRPS type I. These data support our original hypothesis that depletion of N-acetylaspartate in dorsolateral prefrontal cortex is a chemical marker of chronic pain, indicating for neuronal degeneration. Unpredicted changes of orbitofrontal myo-inositol may be related to the specific mood/affective state in an extreme pain perception. This is the first report, which identifies chemical markers in the prefrontal cortex for objective measurement and monitoring of CRPS type I. This information might lead to valuable insights into diagnosis and future effective interventions of CRPS type I (e.g., prefrontal brain stimulation).     

Establishing derived requesting skills in adults with severe developmental disabilities

This project examined whether a history of reinforced relational responding would result in derived requesting skills in 3 adults with disabilities. Participants were first taught to request preferred items using pictures; they were then taught conditional discriminations between pictures and their dictated names and between dictated names and their corresponding text. Finally, requests for preferred items using corresponding text were evaluated. All 3 participants demonstrated derived requesting skills.     

Timing variability in circle drawing and tapping: probing the relationship between event and emergent timing

R. Ivry, R. M. Spencer, H. N. Zelaznik, and J. Diedrichsen (2002) have proposed a distinction between timed movements in which a temporal representation is part of the task goal (event timing) and those in which timing properties are emergent. The issue addressed in the present experiment was how timing in conditions conducive to emergent timing becomes established. According to what the authors term the transformation hypothesis, timing initially requires an event-based representation when the temporal goal is defined externally (e.g., by a metronome), but over the first few movement cycles, control processes become established that allow timing to become emergent. Different groups of participants (N = 84) executed either 1 timed interval, 4 timed intervals, or 2 timed intervals separated by a pause. They produced the intervals by either circle drawing, a task associated with emergent timing, or tapping, a task associated with event timing. Analyses of movement variability suggested that similar timing processes were used in the 2 tasks only during the 1st interval. Those results are consistent with the transformation hypothesis and lead to the inference that the transition from event-based control to emergent timing can occur rapidly during continuous movements.     

What do rats learn about the geometry of object arrays? Tests with exploratory behavior

Six experiments using habituation of exploratory behavior tested whether disoriented rats foraging in a large arena encode the shapes of arrays of objects. Rats did not respond to changes in position of a single object, but they responded to a change in object color and to a change in position of 1 object in a square array, as in previous research (e.g., C. Thinus-Blanc et al., 1987). Rats also responded to an expansion of a square array, suggesting that they encoded sets of interobject distances rather than overall shape. In Experiments 4-6, rats did not respond to changes in sense of a triangular array that maintained interobject distances and angles. Shapes of object arrays are encoded differently from shapes of enclosures.     

Creating activity schedules using Microsoft Powerpoint

We describe how PowerPoint presentation software can be used to create computer activity schedules to teach individuals with special needs. Presented are the steps involved in creating activity schedules with close-ended and open-ended activities, and for preparing schedules that include photos, sounds, text, and videos that can be used to occasion an individual's engagement in a variety of learning activities.     

Large errors, but no depth compression, in walked indications of exocentric extent

Observers can sight a target 20 m away or more and then walk to it accurately without vision. In contrast to this good performance, this article shows that walked indications of the exocentric separation of two locations exceed the required values by over 70% when vision is obscured. Significantly, these large errors are coupled with a robust lack of depth foreshortening, even under conditions in which visual matches and verbal estimates of extent exhibit strong evidence of depth compression. This article presents evidence that the overshooting errors are due largely to recalibration of locomotor control produced by prolonged exposure to nonvisual walking. The robust lack of depth foreshortening, meanwhile, could reflect a corresponding isotropy in the spatial representation controlling the walking response. More research is needed to confirm this interpretation, however.     

Effects of rate building on fluent performance: a review and commentary

The use of rate-building procedures to encourage the production of high response rates and to develop fluency has been increasingly justified by research on precision teaching and automaticity. Rate-building procedures often ensure both speed and accuracy, and claims have been made that such procedures result in greater retention, persistence, and generalization of trained skills, as well as preference by students. Given the potential importance of these claims for behavior analysts and educators alike, this review assesses the validity, generality, and implications of research on rate building. The review revealed sparse empirical evidence that retention, persistence, and generalization of skills result from the use of rate-building procedures when the effects of practice and reinforcement rate are controlled. Given the results of this review, the implications are discussed in the context of behavior-analytic research (e.g., behavioral momentum), and further research is recommended.     

Group identification moderates emotional responses to perceived prejudice

Two studies tested the prediction that group identification (importance of the group in the self-concept) moderates the impact of perceived discrimination on self-evaluative emotions (depression and self-esteem). In Study 1, women low in gender identification experienced less depressed emotion and higher self-esteem if a negative evaluation was due to sexism than when it was not. The self-evaluative emotions of women high in gender identification were not buffered by attributions to sexism. In Study 2, ethnic identification and depressed emotions were positively related when Latino-Americans read about pervasive prejudice against the ingroup but were negatively related when they read about prejudice against an outgroup. Both studies demonstrated that for highly group identified individuals, prejudice against the ingroup is a threat against the self. Thus, the self-protective strategy of attributing negative feedback to discrimination may be primarily effective for individuals who do not consider the group a central aspect of self.