Intermodal event files: integrating features across vision,audition, taction,and action

Understanding how the human brain integrates features of perceived events calls for the examination of binding processes within and across different modalities and domains. Recent studies of feature-repetition effects have demonstrated interactions between shape, color, and location in the visual modality and between pitch, loudness, and location in the auditory modality: repeating one feature is beneficial if other features are also repeated, but detrimental if not. These partial-repetition costs suggest that co-occurring features are spontaneously bound into temporary event files. Here, we investigated whether these observations can be extended to features from different sensory modalities, combining visual and auditory features in Experiment 1 and auditory and tactile features in Experiment 2. The same types of interactions, as for unimodal feature combinations, were obtained including interactions between stimulus and response features. However, the size of the interactions varied with the particular combination of features, suggesting that the salience of features and the temporal overlap between feature-code activations plays a mediating role.     

Organizational context and face-to-face interaction: Influences on the development of trust and collaborative behaviors in computer-mediated groups

Using adaptive structuration theory as a framework [DeSanctis, G., & Poole, M. S. (1994). Capturing the complexity in advanced technology use: Adaptive structuration theory. Organization Science, 5(2), 121–147], we examined the influence of organizational context (competitive versus cooperative) and introductory meeting communication medium (face-to-face versus electronic) on the development of trust and collaborative behaviors of dyads communicating electronically. Based on a sample of 208 senior business students operating in computer-mediated (CM) dyads while performing a strategic decision-making simulation, we found that context, introductory communication medium, and time interacted to influence trust and collaborative behaviors. The pattern of development of trust and collaborative behaviors differed for the same introductory communication medium in different context conditions. Further, the level of trust and collaboration for dyad members in the competitive/electronic introductory meeting condition lagged significantly behind those in the other conditions. The findings suggest that introductory face-to-face interaction plays a more important role in facilitating the development of trust and collaboration in a CM environment when the context is competitive.     

Self-Monitoring of Attention Versus Self-Monitoring of Performance: Examining the Differential Effects Among Students with Emotional Disturbance Engaged in Independent Math Practice

Although students with emotional disturbance are commonly known for their social behavior deficits, they often have academic deficits as well. Unfortunately, most of the intervention research and many of the practices used with this population focus upon their social behavior deficits and fail to recognize the need to improve their academic skills. Therefore, there is a need for identifying research-based interventions that focus on ameliorating social and academic deficits often exhibited by students with emotional disturbance. The purpose of this study was to examine the differential effects of self-monitoring of attention versus self-monitoring of performance on the academic and social behaviors of three minority students identified as having emotional disturbance while independently engaged in practicing mathematical calculations. The findings suggest that students with emotional disturbance may perform better socially and academically during math practice while self-monitoring their academic performance. Social validity data also suggest that students rated self-monitoring of academic performance more favorably than self-monitoring of attention. In addition, all target students in this study exhibited levels of on-task behavior more similar to their peers while self-monitoring academic performance compared to self-monitoring attentive behavior.     

Looking for meaning: Eye movements are sensitive to overlapping semantic features, not association

Theories of semantic memory differ in the extent to which relationships among concepts are captured via associative or via semantic relatedness. We examined the contributions of these two factors, using a visual world paradigm in which participants selected the named object from a four-picture display. We controlled for semantic relatedness while manipulating associative strength by using the visual world paradigm’s analogue to presenting asymmetrically associated pairs in either their forward or backward associative direction (e.g., ham—eggs vs. eggs—ham). Semantically related objects were preferentially fixated regardless of the direction of presentation (and the effect size was unchanged by presentation direction). However, when pairs were associated but not semantically related (e.g., iceberg—lettuce), associated objects were not preferentially fixated in either direction. These findings lend support to theories in which semantic memory is organized according to semantic relatedness (e.g., distributed models) and suggest that association by itself has little effect on this organization.     

Integrating Treatment of Posttraumatic Stress Disorder and Substance Use Disorder

Historically, administrators and clinicians have been hesitant to address posttraumatic stress disorder (PTSD) in the treatment of substance use disorders (SUDs). However, research shows that SUD treatment recruitment and outcomes may be adversely affected if co‐occurring PTSD is left untreated. The authors provide guidelines for screening and assessment, treatment services, and workforce and organizational development that are designed to facilitate integrated PTSD–SUD treatment. Case examples illustrate the necessary precautions related to and the potential benefits of integrating treatment of PTSD and SUD.     

Relations of Eating Disorder Symptomology with Perceptions of Pressures from Mother, Peers, and Media in Adolescent Girls and Boys

This study examined the relations of adolescents’ perceptions of pressures from the media, their mothers, and their peers with the development of eating disorder symptomology. Participants were 333 male and female adolescents in high school grades 10–12 from a suburban area of the Midwestern US. During the school day, students completed Likert-type scales of perceived pressures and eating disorder symptomology. Canonical correlations showed that students who perceived greater pressures across all three environmental contexts also reported more eating disorder symptomology. However, the patterns of relations between the perceived pressures and specific eating disorder symptoms differed by gender. Implications for future research and prevention programs are discussed.     

The generation effect: A meta-analytic review

The generation effect refers to the finding that subjects who generate information (e.g., produce synonyms) remember the information better than they do material that they simply read. Meta-analytic techniques were used to summarize 445 effect sizes over 86 studies, thereby assessing the magnitude and 11 potential moderators of the generation effect. The size of the generation effect across the 86 studies was .40--a benefit of almost half a standard deviation of generation over reading. The variability of the effect size due to moderator type was substantial, and we attempted to use this information to clarify several theories that have been proposed to explain the generation effect.     

Entrepreneurship research and practice: a call to action for psychology

Entrepreneurship is a major source of employment, economic growth, and innovation, promoting product and service quality, competition, and economic flexibility. It is also a mechanism by which many people enter the society's economic and social mainstream, aiding culture formation, population integration, and social mobility. This article aims to illuminate research opportunities for psychologists by exposing gaps in the entrepreneurship literature and describing how these gaps can be filled. A "call to action" is issued to psychologists to develop theory and undertake empirical research focusing on five key topic areas: the personality characteristics of entrepreneurs, the psychopathology of entrepreneurs, entrepreneurial cognition, entrepreneurship education, and international entrepreneurship. Methodological issues are discussed and recommendations provided. It is shown that psychologists can help identify the factors that influence new venture creation and success and inform the construction of public policy to facilitate entrepreneurship.     

Factors Influencing Perceptions of Breast Cancer Genetic Counseling among Women in an Urban Health Care System

The study assessed perceptions of breast cancer genetic counseling. Focus groups were conducted with twenty women (ages < = 50 years) in a Midwestern, urban health system identified as at above average risk of developing hereditary breast cancer and referred for breast cancer genetic counseling following mammography. All participants associated the words “breast cancer” with fear. African American women who received breast cancer genetic counseling may have channeled their fear into increased vigilance related to breast health. African American women who did not receive breast cancer genetic counseling were most knowledgeable about it. In contrast, Caucasian women who did not receive it reported uncertainty about the role of genetic counseling and testing in assessing breast cancer risk, mistrust in medical professionals, and lack of trust in the accuracy of genetic tests. The results could be used to help develop interventions to improve informed decision-making regarding breast cancer genetic counseling.