Target prototypicality moderates racial bias in the decision to shoot

Research shows that target race can influence the decision to shoot armed and unarmed Black and White males (e.g., Correll, Park, Judd, & Wittenbrink, 2002). To date, however, research has only examined category level effects by comparing average responses to Blacks and Whites. The current studies investigated whether target prototypicality influences the decision to shoot above and beyond the effect of race. Here, we replicated racial bias in shoot decisions and demonstrated that bias was moderated by target prototypicality. As target prototypicality increased, participants showed greater racial bias. Further, when targets were unprototypic, racial bias reversed (e.g., participants mistakenly shot more unarmed Whites than Blacks). Study 2 examined whether these effects were observed among police officers. Although police showed no racial bias on average, target prototypicality significantly influenced judgments. Across both studies, sensitivity to variability in Whites' prototypicality drove these effects, while variation in Black prototypicality did not affect participants' decisions.     

Using perceptrons to explore the reorientation task

The reorientation task is a paradigm that has been used extensively to study the types of information used by humans and animals to navigate in their environment. In this task, subjects are reinforced for going to a particular location in an arena that is typically rectangular in shape. The subject then has to find that location again after being disoriented, and possibly after changes have been made to the arena. This task is used to determine the geometric and featural cues that can be used to reorient the agent in the arena. The purpose of the present paper is to present several simulation results that show that a simple neural network, a perceptron, can be used to generate many of the traditional findings that have been obtained using the reorientation task. These results suggest that reorientation task regularities can be explained without appealing to a geometric module that is a component of spatial processing.     

Landmark use by Clark’s nutcrackers (Nucifraga columbiana): influence of disorientation and cue rotation on distance and direction estimates

Many species have been shown to encode multiple sources of information to orient. To examine what kinds of information animals use to locate a goal we manipulated cue rotation, cue availability, and inertial orientation when the food-storing Clark’s nutcracker (Nucifraga columbiana) was searching for a hidden goal in a circular arena. Three groups of birds were used, each with a different goal–landmark distance. As the distance between the goal and the landmark increased, nutcrackers were less accurate in finding the correct direction to the goal than they were at estimating the distance (Experiment 1). To further examine what cues the birds were using to calculate direction, the featural cues within the environment were rotated by 90° and the birds were either oriented when searching (Experiments 2 and 3) or disoriented (Experiment 3). In Experiment 4, all distinctive visual cues were removed (both internal and external to the environment), a novel point of entry was used and the birds were either oriented or disoriented. We found that disorienting the nutcrackers so that they could not use inertial cues did not influence the birds’ total search error. The birds relied heavily but not completely on cues within the environment, as rotating available cues caused them to systematically shift their search behavior. In addition, the birds also relied to some extent on Earth-based cues. These results show the flexible nature of cue use by the Clark’s nutcracker. Our study shows how multiple sources of spatial information may be important for extracting multiple bearings for navigation.     

Subtypes of obsessive-compulsive disorder: Implications for specialized cognitive behavior therapy

Although obsessive-compulsive disorder (OCD) is a heterogeneous condition, OCD subtypes have received limited attention in trials of cognitive behavior therapy (CBT). Because many patients with OCD do not respond optimally to CBT, it is important for clinicians to consider whether variability in treatment response is related to symptom presentation. Treatment modifications for patients without overt compulsions or with hoarding symptoms show promise. In this article we discuss the available research addressing the treatment of OCD subtypes, review the clinical characteristics and treatment recommendations for prominent OCD subtypes, raise the prospect of using dysfunctional beliefs as a potentially helpful conceptual approach to subtyping OCD and matching treatment to subtypes, and consider future directions in the treatment of OCD subtypes.     

The lived experiences of Qatari adolescents attending international secondary school

Many Qatari families are opting to have their children educated at international schools with curricula based upon western thought and educational standards. Exploring the perceptions of Qatari adolescents as they are engaged in this experience provided an opportunity to uncover the phenomenon of Qatari ways of being as related to Western educational thought. A hermeneutic phenomenological approach was used to investigate the lived experience of Qatari adolescents attending gender integrated, international, secondary schools in Qatar. Nineteen participants took part in five gender segregated focus groups. Qatari Culture and Islamic faith were the primary themes that emerged and these interconnected with the sub-themes of family, identity, and respect. The participants shared common traits with Third Culture Kids. At times, school expectations, norms and values conflicted with traditional family values, practices and culture, but participants saw the cross-cultural value in attending international schools.     

A Comprehensive Training Initiative for Educators to Develop and Implement Effective Anti-Bullying Policies in K–12 Schools

Although most states across the United States have enacted anti-bullying legislation, state laws vary greatly in detail and direction, leaving many school districts wondering how to best address the problem of bullying and comply with their state’s legislative requirements. In response, a comprehensive, statewide training initiative was conducted for school personnel to offer guidance on developing and implementing such policies at the local level. In the present piece, the authors explicate the process by which they (a) derived theoretically grounded, empirically driven recommendations; (b) developed training materials and a project website; and (c) disseminated the material and recommendations across the state. They also present key outcomes as a result of this training initiative.     

Patients’ Initial Doubts, Reservations and Objections to the ABC’s of REBT and their Application

This exploratory research set out to develop an initial framework and categorization scheme for understanding patients’ initial doubts, reservations and objections to the ABC’s of REBT and their application. 60 patients were asked to write down their doubts following a pre-therapy “Introduction to REBT” session. Subsequently, an emergent content analysis was carried out to identify main themes. The content analysis revealed five general categories, of which the two largest ones concerned theoretical doubts about the ABC model, and doubts about putting the ABC model into practice. Further sub-categorization revealed a variety of concerns that related to these categories. For example, a large proportion of doubts about putting the ABC model into practice were sub-categorized as concerning the perceived difficulty of doing so. In turn, this sub-category contained further sub-categories of difficulty-related beliefs.

Evidence against integration of spatial maps in humans: generality across real and virtual environments

A real-world open-field search task was implemented with humans as an analogue of Blaisdell and Cook’s (Anim Cogn 8:7–16, 2005) pigeon foraging task and Sturz, Bodily, and Katz’s (Anim Cogn 9:207–217, 2006) human virtual foraging task to 1) determine whether humans were capable of integrating independently learned spatial maps and 2) make explicit comparisons of mechanisms used by humans to navigate real and virtual environments. Participants searched for a hidden goal located in one of 16 bins arranged in a 4 × 4 grid. In Phase 1, the goal was hidden between two landmarks (blue T and red L). In Phase 2, the goal was hidden to the left and in front of a single landmark (blue T). Following training, goal-absent trials were conducted in which the red L from Phase 1 was presented alone. Bin choices during goal-absent trials assessed participants’ strategies: association (from Phase 1), generalization (from Phase 2), or integration (combination of Phase 1 and 2). Results were inconsistent with those obtained with pigeons but were consistent with those obtained with humans in a virtual environment. Specifically, during testing, participants did not integrate independently learned spatial maps but used a generalization strategy followed by a shift in search behavior away from the test landmark. These results were confirmed by a control condition in which a novel landmark was presented during testing. Results are consistent with the bulk of recent findings suggesting the use of alternative navigational strategies to cognitive mapping. Results also add to a growing body of literature suggesting that virtual environment approaches to the study of spatial learning and memory have external validity and that spatial mechanisms used by human participants in navigating virtual environments are similar to those used in navigating real-world environments.     

CHILD MALTREATMENT, BULLYING, GENDER-BASED HARASSMENT, AND ADOLESCENT DATING VIOLENCE: MAKING THE CONNECTIONS

Learning to relate to others begins at birth and carries forward to new relationships, which is why child maltreatment and exposure to intimate partner violence have emerged as powerful risk factors for future coercive and hostile relationship patterns. Although not inevitable, it is more likely that children who are victims of maltreatment will carry forward these behavior patterns into adolescence and adulthood, thus perpetuating bullying and harassment with peers and dating partners. We examine the importance of relationships in understanding how abusive patterns of relating to others are shaped throughout childhood and adolescence and how they can be prevented. While early relationships are very important, they are not deterministic; there are ample opportunities for corrective experiences to offset negative early experiences.     

An expanded etiological model for suicide behavior in adolescents: Evidence for its specificity relative to depression

This study tests both the stress/social support and the stress/problem-solving etiological models for suicidality while controlling for depression. To this end, a depressed, high-suicide-ideating sample (N=68) was compared to a depressed, low-suicide-ideating sample (N=64). Hierarchical multiple regression analyses were used to test the unique contributions of stress, problem-solving orientation, problem-solving skills, and perceived level of social support in predicting level of suicidality. Hierarchical regression analyses were also used to test the interactive contributions of problem-solving × stress and social support × stress in predicting level of suicidality. Regression models were generated separately for men, women, and the entire sample using all factors. The results clearly support the importance of social support as an independent predictor of suicidality for men, women, and the entire sample. Ability to generate alternatives to identified problems predicted suicidality, but only for women and the entire sample. Problem-solving orientation was not uniquely predictive of suicidality and may affect suicidal behavior via its relationship to depression.