Causal modeling of relations among learning history, anxiety sensitivity, and panic attacks

We used structural equation modeling (SEM) to test the hypothesis that childhood instrumental and vicarious learning experiences influence frequency of panic attacks in young adulthood both directly, and indirectly through their effects on anxiety sensitivity (AS). A total of 478 university students participated in a retrospective assessment of their childhood learning experiences for arousal-reactive sensations (e.g., nausea, racing heart, shortness of breath, dizziness) and arousal-non-reactive sensations (i.e., colds, aches and pains, and rashes). SEM revealed that learning history for arousal-reactive somatic symptoms directly influenced both AS levels and panic frequency; AS directly influenced panic frequency; and learning history for arousal-non-reactive symptoms directly influenced AS but did not directly influence panic frequency. These results are consistent with the findings of previous retrospective studies on the learning history origins of AS and panic attacks, and provide the first empirical evidence of a partial mediation effect of AS in explaining the relation between childhood learning experiences and panic attacks in young adulthood. Implications for understanding the etiology of panic disorder are discussed.     

Assessment of anxiety sensitivity in young American Indians and Alaska Natives

In the present study, the Anxiety Sensitivity Index [ASI; Behav. Res. Ther. 24 (1986) 1] was administered to 282 American Indian and Alaska Native college students in a preliminary effort to: (a) evaluate the factor structure and internal consistency of the ASI in a sample of Native Americans; (b) examine whether this group would report greater levels of anxiety sensitivity and gender and age-matched college students from the majority (Caucasian) culture lesser such levels; and (c) explore whether gender differences in anxiety sensitivity dimensions varied by cultural group (Native American vs. Caucasian). Consistent with existing research, results of this investigation indicated that, among Native peoples, the ASI and its subscales had high levels of internal consistency, and a factor structure consisting of three lower-order factors (i.e. Physical, Psychological, and Social Concerns) that all loaded on a single higher-order (global Anxiety Sensitivity) factor. We also found that these Native American college students reported significantly greater overall ASI scores as well as greater levels of Psychological and Social Concerns relative to counterparts from the majority (Caucasian) culture. There were no significant differences detected for ASI physical threat concerns. In regard to gender, we found significant differences between males and females in terms of total and Physical Threat ASI scores, with females reporting greater levels, and males lesser levels, of overall anxiety sensitivity and greater fear of physical sensations; no significant differences emerged between genders for the ASI Psychological and Social Concerns dimensions. These gender differences did not vary by cultural group, indicating they were evident among Caucasian and Native Americans alike. We discuss the results of this investigation in relation to the assessment of anxiety sensitivity in American Indians and Alaska Natives, and offer directions for future research with the ASI in Native peoples.     

The role of transcranial magnetic stimulation (TMS) in studies of vision, attention and cognition

Transcranial magnetic stimulation (TMS) can be conceptualized as a virtual lesion technique, capable of disrupting organized cortical activity, transiently and reversibly. The technique combines good spatial and temporal resolution and, moreover, because it represents an interference technique, can be said to have excellent functional resolution. The following is a review and discussion of the contribution which TMS has made to the study of vision, attention, development and plasticity and speech and language.     

Invidious Comparisons: Imagining a Psychology of Race and Gender Beyond Differences

Within psychology there is a longstanding debate concerning whether large, fundamental differences between races and genders exist. Much of this research involves comparisons that are invidious (offensively discriminating) and supports a political ideology in which members of different groups are held to be fundamentally different, alien, and therefore destined to different spheres. In this paper, specific factors are identified that make research on group differences more likely to produce distorted and partial findings. In addition, studies are cited whose methodological strategies offer insight into the processes that create and maintain group differences. Such research may illuminate not only the differences between groups, but also the very meaning of group categories. The process of scholarly peer review should become sensitive to the features that make comparisons invidious, so as to incorporate them into the criteria used to evaluate research.     

The Objectivity of Mathematics

The purpose of this paper is to apply Crispin Wright’s criteria and various axes of objectivity to mathematics. I test the criteria and the objectivity of mathematics against each other. Along the way, various issues concerning general logic and epistemology are encountered.     

WAIS-III percentile scores by education and sex for U.S. and Canadian populations

Tables are presented for the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III) IQ and index scores by education level for both the U.S. and Canadian normative samples. This allows clinicians to provide more accurate identification of relative strengths or weaknesses, compared to expectations from an individual's background, rather than the general population. Because sex differences are notable on the Processing Speed Index, data for this measure are presented separately. The similarities and differences between the two national samples are noted, with particular reference to the relatively weaker demographic effects found in the Canadian sample.     

Adobe Flash as a medium for online experimentation: A test of reaction time measurement capabilities

Adobe Flash can be used to run complex psychological experiments over the Web. We examined the reliability of using Flash to measure reaction times (RTs) using a simple binary-choice task implemented both in Flash and in a Linux-based system known to record RTs with millisecond accuracy. Twenty-four participants were tested in the laboratory using both implementations; they also completed the Flash version on computers of their own choice outside the lab. RTs from the trials run on Flash outside the lab were approximately 20 msec slower than those from trials run on Flash in the lab, which in turn were approximately 10 msec slower than RTs from the trials run on the Linux-based system (baseline condition). RT SDs were similar in all conditions, suggesting that although Flash may overestimate RTs slightly, it does not appear to add significant noise to the data recorded.     

Shallow processing of ambiguous pronouns: evidence for delay

Two self-paced reading-time experiments examined how ambiguous pronouns are interpreted under conditions that encourage shallow processing. In Experiment 1 we show that sentences containing ambiguous pronouns are processed at the same speed as those containing unambiguous pronouns under shallow processing, but more slowly under deep processing. We outline three possible models to account for the shallow processing of ambiguous pronouns. Two involve an initial commitment followed by possible revision, and the other involves a delay in interpretation. In Experiment 2 we provide evidence that supports the delayed model of ambiguous pronoun resolution under shallow processing. We found no evidence to support a processing system that makes an initial commitment to an interpretation of the pronoun when it is encountered. We extend the account of pronoun resolution proposed by Rigalleau, Caplan, and Baudiffier (2004) to include the treatment of ambiguous pronouns under shallow processing.     

Interethnic Differences (or Similarities?) in the Relative Individuation of Women and Men

What roles do ethnicity, gender, and attitudes play in determining whether a person will be perceived as a unique individual versus a homogenized group member? Attitudes toward women’s roles have been found to predict Whites’ relative individuation of women and men; however, African Americans were found to individuate women and men equally, regardless of attitude (Stewart et al. 2000). Using a name–trait matching paradigm, the present research found that when targets were identified as African American, African American participants’ (18 male and 35 female college students) attitudes toward women’s roles predicted their individuation of men and women. These results suggest that an ethnic out-group homogeneity effect, rather than gender-egalitarian attitudes, contributed to the previous finding of equivalent individuation.