It's not just what you say,it's how you say it too. Adolescents' hostile attribution of intent and emotional responses to social comments

A highly prevalent and relevant situation in which adolescents have to interpret the intentions of others is when they interact with peers. We therefore successfully introduced a new paradigm to measure hostile attribution bias (HAB) and emotional responses to such social interactions and examined how it related to youth's aggressiveness. We presented 881 adolescents (M_age = 14.35 years; SD = 1.23; 48.1% male) with audio fragments of age-mates expressing social comments that varied in content (e.g., what the person says) and tone of voice (e.g., how the person says it). Participants' peers also reported on their aggressiveness. In general, added negativity of content and tone was driving the youth's intent attribution and emotional responses to the comments. In line with the Social Information Processing model, we found more hostile attribution of intent and more negative emotional responses of aggressive youth to ambiguous stimuli. Aggression was also related to more hostile intent attributions when both content and tone were negative. Unlike most studies on HAB, the aggression effects in the current study emerged for girls, but not boys. Implications of these results and future use of the experimental paradigm are discussed.     

It's what's on the outside that matters: an advantage for external features in children's word recognition

The relative importance of internal and external letter features of words in children's developing reading was investigated to clarify further the nature of early featural analysis. In Experiment 1, 72 6-, 8-, and 10-year-olds read aloud words displayed as wholes, external features only (central features missing, thereby preserving word shape information), or internal features only (central features preserved). There was an improvement in the processing of external features compared with internal features as reading experience increased. Experiment 2 examined the processing of the internal and external features of words employing a forward priming paradigm with 60 8-, 10-, and 12-year-olds. Reaction times to internal feature primes were equivalent to a nonprime blank condition, whereas responses to external feature primes were faster than those to the other two prime types. This advantage for the external features of words is discussed in terms of an early and enduring role for processing the external visual features in words during reading development.     

Examining College Counselors' Integration of Religion and Spirituality Into Substance Abuse Counseling

The authors explored college counselors' (N = 77) integration of religion and spirituality into substance abuse counseling. Results indicated a discrepancy between the importance ratings of religion and spirituality and the frequency of using such elements in counseling practice.     

The emergence of frequency effects in eye movements

A visual search experiment employed strings of Landolt Cs to examine how the gap size of and frequency of exposure to distractor strings affected eye movements. Increases in gap size were associated with shorter first-fixation durations, gaze durations, and total times, as well as fewer fixations. Importantly, both the number and duration of fixations decreased with repeated exposures. The findings provide evidence for the role of cognition in guiding eye-movements, and a potential explanation for word-frequency effects observed in reading.     

Building blocks of bias: Gender composition predicts male and female group members’ evaluations of each other and the group

The present research examined how a group's gender composition influences intragroup evaluations. Group members evaluated fellow group members and the group as a whole following a shared task. As predicted, no performance differences were found as a function of gender composition, but judgments of individuals’ task contributions, the group's effectiveness, and desire to work with one's group again measured at a 10-week follow-up were increasingly negative as the proportion of women in the group increased. Negative judgments were consistently directed at male and female group members as indicated by no gender of target effects, demonstrating that men, simply by working alongside women, can be detrimentally affected by negative stereotypes about women. Implications for gender diversity in the workplace are discussed.     

A COMPARISON OF TWO PHYSICAL GUIDANCE PROCEDURES IN THE TREATMENT OF PEDIATRIC FOOD REFUSAL

Physical guidance procedures can be effective in the treatment of severe pediatric food refusal. Researchers evaluating the use of physical guidance procedures often include a procedure referred to as a jaw prompt, but other variations of physical guidance may also be effective. An additional form of physical guidance, the finger prompt, might increase food acceptance. We evaluated nonremoval of the spoon and physical guidance (jaw prompt or finger prompt) in a reversal design. Results showed treatment packages including both procedures were effective in increasing food acceptance and decreasing inappropriate mealtime behavior. Copyright © 2013 John Wiley & Sons, Ltd.     

AN INDIVIDUALIZED LEVELS SYSTEM TO INCREASE INDEPENDENT MEALTIME BEHAVIOR IN CHILDREN WITH FOOD REFUSAL

An individualized levels system was implemented to increase independent eating in two children with food refusal. Participants earned access to different status levels associated with varying availability of preferred items/activities outside of meals according to criteria based on low levels of prompting throughout the meal. A reversal design was implemented to evaluate the effects of the intervention on independent mealtime behavior. Results demonstrated that the levels system was effective in increasing independent eating and in decreasing prompted bites for both participants. Although the effectiveness of an individualized levels system has been previously demonstrated in the treatment of severe problem behavior, it has not been empirically evaluated in the context of increasing appropriate behavior or with children with food refusal. These findings provide support for such a treatment to promote mealtime independence during an intensive feeding program and at two months follow‐up. Copyright © 2013 John Wiley & Sons, Ltd.