A comparison of recollective memory and source monitoring

Participants in recognition memory experiments are often asked for additional information about their memories after each positive recognition response. Two experiments were conducted that were identical, except that the first asked participants to make remember/familiar judgments about the items they recognized, and the second asked them to make source judgments. The similarity between the recollection and source judgment data has implications for measurement issues and theory development.     

Recognition of Facial Expressions of Emotion by Children with Emotional and Behavioral Disorders

Interpreting and responding appropriately to facial expressions of emotion are important aspects of social skills. Some children, adolescents, and adults with various psychological and psychiatric disorders recognize facial expressions less proficiently than their peers in the general population. We wished to determine if such deficits existed in a group of 133 children and adolescents with emotional and behavioral disorders (EBD). The subjects were receiving in-patient psychiatric services for at least one of substance-related disorders, adjustment disorders, anxiety disorders, mood disorders or disruptive behavior disorders. After being read stories describing various emotional reactions, all subjects were tested for their ability to recognize the 6 basic facial expressions of emotion depicted in Ekman and Friesen's (1976) normed photographs. Overall, they performed well on this task at levels comparable to those occurring in the general population. Accuracy increased with age, irrespective of gender, ethnicity, or clinical diagnosis. After adjusting for age effects, the subjects diagnosed with either adjustment disorders, mood disorders, or disruptive behavior disorders were significantly more accurate at identifying anger than those without those diagnoses. In addition, subjects with mood disorders identified sadness significantly more accurately than those without this diagnosis, although the effect was greatest with younger children.     

Can genetic risk information enhance motivation for smoking cessation? An analogue study.

Protection motivation theory and the extended parallel processing model are used to predict the motivational impact of information regarding a genetic susceptibility to heart disease. One hundred ninety-eight smokers read 1 of 3 vignettes: gene positive, gene negative, or standard smoking risk information. Analyses examined whether the impact of type of risk information was moderated by smokers' self-efficacy (SE) levels. Key outcomes were intention to quit and intention to attend an information session about quitting. There were significant main effects of SE and of receiving gene-positive risk information on intentions to quit. There was a significant Risk x SE interaction on intentions to attend an information session. SE was not associated with intentions to attend the information session for smokers in the gene-positive group. Intentions to attend the session were negatively associated with SE for smokers in the lower risk groups. Implications for using genetic risk information to motivate smoking cessation are discussed.     

The effects of valence and arousal on the emotional modulation of time perception: evidence for multiple stages of processing

Previous research has demonstrated that both emotional valence and arousal can influence the subjective experience of time. The current research extends this work by (1) identifying how quickly this emotional modulation of time perception can occur and (2) examining whether valence and arousal have different effects at different stages of perception. These questions were addressed using a temporal bisection task. In each block of this task, participants are trained to distinguish between two different exposure durations. Participants are then shown stimuli presented at a number of durations that fall between the two learned times, and are asked to indicate whether the test stimulus was closer in duration to the shorter or longer learned item. In the current study, participants completed blocks of trials in which the durations were "Short" (100-300 ms) or "Long" (400-1600 ms). Stimuli consisted of neutral photographs as well as four categories of emotional images: high-arousal negative, high-arousal positive, low-arousal negative, and low-arousal positive. In Short blocks, arousing and nonarousing negative images were judged to have been shown for shorter durations than they actually were (i.e., the duration was underestimated); this effect occurred at durations as brief as 133 ms. In Long blocks, the display time for highly arousing negative items was overestimated, whereas durations were underestimated for highly arousing positive items and less arousing negative items. These data suggest that arousal and valence have different effects at different stages of perception, possibly due to the different neural structures involved at each stage of the emotional modulation of time perception.     

Effects of preshift small magnitude of reward received during goalbox placements on the negative contrast effect

During preshift, one experimental group of rats was given a large magnitude of food reward following a traversal of a straight alley and during a goalbox placement, while the other experimental group was given a small reward during goalbox placement and a large reward following a run. During postshift, all experimental groups were given a small reward of food following a traversal down the runway and during a goalbox placement. A control group was maintained on small reward during placements and following a traversal throughout the study. Only the group who received preshift large reward during placement and following a runway response ran slower to small reward during postshift than the control group maintained on small reward (negative contrast effect).     

Selective Synaptic Plasticity within the Cerebellar Cortex Following Complex Motor Skill Learning

Complex motor skill learning, but not mere motor activity, leads to an increase in synapse number within the cerebellar cortex. The present experiment used quantitative electron microscopy to determine which synapse types were altered in number. Adult female rats were allocated to either an acrobatic condition (AC), a voluntary exercise condition (VX), or an inactive condition (IC). AC animals were trained to traverse an elevated obstacle course requiring substantial motor coordination to complete. VX animals were housed with unlimited access to running wheels and IC animals received no motor training but were handled briefly each day. Results showed the AC animals to have significantly more parallel fiber to Purkinje cell synapses than both the VX and IC animals. No other synapse type was significantly altered. Thus, the learning-dependent increase in synapse number observed within the cerebellar cortex is accomplished primarily through the addition of parallel fiber synapses.     

Self-Esteem, Erotophobia, and Retention of Contraceptive and AIDS Information in the Classroom

It has been well documented that people with negative emotional reactions to sex (e.g., "erotophobia,""sex guilt") have less knowledge about contraception than do people with more positive reactions. Recent research has suggested that this deficit is not related to an inability to learn the information, but is due at least in part to the fact that erotophobics actively avoid contraceptive information. The current study was designed to examine the role of erotophobia and high self-esteem in resistance to learning sexual information. More specifically it compared pretest and posttest knowledge of contraception and AIDS in high self-esteem and low self-esteem, erotophobia, and erotophilic women in a university class on human reproduction. As expected, high self-esteem erotophobic subjects were less Likely than other subjects to retain contraceptive and AIDS information presented in the class. Implications of this study for contraceptive and AIDS educational strategies are discussed.     

The Acquaintance Predicament of a Rape Victim1

The acquaintance predicament of a rape victim was examined in six experiments with between-subjects designs with samples drawn from the undergraduate student population of the University of Bombay. The experiments used rape vignettes for the manipulation of all independent variables except subject's sex and were done in three pairs such that each pair had the same independent variables and first dependent measure, namely, recommended years of imprisonment for the rapist. The second dependent measure was attributed victim's fault in the first experiment and perceived likelihood of rape in the second experiment of each pair. The first pair of experiments had a 2 (subject's sex) × 2 (acquainted vs. unacquainted rapist) × 3 (rapist's status: manager, stenotypist, or watchman) × 2 (complaint vs. no complaint by victim) design, with the rape victim being described as a stenotypist. The second pair of experiments differed from the first pair in only one respect, with victim's marital status (married vs. divorced victim) replacing the independent variable of complaint of the first pair. The third pair of experiments had a 2 (subject's sex) × 2 (physically hurt vs. not hurt victim) × 5 (rapist's relationship with victim: husband, fiance, friend, acquaintance, or stranger) design. Female subjects, as compared to male subjects, recommended longer imprisonment for the rapist, attributed less fault to the victim, and perceived greater likelihood of rape. The victim was attributed less fault in case of stranger rape versus acquaintance rape and also less fault in the complaint versus the no complaint condition. Longer imprisonment was recommended for the rapist when the victim was physically hurt rather than not hurt.     

Bullying in elementary school, high school, and college

This study investigated the continuity in being a bully, victim, or bully-victim from elementary school through college in 119 undergraduates. Of 25 who bullied in college, 18 (72%) had been bullied in high school and elementary school. Of 26 bullies in college, 14 (53.8%) had been bullies in high school and elementary school. Of 12 bully-victims in college, 5 (41.6%) had been bully-victims in high school and elementary school. There were significant positive correlations between being a bully in college, high school, and elementary school, and being bullied in college and high school, and high school and elementary school, and between being both a bully and victim in elementary school, a bully and victim in high school, and a bully and victim in college.