Assessing anti-fat bias in preschoolers: a comparison of a computer generated line-drawn figure array and photographic figure array

This study examined differences in preschoolers' ratings of anti-fat bias and identification of current body size depending on the realism of the figure array used: computer generated line-drawn or photographic. Children reported strong anti-fat bias with both arrays. However, less extreme bias was elicited with the photographic figure array. In addition, children were inaccurate reporters of their current body size when both figure arrays were used. However, children were consistent in their selection of figures that were thinner than their actual body size. Children's consistent selection of thinner figures as representative of their current body size may be an additional indicator of anti-fat bias. Overall, these results suggest that some of the anti-fat bias observed in preschoolers is attributable to less realistic figure arrays. Therefore, photographic figure arrays are proposed as a better measurement tool in the assessment of anti-fat bias in preschoolers.     

Embodied Attitude Change: A Self‐Validation Perspective

Our behavior can change what we like and dislike. Although it seems clear that we might like something more when we smile (versus frown), or when we nod our heads (versus shake), it is important to understand the processes responsible for these changes in evaluation. It might be that agreement behaviors such as smiling and nodding work as cue, make us think about everything in a positive light, or it might be that they encourage us not to think much about the information we receive. This review describes the basic processes underlying embodied change, highlighting the role of a recently discovered meta‐cognitive process (called self‐validation) by which bodily responses can validate or invalidate (instead of changing) our thoughts. This new mechanism can account for some already established outcomes in embodied persuasion (e.g., more persuasion with smiling than frowning), but by a different process than postulated previously (smiling increases confidence in thoughts), as well as for some new findings (e.g., more persuasion for low than high powerful postures; more self‐confidence when performing doubtful postures).     

Essentialist theory of ‘hybrids’: From animal kinds to ethnic categories and race

This article presents a theory of the perception of hybrids, resulting from cross‐breeding natural animals that pertain to different species and of children parented by couples with a mixed ethnic or racial background. The theory states that natural living beings, including humans, are perceived as possessing a deeply ingrained characteristic that is called ‘essence’ or ‘blood’ or ‘genes’ in everyday discourse and that uniquely determines their category membership. If, by whatever means, the genes or essences of two animals of different species are combined in a hybrid, the two incompatible essences collapse, leaving the hybrid in a state of non‐identity and non‐belonging. People despise this state and reject the hybrid (Study 1). This devaluation effect holds with cross‐kind hybrids and with hybrids that arise from genetically combining animals from incompatible habitats across three cultures: Austria, India and Japan (Study 2). In the social world, groups and ethnic or racial categories frequently are essentialized in an analogue way. When people with an essentialist mindset judge ethnically or racially mixed offspring, they perceive a collapse of ethnic or racial essence and, consequently, denigrate these children, as compared to children from ‘pure’ in‐group or out‐group parents (Study 3). The findings are discussed in terms of the widespread ‘yuck factor’ against genetically modified animals, in terms of the cultural concepts of monstrosity and of racism and prejudice.     

Changes in processing of masked stimuli across early- and late-night sleep: a study on behavior and brain potentials

Sleep has proven to support the memory consolidation in many tasks including learning of perceptual skills. Explicit, conscious types of memory have been demonstrated to benefit particularly from slow-wave sleep (SWS), implicit, non-conscious types particularly from rapid eye movement (REM) sleep. By comparing the effects of early-night sleep, rich in SWS, and late-night sleep, rich in REM sleep, we aimed to separate the contribution of these two sleep stages in a metacontrast masking paradigm in which explicit and implicit aspects in perceptual learning could be assessed separately by stimulus identification and priming, respectively. We assumed that early sleep intervening between two sessions of task performance would specifically support stimulus identification, while late sleep would specifically support priming. Apart from overt behavior, event-related EEG potentials (ERPs) were measured to record the cortical mechanisms associated with behavioral changes across sleep. In contrast to our hypothesis, late-night sleep appeared to be more important for changes of behavior, both for stimulus identification, which tended to improve across late-night sleep, and for priming, with the increase of errors induced by masked stimuli correlating with the duration of REM sleep. ERP components proved sensitive to presence of target shapes in the masked stimuli and to their priming effects. Of these components, the N2 component, indicating processing of conflict, became larger across early-night sleep and was related to the duration of S4 sleep, the deepest substage of SWS containing particularly high portions of EEG slow waves. These findings suggest that sleep promotes perceptual learning primarily by its REM sleep portion, but indirectly also by way of improved action monitoring supported by deep slow-wave sleep.     

The neural basis of smooth pursuit eye movements in the rhesus monkey brain

Smooth pursuit eye movements are performed in order to prevent retinal image blur of a moving object. Rhesus monkeys are able to perform smooth pursuit eye movements quite similar as humans, even if the pursuit target does not consist in a simple moving dot. Therefore, the study of the neuronal responses as well as the consequences of micro-stimulation and lesions in trained monkeys performing smooth pursuit is a powerful approach to understand the human pursuit system. The processing of visual motion is achieved in the primary visual cortex and the middle temporal area. Further processing including the combination of retinal image motion signals with extra-retinal signals such as the ongoing eye and head movement occurs in subsequent cortical areas as the medial superior temporal area, the ventral intraparietal area and the frontal and supplementary eye field. The frontal eye field especially contributes anticipatory signals which have a substantial influence on the execution of smooth pursuit. All these cortical areas send information to the pontine nuclei, which in turn provide the input to the cerebellum. The cerebellum contains two pursuit representations: in the paraflocculus/flocculus region and in the posterior vermis. While the first representation is most likely involved in the coordination of pursuit and the vestibular-ocular reflex, the latter is involved in the precise adjustments of the eye movements such as adaptation of pursuit initiation. The output of the cerebellum is directed to the moto-neurons of the extra-ocular muscles in the brainstem.     

Beyond "objective" and "projective": a logical system for classifying psychological tests: comment on Meyer and Kurtz (2006)

I present a formal system that accounts for the misleading distinction between tests formerly termed objective and projective, duly noted by Meyer and Kurtz (2006). Three principles of Response Rightness, Response Latitude and Stimulus Ambiguity are shown to govern, in combination, the formal operating characteristics of tests, producing inevitable overlap between "objective" and "projective" tests and creating at least three "types" of tests historically regarded as being projective in nature. The system resolves many past issues regarding test classification and can be generalized to include all psychological tests.     

Ethical and legal issues associated with using response-to-intervention to assess learning disabilities

The Individuals with Disabilities Education Improvement Act of 2004 allows schools to use a child's response to research-based intervention (RTI) as a part of procedures to identify students with learning disabilities. This paper considers whether RTI-based assessment models meet ethical and legal standards for acceptable assessment practices. Based on a review of available research, it was concluded that RTI-based assessment practices, when carefully crafted and implemented, have the potential to be multifaceted, fair, valid, and useful. Threats to acceptable RTI-based assessment practices include: the lack of research-based interventions appropriate for diverse academic domains, ethnic groups, grades K-12, and students with limited English proficiency; uncertainty regarding how to determine when nonresponse to intervention warrants formal referral for evaluation of special education eligibility; difficulty translating scientifically sound RTI practices to the local school level; and inadequate staff training and poor treatment fidelity. Suggested directions for future research are included.     

Scham und Berührung

The problem

Are there correlations between shame and touch in healthy persons?

Methods

Data from a questionnaire survey with the Skin Satisfaction Questionnaire (HautZuf) with 140 healthy persons were validated with TAS 26, HADS and the Adult Attachment Scale.

Results

There are significant correlations in the scale shame with all other scales of the used questionnaires TAS-26, AAS and HADS. There was a negative correlation between the scale ?physical closeness“ and ?confidence“ of the AAS, but all other scales correlated positively with the shame scale.

Conclusions

More emotions of shame seem to be present with anxiety, depression and disturbances in the sense of an alexithymia concept. Also high feelings of shame correlated with decreased confidence in the personal environment and greater intolerance for personal nearness. The significant correlations between shame affects and self-touch or touch by partner point to important factors in self-perception also for the psychotherapeutic context.