What makes an angry face look so … angry? Examining visual attention to the shape of threat in children and adults

Threatening facial expressions like anger can signal potential danger. Past research has established that both adults and children have an attentional bias for angry faces, visually detecting their presence more quickly than happy or neutral faces. More recent research has suggested that specific features of angry faces (such as the downward-pointing “V” shaped brow) are the effective stimulus in their rapid detection. However, research examining this issue has only been done with adults. In the current research, we examine the detection of the features of the downward-pointing “V” in both adults and preschool children using a touchscreen visual search procedure. In two experiments, both adults and children detected the downward-pointing “V” more quickly than an upward-pointing “V”. As the first evidence that young children exhibit the same superior detection of the features of threatening facial expressions that adults do, this research provides important support for the existence of an evolved attentional bias for threatening stimuli.     

Examining the Effects of Social Bonds and Shame on Drug Recovery within an On-Line Support Community

Past research has demonstrated the utility of on-line support groups for individuals to form relationships and make connections. Additionally, some on-line communities have expanded to provide various types of support, particularly for deviant behavior. These virtual communities may be particularly indispensable to individuals who, out of fear of condemnation, are reluctant to seek traditional forms of social support. For purposes of this study, we examined how members of a substance abuse recovery on-line support group expressed feelings pertaining to their own substance abuse, as well as their processes of attempted or successful recovery. Using an inductive approach for our preliminary analysis, we first assessed which theories were most prevalent throughout the writers’ journals. We then used these theories, both Hirschi’s theory of social control and Braithwaite’s theory of reintegrative shaming, as frameworks to explore the differences between those who were in recovery and those who were still using.     

Teaching About Racism: Pernicious Implications of the Standard Portrayal

Resonating with understandings prevalent among White Americans, psychologists tend to portray racism as a problem of individual prejudice rather than a systemically embedded phenomenon. An unintended consequence of this portrayal is to reproduce a narrow construction of racism as something that does not require energetic measures to combat. We describe 2 studies that provide support for this idea. Tutorials presented the topic of racism either as individual prejudice (standard condition) or as a systemic phenomenon embedded in American society (sociocultural condition). Results confirmed that perception of racism and (in Study 2) endorsement of antiracist policy were greater among participants in the sociocultural tutorial condition than among participants in the both the standard tutorial and no-tutorial control conditions. An ironic consequence of standard pedagogy may be to promote a modern form of scientific racism that understates the ongoing significance of racist oppression.     

If you need help, just ask: underestimating compliance with direct requests for help

A series of studies tested whether people underestimate the likelihood that others will comply with their direct requests for help. In the first 3 studies, people underestimated by as much as 50% the likelihood that others would agree to a direct request for help, across a range of requests occurring in both experimental and natural field settings. Studies 4 and 5 demonstrated that experimentally manipulating a person's perspective (as help seeker or potential helper) could elicit this underestimation effect. Finally, in Study 6, the authors explored the source of the bias, finding that help seekers were less willing than potential helpers were to appreciate the social costs of refusing a direct request for help (the costs of saying "no"), attending instead to the instrumental costs of helping (the costs of saying "yes").     

Time but not force is transferred between ipsilateral upper and lower limbs

The authors compared the force and time endpoint accuracy of goal-directed ipsilateral upper and lower limb isometric contractions and determined the components of motor performance that can be transferred from 1 limb to the other after practice. Ten young adults (27.4 +/- 4.4 years) performed 100 trials that involved their matching peak force to a force-time target with ankle dorsiflexor and elbow flexor muscles. The peak force error and variability was greater for ankle dorsiflexor contractions than for elbow flexor contractions, whereas the timing error and variability did not significantly vary with limb. There was transfer of timing, but not force, of motor output between upper and lower limbs. The timing error of the elbow flexor contractions decreased by 23% when those contractions were preceded by ankle dorsiflexor contractions, and the timing error of the ankle dorsiflexors decreased by 24% when those contractions were preceded by elbow flexor contractions. These finding therefore suggest that timing of an aiming isometric contraction may be organized at a common part of the brain for the upper and lower limbs.     

Generality with specificity: the dynamic field theory generalizes across tasks and time scales

A central goal in cognitive and developmental science is to develop models of behavior that can generalize across both tasks and development while maintaining a commitment to detailed behavioral prediction. This paper presents tests of one such model, the Dynamic Field Theory (DFT). The DFT was originally proposed to capture delay-dependent biases in spatial recall and developmental changes in spatial recall performance. More recently, the theory was generalized to adults' performance in a second spatial working memory task, position discrimination. Here we use the theory to predict a specific, complex developmental pattern in position discrimination. Data with 3- to 6-year-old children and adults confirm these predictions, demonstrating that the DFT achieves generality across tasks and time scales, as well as the specificity necessary to generate novel, falsifiable predictions.     

A further comparison of external control and problem‐solving interventions to teach social skills to adults with intellectual disabilities

We compared the effectiveness of a problem‐solving and an external control intervention to teach social skills to two adults with mild intellectual disabilities. Each participant received the problem‐solving intervention with one social skill and the external control intervention with another social skill. The comparative effectiveness of the social skill training protocols was evaluated using individual participant alternating treatment designs. Overall, there seemed to be little difference between the interventions in terms of acquisition, generalization, or maintenance of social skills with either participant. Limitations of the current study and issues for future research are discussed. Copyright © 2004 John Wiley & Sons, Ltd.