‘Drinking is our modern way of bonding’: Young people’s beliefs about interventions to encourage moderate drinking

Efforts to discourage excessive alcohol use among young people can only be effective if the target audience is exposed to, attends to, and comprehends key messages. The aim of this study was to examine age and sex differences in drinking motives to better inform development of targeted interventions to reduce alcohol-related harm. Thirty individual interviews and 12 group interviews were conducted with English 13–25?year olds. Interviewees gave multiple motivations for drinking – especially those related to image and reputation, and played down the health implications of heavy drinking. Negative aspects of drinking – caring for drunk friends, being cared for when drunk and suffering through hangovers with friends – were considered to offer opportunities for closer interpersonal bonding than other social activities. Respondents distanced themselves from ‘problem’ drinkers, but disapproved of others’ problematic drinking or antisocial behaviour. Narrative messages demonstrating the social consequences of excessive consumption were preferred to single, static messages emphasising risk or harm. Interviewees noted that interventions must use an engaging tone or pitch: they considered many campaigns to be patronising or preaching. A lack of consensus between age and sex groups highlighted a need for multifaceted, multi-modal approaches that utilise mobile technologies and new media.     

Emerging perspectives on the structure and function of attitude strength

For more than 20 years, scholars have used the term “attitude strength” to refer to the durability and impactfulness of attitudes, and a large literature attests to the important leverage that this concept offers for understanding and predicting behaviour. Despite its prominence, however, a number of fundamental questions remain regarding the structure and function of attitude strength. In this chapter we draw on a wide range of evidence to clarify the nature of attitude strength. Rather than conceiving of attitude strength as a meaningful psychological construct, we argue that it is better conceptualised as an umbrella term that refers in only the most general way to multiple, separable classes of attitude outcomes, instigated by different antecedents and produced by distinct psychological processes. Although strong attitudes share a set of general qualities—resistance to change, persistence over time, impact on thought and behaviour—there are many distinct routes by which attitudes come to possess these qualities, and many diverse ways in which these qualities manifest themselves. Our analysis shifts the focus away from the structural properties of attitude strength and towards a fuller appreciation of the distinct sources from which attitudes derive their strength. We argue in particular for the value of attending more closely to the social bases of attitude strength, and we illustrate the value of this approach by reviewing several lines of research.     

I’ll Never Forgive You: High Conflict Divorce,Social Network,and Co-Parenting Conflicts

The relation between divorce, co-parenting conflicts, and children’s adjustment problems has been well established. An unresolved question for research and clinical interventions, however, is how conflicts between parents are maintained and/or escalate. This cross-sectional research tested the hypothesis that co-parenting conflicts in divorced couples are associated with perceived social network disapproval and that this relation is mediated by parents’ tendency to forgive each other. In Study 1, a convenience sample of 136 divorced parents recruited via online forums, we showed that perceived social network disapproval was indeed positively related to co-parenting conflicts and that parents’ tendency to forgive the other parent—albeit partly—explained this relationship. Strength of our research is that in Study 2, 110 parents referred to children’s mental health care because the wellbeing of the children was severely compromised by the severity of the conflicts between parents, we replicated these results. In both studies perceived social network disapproval and co-parenting conflicts were positively related and this link was mediated by forgiveness: perceived social network disapproval was negatively related to forgiveness, which in turn was negatively related to more parental conflicts.     

Training and the attentional blink: Raising the ceiling does not remove the limits

The attentional blink (AB) is a widely studied deficit in reporting the second of two sequentially presented targets when they occur within 500 milliseconds. The AB often is interpreted to index a structural limit in sequential visual processing. However, this interpretation is challenged by reports that the deficit can be reduced with several hundred trials of specific training (Braun in Nature, 393(6684), 424–425, 1998; Choi et al. in Proceedings of the National Academy of Sciences, 109(30), 12242–12247, 2012; Taatgen et al. in Cognitive Psychology, 59(1), 1–29, 2009) and other reports that some individuals experience very little or no deficit, even without specific training (Martens et al. in Journal of Cognitive Neuroscience, 18(9), 1423-1438, 2006). Yet neither of these claims has been studied when the artifact of ceiling effects has been removed. We sent a small number of participants (n = 5) home to practice an AB task on their mobile phones for 3,000-6,000 trials (Experiment 1) and trained a much larger number of participants (n = 48) in a similar way for 1,200-1,800 trials (Experiment 2). Both experiments used adaptive procedures to equate task difficulty throughout training to keep second-target accuracy below ceiling levels. The results showed strong training effects on the rate of processing sequential information. Despite this, there were (a) robust AB effects after training for most participants, (b) no benefit for training on difficult versus easy target tasks, and (c) substantial correlations between the magnitude of the AB before and after extensive training. These findings support the interpretation that the AB is an index of a structural limit in the ability to consciously process rapid visual sequences.     

The role of reversal frequency in learning noisy second order conditional sequences

The hallmark of implicit learning is that complex knowledge can be acquired unconsciously. The second order conditionals (SOCs) of Reed and Johnson (1994) were developed to be complex, and they are popular materials for implicit learning research. Recently, it was demonstrated that in a sequence made noisy (by combining two SOCs), shared features of the SOCs may be learned explicitly (Fu, Fu, & Dienes, 2008). What are these shared features? We hypothesized that low reversal frequency may play a significant role. We have varied reversal frequency, and discovered that reversal frequency affected response times, inclusion exclusion behavior, and recognition ratings. Not only does it appear to be important to distinguish implicit and explicit knowledge, but also to distinguish what the knowledge is of.     

The impact of the social context on resistance to persuasion: Effortful versus effortless responses to counter-attitudinal information

Past research has demonstrated that the presence of attitudinal diversity within a person’s social network increases his or her openness to attitude change. The current research explores whether this increased openness to attitude change is the result of relatively thoughtful or nonthoughtful processes. A nationally representative sample of US adults was exposed to a counter-attitudinal persuasive message that contained either strong or weak arguments. Attitudinal diversity within participants’ social networks was associated with greater argument quality differentiation: people embedded in networks that included a variety of views were more likely than those in attitudinally homogenous networks to carefully scrutinize attitude-relevant information, modifying their attitudes in response to strong but not weak arguments.     

The attentional blink with targets in different spatial locations

When two targets (T1 and T2) are displayed in rapid succession, accuracy of T2 identification varies as a function of the temporal lag between the targets (attentional blink, AB). In some studies, performance has been found to be most impaired at Lag 1—namely, when T2 followed T1 directly. In other studies, T2 performance at Lag 1 has been virtually unimpaired (Lag 1 sparing). In the present work, we examined how Lag 1 sparing is affected by attentional switches between targets displayed in the same location or in different locations. We found that Lag 1 sparing does not occur when a spatial shift is required between T1 and T2. This suggests that attention cannot be switched to a new location while the system is busy processing another stimulus. The results are explained by a modified version of an attentional gating model (Chun & Potter, 1995; Shapiro & Raymond, 1994).     

Explicit Fixed Points in Interpretability Logic

The problem of Uniqueness and Explicit Definability of Fixed Points for Interpretability Logic is considered. It turns out that Uniqueness is an immediate corollary of a theorem of Smoryski.     

Robustness of the rule-learning effect in 7-month-old infants: A close,multicenter replication of Marcus et al. (1999)

We conducted a close replication of the seminal work by Marcus and colleagues from 1999, which showed that after a brief auditory exposure phase, 7-month-old infants were able to learn and generalize a rule to novel syllables not previously present in the exposure phase. This work became the foundation for the theoretical framework by which we assume that infants are able to learn abstract representations and generalize linguistic rules. While some extensions on the original work have shown evidence of rule learning, the outcomes are mixed, and an exact replication of Marcus et al.'s study has thus far not been reported. A recent meta-analysis by Rabagliati and colleagues brings to light that the rule-learning effect depends on stimulus type (e.g., meaningfulness, speech vs. nonspeech) and is not as robust as often assumed. In light of the theoretical importance of the issue at stake, it is appropriate and necessary to assess the replicability and robustness of Marcus et al.'s findings. Here we have undertaken a replication across four labs with a large sample of 7-month-old infants (N = 96), using the same exposure patterns (ABA and ABB), methodology (Headturn Preference Paradigm), and original stimuli. As in the original study, we tested the hypothesis that infants are able to learn abstract “algebraic” rules and apply them to novel input. Our results did not replicate the original findings: infants showed no difference in looking time between test patterns consistent or inconsistent with the familiarization pattern they were exposed to.