Religiosity and Intimacy with an Extradyadic Partner in Emerging Adulthood: A Developmental Perspective

The present study examined the relationship between intrinsic religious motivation and both physical and emotional intimacy with an extraydadic partner (i.e., infidelity) in a sample of emerging adults (ages 18–25, N = 188) who were involved in dating romantic relationships. The study uniquely conceptualized religiosity in terms of personal and internal connection with religion; additionally, the study included both physical and emotional aspects of extradyadic intimacy behaviors. Contrary to previous research with married adult couples, analyses revealed that intrinsic religious motivation significantly and positively predicted physical and emotional intimacy with an extradyadic partner. Developmental implications are discussed.     

Independent Development of Imagination and Perception of Fitts' Law in Late Childhood and Adolescence

Recent neurophysiological and behavioral research suggests perception-action systems are tightly coupled. Accordingly, Fitts' law has been observed when individuals execute, perceive, and imagine actions. Developmental research has found that (a) children demonstrate Fitts' law in imagined actions and (b) imagined movement time (MT) becomes closer to actual MT as age increases. However, action execution, imagination, and perception have yet to be assessed together in children. The authors investigated how imagined and perceived MTs related to actual MTs in children and adolescents. It was found that imagined MTs were longer than execution MTs were. Perception MTs were lower than execution MTs for children and more consistent with execution MTs for adolescents. These results suggest potential mechanistic differences in action imagination and perception.     

Word recognition and comprehension skills in hyperlexic children

Five hyperlexic boys (4-5 to 10-1 years), who had been diagnosed with infantile autism or pervasive developmental delay in early childhood, were evaluated. Measures of intelligence, single-word recognition and comprehension, and picture naming were administered to determine the precocity or deficiency of reading recognition and comprehension, the underlying mechanisms of oral reading, and possible parallels with the acquired dyslexia subtypes. The results indicated that hyperlexia may be operationalized as unexpected reading precocity as compared to IQ; however, reading comprehension was not unexpectedly deficient. The phonological route to reading appeared to be preferred to the lexical route, and the overall pattern of performance most closely paralleled that of the surface dyslexic subtype.     

Direct behavior rating as a school-based behavior universal screener: Replication across sites

The purpose of this study was to evaluate the utility of Direct Behavior Rating Single Item Scale (DBR–SIS) targets of disruptive, engaged, and respectful behavior within school-based universal screening. Participants included 31 first-, 25 fourth-, and 23 seventh-grade teachers and their 1108 students, sampled from 13 schools across three geographic locations (northeast, southeast, and midwest). Each teacher rated approximately 15 of their students across three measures, including DBR–SIS, the Behavioral and Emotional Screening System (Kamphaus & Reynolds, 2007), and the Student Risk Screening Scale (Drummond, 1994). Moderate to high bivariate correlations and area under the curve statistics supported concurrent validity and diagnostic accuracy of DBR–SIS. Receiver operating characteristic curve analyses indicated that although respectful behavior cut scores recommended for screening remained constant across grade levels, cut scores varied for disruptive behavior and academic engaged behavior. Specific cut scores for first grade included 2 or less for disruptive behavior, 7 or greater for academically engaged behavior, and 9 or greater for respectful behavior. In fourth and seventh grades, cut scores changed to 1 or less for disruptive behavior and 8 or greater for academically engaged behavior, and remained the same for respectful behavior. Findings indicated that disruptive behavior was particularly appropriate for use in screening at first grade, whereas academically engaged behavior was most appropriate at both fourth and seventh grades. Each set of cut scores was associated with acceptable sensitivity (.79–.87), specificity (.71–.82), and negative predictive power (.94–.96), but low positive predictive power (.43–.44). DBR–SIS multiple gating procedures, through which students were only considered at risk overall if they exceeded cut scores on 2 or more DBR–SIS targets, were also determined acceptable in first and seventh grades, as the use of both disruptive behavior and academically engaged behavior in defining risk yielded acceptable conditional probability indices. Overall, the current findings are consistent with previous research, yielding further support for the DBR–SIS as a universal screener. Limitations, implications for practice, and directions for future research are discussed.     

Inverting the joint Simon effect by intention

The joint Simon effect (JSE) is a spatial-compatibility effect that emerges when two people complete complementary components of a Simon task. In typical JSE studies, two participants sit beside each other and perform go-no-go tasks in which they respond to one of two stimuli by pressing a button. According to the action co-representation account, JSEs emerge because each participant represents their partner's response in addition to their own, causing the same conflicts in processing that would occur if an individual responded to both stimuli (i.e., as in a two-choice task). Because the response buttons are typically in front of participants, however, an alternative explanation is that JSEs are the result of a dimensional overlap between target and response locations coded with respect to another salient object (e.g., the co-actor's effector). To contrast these hypotheses, the participants in the present study completed two-choice and joint Simon tasks in which they were asked to focus on generating an aftereffect in the space contralateral to their response. Hommel (Psychological Research 55:270-279, 1993) previously reported that, when participants completed a two-choice task under such effect-focused instructions, spatial-compatibility effects emerged that were based on the aftereffect location instead of the response location. Consistent with the co-representation account, the results of the present study were that an inverse aftereffect-based (i.e., not a response-location-based) compatibility effect was observed in both the two-choice and joint tasks. The overall pattern of results does not fit with the spatial-coding account and is discussed in the context of the extant JSE literature.     

New Directions in Capacity Building: Incorporating Cultural Competence into the Interactive Systems Framework

The UMBC Psychology Department's Center for Community Collaboration (CCC) provides training and support for capacity building to promote substance abuse and mental health treatment as well as adherence improvement in community agencies funded through the Ryan White Act serving persons living with HIV/AIDS. This article describes an approach to dissemination of Evidence Based Practices (EBPs) for these services that uses the Interactive Systems Framework (ISF) and incorporates a collaborative process involving trainer cultural competence, along with a comprehensive assessment of organizational needs, culture, and climate that culminates in tailored training and ongoing collaboration. This article provides: (1) an overview of the CCC's expanded ISF for the effective dissemination of two EBPs—motivational interviewing and the stages of change perspective; (2) an examination of the role of trainer cultural competence within the ISF framework, particularly attending to organizational culture and climate; and (3) case examples to demonstrate this approach for both general and innovation‐specific capacity building in two community based organizations. Special Issue: Advances in Bridging Research and Practice Using the Interactive System Framework for Dissemination and Implementation; Guest Editors: Abraham Wandersman, Paul Flaspohler, Catherine A. Lesesne, Richard Puddy; Action Editor: Emilie Phillips Smith     

Response selection during a joint action task

It has been suggested that a shared task representation is used to predict a coactors' needs and that these predictions influence each coactor's response selection in a joint action task. The authors tested this idea using a joint action task in which participants passed a jug to a confederate under different conditions. They hypothesized that if participants predicted the needs of their coactor and planned their movement according to these predictions, the jug would be passed with the handle available to the confederate. Consistent with this hypothesis, the jug was passed with the handle available on 86% of the trials. This strategy may be adopted to improve the efficiency of the whole task as opposed to each individual's portion of the task.     

Do you see what I see? Co-actor posture modulates visual processing in joint tasks

ABSTRACT

Interacting with other people is a ubiquitous part of daily life. A complex set of processes enable our successful interactions with others. The present research was conducted to investigate how the processing of visual stimuli may be affected by the presence and the hand posture of a co-actor. Experiments conducted with participants acting alone have revealed that the distance from the stimulus to the hand of a participant can alter visual processing. In the main experiment of the present paper, we asked whether this posture-related source of visual bias persists when participants share the task with another person. The effect of personal and co-actor hand-proximity on visual processing was assessed through object-specific benefits to visual recognition in a task performed by two co-actors. Pairs of participants completed a joint visual recognition task and, across different blocks of trials, the position of their own hands and of their partner's hands varied relative to the stimuli. In contrast to control studies conducted with participants acting alone, an object-specific recognition benefit was found across all hand location conditions. These data suggest that visual processing is, in some cases, sensitive to the posture of a co-actor.     

The Role of Natural Support Systems in the Post-deployment Adjustment of Active Duty Military Personnel

This study examined the relations among three different types of naturally occurring social support (from romantic partners, friends and neighbors, and unit leaders) and three indices of service member well‐being (self reports of depressive symptoms, satisfaction with military life, and perceptions of unit readiness) for service members who did and did not report negative experiences associated with military deployment. Data were drawn from the 2011 Community Assessment completed anonymously by more than 63,000 USAF personnel. Regression analyses revealed that higher levels of social support was associated with better outcomes regardless of negative deployment experiences. Evidence of moderation was also noted, with all forms of social support moderating the impact of negative deployment experiences on depressive symptoms and support from unit leaders moderating the impact of negative deployment experience on satisfaction with military life. No moderation was found for perceptions of unit readiness. Subgroup analyses revealed slightly different patterns for male and female service members, with support providing fewer moderation effects for women. These findings may have value for military leaders and mental health professionals working to harness the power of naturally occurring relationships to maximize the positive adjustment of service members and their families. Implications for practices related to re‐integration of post‐deployment military personnel are discussed.