Joint Influence of Visual and Auditory Words in the Stroop Task

We conducted four Stroop color–word experiments to examine how multiple stimuli influence interference. Experiments 1a and 1b showed that interference was strong when the word and color were integrated, and that visual and auditory words made independent contributions to interference when these words had different meanings. Experiments 2 and 3 confirmed this pattern when the word information and color information were not integrated, and hence when overall interference was substantially less. Auditory and visual interference effects are comparable except when the visual distracter is integrated with the color, in which case interference is substantially enhanced. Overall, these results are interpreted as being most consistent with a joint influence account of interference as opposed to a capture account.     

Discourse and Cognition. Edwards,D. (1997). Sage,London: pp. 368. £49.50 ISBN 0‐8039‐7696‐8 (hardback), £15.99 ISBN 0‐8039‐7697‐6 (paperback)

Wendy Drewery is a philosopher by training and teaches health development and counselling at the University of Waikato, Hamilton, New Zealand. Copyright © 2000 John Wiley & Sons, Ltd.     

Maternal control style and the mastery motivation of one-year-olds

Forty-one mothers and their 12-month-old infants participated in a study of the effects of maternal control style on infant mastery motivation. Three scales were designed to assess maternal control style during a mother-infant play session. Mastery motivation was assessed in an experimenter-administered structured toy play procedure. Three components, persistence, competence, and affect, comprised the measure of mastery motivation. Mothers also completed questionnaires on child-rearing attitudes, infant temperament, and control style. Results showed that maternal attitudes and behavior were correlated with infant mastery motivation. More specifically: autonomy-oriented control behavior, sensitive care and knowledge of child-rearing were positively related to infant mastery motivation. The results provide converging evidence regarding the multiple aspects of maternal behavior which affect infant motivation.     

Plot units and narrative summarization

In order to summarize a story, it is necessary to access a high level analysis of the story that highlights its central concepts. A technique of memory representation based on plot units appears to provide a rich foundation for such an analysis. Plot units are conceptual structures that overlap with each other when a narrative is cohesive. When overlapping intersections between plot units are interpreted as arcs in a graph of plot units, the resulting graph encodes the plot of the story. Structural features of the graph then reveal which concepts are central to the story, and which concepts are peripheral. Plot unit analysis is currently being investigated as a processing strategy for narrative summarization by both computer simulation and psychological experiments.     

‘Baby brain’ in pregnancy: A review of social psychological explanations and future research directions

The colloquial concept of ‘baby brain’ suggests that throughout pregnancy and into the immediate postpartum period, women have reduced cognitive abilities and are more distracted, forgetful, and incompetent. To date, a plethora of cognitive and neuropsychological research testing the cognitive functioning of pregnant women relative to other groups has yielded inconsistent and unclear findings. However, there is a notable lack of literature that adopts a social psychological perspective, critically assessing the contribution of social context to the ‘baby brain’ phenomenon. In this paper, we review the current ‘baby brain’ literature and outline two potential social perspectives that provide insights into this research area: stereotype threat theory and objectification theory. We argue that inconsistencies in the ‘baby brain’ cognitive literature may be impacted by under-explored social phenomena, which may result from activation of stereotypes or objectifying cues throughout pregnancy and into early new motherhood. We end with suggestions for future social and personality psychological research directions in the area of ‘baby brain’.     

Prejudice and self-esteem: A transactional model

This paper reviews three theoretical models of how prejudice affects the self-esteem of its targets. The stimulus-response model assumes that prejudice has a direct, negative effect on self-esteem. The stimulus-perception-response model recognises that perceptions of prejudice may not directly mirror experiences with prejudice, but predicts that the subjective perception of being a target of prejudice has a direct, negative effect on self-esteem. Both of these models are found to be inadequate. We propose a third, transactional model, which assumes that individuals do not respond in uniform way to being the target of prejudice. Rather, this model contends that self-esteem and emotional responses to prejudice are determined by cognitive appraisals of prejudicial events and coping strategies used in response to these events; these processes, in turn, are shaped by personal, situational, and structural factors. Experiments are presented showing that self-esteem in response to perceived prejudice is moderated by presence or absence of threats to personal identity, clarity of prejudices cues in the situation, ingroup identification, dispositional optimism, endorsement of legitimising ideologies, and group status. We argue that a transactional model of responses to prejudice emphasises sources of resistance as well as vulnerability among targets of prejudice.