Sequential effects on speeded information processing: a developmental study

Two experiments were performed to assess age-related changes in sequential effects on choice reaction time (RT). Sequential effects portray the influence of previous trials on the RT to the current stimulus. In Experiment 1, three age groups (7-9, 10-12, and 18-25 years) performed a spatially compatible choice task, with response-to-stimulus intervals (RSIs) of 50 and 500 ms varied between trial blocks. In Experiment 2, three age groups (7-9, 15-16, and 18-25 years) performed the task with spatial stimulus-response (S-R) mappings (compatible versus incompatible) varied between participants. For adults, the experiments yielded a pattern of sequential effects suggestive of "automatic facilitation" (i.e., a first-order repetition effect and a higher order benefit-only pattern for short RSIs) and "subjective expectancy" (i.e., a first-order alternation effect and a higher order cost-benefit pattern for long RSIs). Automatic facilitation was more pronounced for incompatible responses than for compatible responses. Both experiments showed the anticipated decrease in automatic facilitation with advancing age. Finally, the first-order alternation effect showed the predicted age-related increase, but the cost-benefit pattern revealed an opposite trend, suggesting that the first-order and higher order indexes of subjective expectancy may relate to dissociable mechanisms.     

Multidimensional adaptive testing with constraints on test content

The case of adaptive testing under a multidimensional response model with large numbers of constraints on the content of the test is addressed. The items in the test are selected using a shadow test approach. The 0–1 linear programming model that assembles the shadow tests maximizes posterior expected Kullback-Leibler information in the test. The procedure is illustrated for five different cases of multidimensionality. These cases differ in (a) the numbers of ability dimensions that are intentional or should be considered as nuisance dimensions and (b) whether the test should or should not display a simple structure with respect to the intentional ability dimensions.     

Can we link emotional eating with the emotion regulation skills of adolescents?

Objective: A recent cross-sectional study showed that maternal rejection is associated with emotional eating of obese youngsters seeking treatment, and that this relation is mediated by maladaptive emotion regulation (ER) of the youngsters. We wanted to build on this study and investigate the relation between parental rejection, maladaptive ER and emotional eating in a community sample using longitudinal data.

Design: Participants were 81 youngsters between the ages of 10 and 16 years. Participants completed questionnaires assessing maternal and paternal rejection, ER strategies and emotional eating, at two time moments (M = 71 days between time moments). Latent change models were used to estimate level and change of each variable.

Results: Results showed that the levels of maternal rejection, maladaptive ER and emotional eating were related. The indirect effect of the level of maternal rejection on the level of emotional eating through the level of maladaptive ER was marginally significant. On average, maternal rejection showed no change over time, whereas the other variables decreased. The changes in the variables were not related.

Conclusion: The findings highlight the importance of assessing the emotional bond between mother and youngster and the ER of youngsters with an emotional eating style.     

Compositionwork: A Method for Self-Investigation

This article presents compositionwork as a method based on dialogical self theory, according to which the self is understood as a multiplicity of I-positions (different sides of the self) in the landscape of the mind. The person making the composition uses language and stones to represent relevant I-positions of her- or himself self, thus externalizing these and creating a personal landscape of mind. As a result a meta-position is taken to this landscape, which facilitates its overview and understanding and may stimulate its further development. The method relates to the two basic dimensions of the self: verbal/reflexive and nonverbal/sensory, the integration of which forms an optimal condition for the development of the self. The idea of representing I-positions by using stones is inspired by Japanese rock gardens, which often represent the organization or development of the self. By their abstract and sensory quality, stones help to evoke and symbolize nonverbal aspects of the I-positions. First, we present the theoretical concepts relevant for compositionwork, and then we elaborate on the meaning of Japanese gardens as a representation of the mind and the use of stones as symbols. Finally, we present the method itself and examples of its application.