USING PERCENTILE SCHEDULES TO INCREASE EYE CONTACT IN CHILDREN WITH FRAGILE X SYNDROME

Aversion to eye contact is a common behavior of individuals diagnosed with Fragile X syndrome (FXS); however, no studies to date have attempted to increase eye‐contact duration in these individuals. In this study, we employed a percentile reinforcement schedule with and without overcorrection to shape eye‐contact duration of 6 boys with FXS. Results showed that although aversion to eye contact is often thought to be unamenable to change in FXS, it can be shaped in some individuals using percentile schedules either alone or in combination with overcorrection.     

Sex differences in the effects of visual contact and eye contact in negotiations

Previous research has proposed that the ability to see others would benefit negotiations. We argue that this view is too narrow and that the impact of visual contact on negotiated agreements depends on the meaning individuals ascribe to either its presence or absence. Based on previous research showing that females are more likely to understand others in the presence of visual contact while males understand others better in the absence of visual contact, we explore how visual contact, eye contact, and sex affect the quality of negotiated agreements in a meta-analysis (Study 1) and a laboratory experiment (Study 2). The two studies combined show that because direct communication via the face facilitates a shared understanding for two unacquainted females, their agreements are of higher quality when they have visual contact compared to when they do not (Study 1), and if they have visual contact, their agreements are better when they have eye contact than when they do not (Study 2). Because communication via the face increases discomfort between two unacquainted males, their agreements are of higher quality when they do not have visual contact (Study 1), and if they do have visual contact, their agreements are better when they have no eye contact than when they do (Study 2).     

A SIMPLE 2‐TRANSISTOR TOUCH OR LICK DETECTOR CIRCUIT

An easily constructed and inexpensive battery operated circuit is described for use as a lickometer or contact detector in behavioral studies with rodents.     

Eye contact and vocal responsiveness in squirrel monkey infants and their caregivers

Seventeen newborn squirrel monkeys, housed socially with their mothers and other adult females, were observed during their first 10 days of life. As early as day 1, infants began responding, vocally as well as by eye contact, to vocalizations and gaze directed to them by mothers and allomothers (aunts). Visual contact appeared always to be initiated by the adults. Infants spent less than 4% of awake time in eye contact with adults, but most infant-directed vocalizing occurred during these episodes, when both mothers and allomothers greatly increased their rate of calling. Infants were more likely to respond to vocalizations directed to them while in eye contact; 72% of infants' responsive vocalizing occurred then. These data are compared to those for human mothers and infants, where eye contact has also been shown to stimulate vocal exchange. A functional explanation of the involvement of allomothers, based on the infant's clinging position, is discussed.     

TEACHING YOUNG CHILDREN TO USE CONTACT LENSES

Young children with surgically removed lenses and extreme nearsightedness can benefit from contact lenses, but their parents may need instruction to teach their children to accept lenses. In this study, 4 children under the age of 5 years were taught contact lens wear using a shaping procedure. Compliance was rewarded with praise and tangibles, and noncompliance was followed with brief time-out for 3 of the children and restraint for the 4th. Three children showed high compliance during an initial shaping procedure, with a decrease in compliance during initial insertion of the lenses. At 3- to 10-month follow-up, levels of compliance were high. Insertion and removal of lenses were accomplished in substantially less time, with little crying and no need for time-out. All 3 children continue to use the lenses daily, and 2 have shown improved visual acuity. The 4th child, who has Down syndrome, showed low levels of compliance with need for physical restraint throughout. Although his parents reported high compliance when he first went home, fitting difficulties and an infection resulted in plummeting of compliance, and contact lens use was discontinued. This procedure has been used successfully at the same hospital with 11 of 13 other children between the ages of 14 months and 7 years 4 months. Implications for selection of suitable candidates for this intervention and ways to decrease costs are discussed.     

The (Gendered) Construction of Diagnosis Interpretation of Medical Signs in Women Patients

Medicine maintains a distinction between the medical symptom -- the patient'ssubjective experience and expression, and the privileged medical sign -- the objective findings observable by the doctor. Although the distinction is not consistently applied, it becomes clearly visible in the undefined, medically unexplained disorders of women patients. Potential impacts of genderized interaction on the interpretation of medical signs are addressed by re-reading the diagnostic process as a matter of social construction, where diagnosis results from human interpretation within a sociopolitical context. The discussion is illustrated by a case story and empirical evidence of the gendering in the doctor-patient relationship. The theoretical analysis is supported by semiotic perspectives of bodily signs, feminist theory on experience, and Foucault'sideas about medical perception and gaze, and concludes that a medical diagnosis is seldom a biological fact, but the outcome of a process where biological, cultural and social elements are interwoven. Further deconstruction of the chain of signs from a feminist perspective, assigning validity to the voice of the woman patient, might broaden the understanding of women'shealth, illness and disease.     

ATTENTION TRAINING: THE USE OF OVERCORRECTION AVOIDANCE TO INCREASE THE EYE CONTACT OF AUTISTIC AND RETARDED CHILDREN

A crucial first step in teaching and training the retarded and autistic is to develop and maintain eye contact with the therapist. Functional movement training (an overcorrection procedure) plus edibles and praise were compared with edibles and praise alone as a method of developing eye contact in three such children. In both conditions, the child was given food and praise when eye contact occurred within 5 sec of the therapist's verbal prompt: “Look at me.” Functional movement training avoidance plus edibles and praise produced about 90% attention for the three children, while edibles and praise alone were less effective (eye contact never exceeded 55%). Functional movement training avoidance combined with edibles and praise appears to be an effective method of teaching eye contact and possibly other forms of instruction-following to behaviorally disordered children who are not always responsive to positive consequences.     

Once upon a time…: Using fairy tales as a form of vicarious contact to prevent stigma-based bullying among schoolchildren

We conducted a vicarious contact intervention with the aim of promoting bystanders' intentions to react to stigma-based bullying among schoolchildren. Participants were Italian primary schoolchildren (N = 117 first to third graders); the outgroup was represented by foreign children. Vicarious contact was operationalized with story reading, creating fairy tales on stigma-based bullying where minority characters were bullied by majority characters. Once a week for 3 weeks, participants were read fairy tales in small groups by an experimenter and engaged in reinforcing activities. Results revealed that the intervention increased intergroup empathy (but not intergroup perspective-taking) and anti-bullying peer norms and fostered contact intentions. The intervention also had indirect effects via intergroup empathy on helping and contact intentions and on bystanders' reactions to stigma based-bullying. We discuss theoretical and practical implications, also in terms of the relevance of the present results for school policy. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement .     

Solidarity across group lines: Secondary transfer effect of intergroup contact,perceived moral distance,and collective action

We tested, in three studies, whether the generalization of contact effects from primary to secondary outgroups—the secondary transfer effect (STE)—occurs for collective action. The results supported a serial mediation model: contact with immigrants by advantaged group members (Italians: Study 1, N = 146, 121 females, M_age = 28.31 years; Study 3, N = 406, 239 females, M_age = 36.35; British people, Study 2, N = 160, 113 females, M_age = 32.31) was associated with lower perceived moral distance toward primary outgroups, which in turn was associated with more positive attitudes and greater collective action intentions toward primary outgroups, and lower perceived moral distance toward secondary outgroups. Lower perceived moral distance toward secondary outgroups and stronger collective action intentions toward the primary outgroup were associated with higher collective action intentions toward secondary outgroups (results were inconsistent for attitudes). We discuss the findings with a focus on how a consideration of perceived moral distance extends current theorizing, and the relevance of generalized prejudice for the STE.     

Closing the Solidarity Gap? How Ethnic Diversity Alters Who We Are Willing to Support

Citizens tend to be more solidary with ethnic ingroup members than ethnic outgroup members. As a result, increasing ethnic diversity is often found to impede solidarity. Although this perspective is well established, I present an alternative argument: Under circumstances that foster intergroup contact, increasing diversity promotes, rather than impedes, intergroup solidarity. To test this argument, I combine a survey experiment fielded among Danish students with quasi-random observational data on students' classroom ethnic composition. I find that ethnic-majority adolescents are on average more willing to support ethnic-majority recipients than immigrant and ethnic-minority recipients. Yet, although increasing diversity does not moderate the majority-minority solidarity gap, increasing diversity diminishes and erases the majority-immigrant solidarity gap. As further shown, one explanation is that immigrants in particular face strong stereotypes of being lazy and that ethnic diversity reduces this specific stereotype. These findings suggest that immigration and solidarity need not be incompatible. Under certain circumstances, ethnic diversity at worst leaves intergroup solidarity unaltered and at best improves such solidarity.