Impulsivity and perception: individual differences in the processing of the local and global dimensions of stimuli

There appears to be an association between a "global" mode of perceptual processing and a cluster of personality traits, one of which is impulsivity. The goal of the present study was to clarify this relationship. Subjects differing in impulsivity (as measured by a self-report inventory) performed speeded cardsorting tasks. They sorted stimuli consisting of large letters made up of smaller letters. Highly impulsive subjects had no more difficulty than other subjects in ignoring the large, "global," letters when they tried to attend to the smaller, "local," letters of which they were composed, nor were they more vulnerable than other subjects to Stroop-like response interference produced by the global letters. High impulsives did have particular difficulty when the task required that they integrate the information provided by the local and global letters. This finding can be explained in terms of individual differences in the value placed on speed relative to accuracy in information processing.     

Sensitivity to thermal stimulation in prairie rattlesnakes (Crotalus viridis) after bilateral anesthetization of the facial pits

Six yearling prairie rattlesnakes (Crotalus viridis) were exposed to thermal stimuli prior to and after bilateral anesthetization of their facial pits with 2% xylocaine solution. This treatment eliminates trigeminally mediated electrophysiological responses of the pits to thermal stimulation. Nevertheless, the rattlesnakes continued to exhibit behavioral responses to thermal cues after anesthetization of the pits. An auxiliary infrared-sensitive system, nociceptors, or the common temperature sense could be responsible for these findings.     

EXTENDED REDUCTIONS IN STEREOTYPIC BEHAVIOR OF STUDENTS WITH AUTISM THROUGH A SELF-MANAGEMENT TREATMENT PACKAGE

The literature suggests that self-management treatment packages have two potential strengths for the reduction or elimination of stereotypic behavior: (a) Self-management may be used for extended periods of time in the absence of a treatment provider, and (b) self-management techniques are easily adapated and used in a wide variety of natural settings. We assessed whether students with severe autistic disabilities could learn to use a self-management treatment package to reduce their stereotypic behavior within a multiple baseline across subjects design with withdrawals. The results showed that all of the students learned to use self-management procedures to reduce greatly levels of stereotypic behavior (typically to zero), and improvement occurred for extended periods of time in new settings without the presence of a treatment provider. The results are discussed in terms of the practical value of the treatment package and in terms of the implications for understanding autism.     

Functional and dysfunctional impulsivity: personality and cognitive correlates

The 3 studies reported here were designed to clarify the nature of the personality trait of impulsivity. Two types of impulsivity were distinguished. Dysfunctional impulsivity is the tendency to act with less forethought than most people of equal ability when this tendency is a source of difficulty; most previous work on impulsivity appears to have focused on this trait. Functional impulsivity, in contrast, is the tendency to act with relatively little forethought when such a style is optimal. The present work indicates that these two tendencies are not highly correlated and that they bear different relations both to other personality traits and to the manner in which certain basic cognitive processes are executed.     

Author Correction: Social Job Stressors can Foster Employee Well-Being: Introducing the Concept of Social Challenge Stressors

Journal of Business and Psychology - In the published article “Social Job Stressors Can Foster Employee Well-Being: Introducing the Concept of Social Challenge Stressors”, there was an...     

A Comparison of Video Feedback and In Vivo Self-Monitoring on the Social Interactions of an Adolescent with Asperger Syndrome

Difficulties with social interactions and restrictive and repetitive interest patterns or behaviors are common among individuals with Asperger syndrome. These difficulties often pose barriers to establishing and maintaining social relationships. In the current study, 2 different interventions were compared that focused on improving the social interactions of a 14-year-old adolescent with Asperger syndrome. A reversal design was used to compare the effectiveness of video feedback and in vivo self-monitoring on inappropriate and appropriate social interactions during activities with a teacher. The procedures were replicated during activities with peers, and generalization was assessed during activities with the adolescent’s mother. Although video feedback resulted in slight reductions in inappropriate behavior, larger reductions occurred during in vivo self-monitoring. Treatment acceptability data indicated high participant satisfaction with both interventions; however, the in vivo self-monitoring was rated as slightly preferred.     

Viewing time through the lens of the self: The fit effect of self‐construal and temporal distance on task perception

This paper describes how different self‐construals influence people's perception of temporal distance and in turn their task evaluation. We hypothesize that people with a more accessible interdependent (vs. independent) self‐construal perceive future events as temporally more proximal, and that people's reaction toward a task is intensified when the temporal distance to the task matches (vs. mismatches) their self‐construal. Across four studies, we showed that individuals with a more accessible interdependent self‐construal (Study 1) and East Asians (Study 2) perceived future events as more proximal than those with a more accessible independent self‐construal and European Americans. Further, when considering a task at a temporal distance that fits their self‐construal, individuals perceived a pleasant task as more motivating (Study 3) and an unpleasant task as less motivating (Study 4).

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