The logical status of metacognitive training

It is argued that knowing-how (to perform) is not dependent on knowing that (knowing propositions about performance). Existing evidence allows any benefits from metacognitive training to be attributed to generalization training, not to the announcement of rules. Rules may encourage the subject to learn new tasks, but these tasks must be learned in the contexts of eventual application.     

A verbal behavior analysis of auditory hallucinations

A review of recent research on the non-medical control of auditory hallucinations is presented. It is suggested that the decreases in hallucinatory behavior obtained in studies using aversive contingencies may be attributable to the disruption of the chains of behavior involved. The results of several additional studies are interpreted as indicating that methods of stimulus control and the use of incompatible behaviors may be effective in reducing the rate of auditory hallucinations. Research relating auditory hallucinations to subvocalizations is presented in support of the view that hallucinatory phenomena are sometimes related to the subject's own vocal productions. Skinner's views (1934, 1936, 1953, 1957, 1980) are then presented as possible explanations of some hallucinatory behavior. It is suggested that some auditory hallucinations consit of the mishearing of environmental and physiological stimuli as voices in a fashion similar to that which Skinner observed in his work with the verbal summator. The maintenance of long chains of such responses may be largely attributable to self-intraverbal influences (such as are present during automatic writing). With some auditory hallucinations, this progression involves first mishearing ambiguous stimuli as voices and then attributing the voices to some cause (e.g., insanity, the television, radio, or God). Later, the frequent and ongoing chains of such behavior may contaminate other verbal responses. Such verbal behavior may be parasitic on "normal verbal behavior" (and hence, not directly dependent on consquences for maintenance), may be cued by various stimuli (including respiration), and may interfere with other covert and overt behavior. Several studies to investigate this view are presented. It is hoped that such research will lead to a better understanding of the major issues involved in the etiology and treatment of auditory hallucinations in particular and perhaps of psychosis in general.     

Catecholamine training effects from exercise programs: A bridge to exercise-temperament relationships

Three studies were conducted to test whether a catecholamine training effect results from a long-term aerobic exercise program. Study I showed significant increases in urinary adrenaline and noradrenaline following moderate mental stress/challenge for male aerobics subjects after a semester of training. Control groups of nonexercisers and continuously in-condition marathoners showed no comparable pre- to post semester catecholamine increases. Male and female Aerobics subjects were contrasted with nonexercisers across a semester in Study 2; the hypothesis was confirmed that postsemester increases in catecholamines occurred only following an episode of mental challenges/stress, and not following base-rate-rest conditions. Under conditions of more active challenge than in Studies 1 and 2, women subjects in Study 3 provided directional but nonsignificant support for the Study 2 findings. The results are discussed in the context of literature on the relationship of catecholamine availability during challenge/stress to temperament and on the relationship of aerobic training to temperament. At a theoretical level, the question is discussed of increased catecholamine availability being a likely mediator in the exercise program to temperament relationship.This research was supported by a grant from the Research Council of the University of Nebraska Lincoln. Our thanks to Prof. James Crabbe for assistance in recruiting subjects in Study 2, and to Pamela Brown and Prof. Wes Sime for assistance with Study 3.     

Familial Influences on Dating Violence Victimization Among Latino Youth

Despite theoretical and empirical evidence suggesting that the family environment plays a central role in Latino youth development, relatively little is known about how family processes influence dating violence victimization among Latino adolescents. To address this gap in the literature, we used data from 210 Latino parents and their 13- to 15-year-old adolescents to examine associations between several different family processes, including both parenting practices (parent monitoring, parent–adolescent communication) and aspects of the family relational climate (family cohesion, family conflict, acculturation conflict) and psychological, physical, and sexual dating violence victimization. Consistent with expectations, lower levels of family cohesion and higher levels of family and acculturation conflict were associated with risk for dating violence victimization, although associations varied depending on victimization type. In contrast, neither parental monitoring nor parent–adolescent communication was significantly associated with any type of dating violence victimization. In addition, we found that parent, but not teen, Anglo-American acculturation was associated with higher dating violence victimization risk. Findings suggest that family-based dating abuse prevention programs for Latino youth should seek to increase family cohesion and decrease family conflict, including acculturation-based conflict.     

Validity for an Integrated Laboratory Analogue of Sexual Aggression and Bystander Intervention

This study sought to develop and validate an integrated laboratory paradigm of sexual aggression and bystander intervention. Participants were a diverse community sample (54% African American) of heterosexual males (N = 156) between 21 and 35 years of age who were recruited to complete the study with a male friend and an ostensibly single, heterosexual female who reported a strong dislike of sexual content in the media. Participants viewed a sexually explicit or nonsexually explicit film clip as part of contrived media rating task and made individual choices of which film clip to show the female confederate. Immediately thereafter, participants were required to reach consensus on a group decision of which film clip to show the female confederate. Subjecting a target to an unwanted experience with a sexual connotation was operationalized as selection of the sexually explicit video, whereas successful bystander intervention was operationalized as the event of one partner individually selecting the sexually explicit video but then selecting the nonsexually explicit video for the group choice. Results demonstrated that a 1‐year history of sexual aggression and endorsement of pertinent misogynistic attitudes significantly predicted selection of the sexually‐explicit video. In addition, bystander efficacy significantly predicted men's successful prevention of their male peer's intent to show the female confederate a sexually explicit video. Discussion focused on how these data inform future research and bystander intervention programming for sexual aggression. Aggr. Behav. 38:309–321, 2012. © 2012 Wiley Periodicals, Inc.     

Taking Stock of Behavioral Measures of Adolescent Dating Violence

The past 2 decades have witnessed an increase in dating violence awareness and research. As the field evolves, it is critical to examine the definition and measurement of adolescent dating violence. This article summarizes the behavioral measures of adolescent dating violence used in the field. Based on a review of the literature and federally funded studies, we identified 48 different measures. The most commonly used measures were the Conflict Tactics Scale–2, the Safe Dates Scale, and the Conflict in Adolescent Dating Relationship Inventory, which all examine aspects of psychological, physical, and sexual violence. Researchers also adapted or created their own measures. This article concludes with a discussion of developments for consideration as the field moves forward.     

Examining the Prevalence and Predictors of Injury From Adolescent Dating Violence

Medical needs of youth who experience dating violence are not well understood because of limited past research examining the prevalence and predictors of injuries and medical help seeking. To address these gaps, the current study described the prevalence and predictors of injuries from dating violence from grades 8 through 12 in a large sample of youth. Results indicate that one third to one half of youth who experienced any physical and/or sexual dating violence also sustained an injury. Prevalence of injury was highest in the 8th grade and was significantly higher for females than for males across grades 8 through 11. Youth who experienced greater amounts of violent victimization in their relationships (physical, sexual, and psychological) were at the highest risk for injury. Results also suggest that victims at highest risk for injury are girls, White youth, those experiencing multiple types of violence, and those who also engage in perpetration. Given the high prevalence of injury among youth who report dating violence, healthcare professionals may be in a unique position to screen and counsel youth about dating violence. Because the highest prevalence of injury occurred before high school, prevention programs should start early and selected prevention may be used for youth at highest risk for injury.     

The processing of affixed words

Two experiments are reported which suggest that affixed words are not morphologically decomposed but are processed as single units. Experiment 1 involved a lexical decision task, and it suggested that lexical access does not require decomposition. Experiment 2 involved a task designed to maximize the opportunity for decomposition, but it showed that subjects processed the test items as single units. These results are discussed in relation to o;her evidence that has been offered to support the occurrence of morphological decomposition.