Why psychologists should study race.

Notes useful and potentially harmful effects of the article by A. H. Yee et al (see record 1994-09250-001) addressing psychology's problems with race. Eisenman expresses the fear that the position taken by Yee et al will lead to ignorance, justifying those who say "ignore race" either because they consider it an unscientific concept or because they think it politically harmful to study race. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The representation of abstract words: Why emotion matters.

Although much is known about the representation and processing of concrete concepts, knowledge of what abstract semantics might be is severely limited. In this article we first address the adequacy of the 2 dominant accounts (dual coding theory and the context availability model) put forward in order to explain representation and processing differences between concrete and abstract words. We find that neither proposal can account for experimental findings and that this is, at least partly, because abstract words are considered to be unrelated to experiential information in both of these accounts. We then address a particular type of experiential information, emotional content, and demonstrate that it plays a crucial role in the processing and representation of abstract concepts: Statistically, abstract words are more emotionally valenced than are concrete words, and this accounts for a residual latency advantage for abstract words, when variables such as imageability (a construct derived from dual coding theory) and rated context availability are held constant. We conclude with a discussion of our novel hypothesis for embodied abstract semantics. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Unitization of spontaneous nonverbal behavior in the study of emotion communication.

Videotapes of spontaneous facial and gestural reactions to affective slides were segmented by university student observers using a group adaptation of D. Newtson's (1976) unitization technique. In Exp I, 46 females and 35 males segmented the expressions of a variety of children and adults; in Exp II, 50 males segmented the expressions of high vs low-expressive male and female senders. Results demonstrate that the unitization technique applied to emotion expression yields reliable patterns of segmentation that may be used to investigate the relationships of communication accuracy to both the nature of the sender's behavior and the attentional patterns of the receiver. In particular, differences in segmentation results for males and females suggest that the technique may allow the detailed examination of process-level gender differences in nonverbal sending accuracy and receiving ability. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Nonverbal behavior and the theory of emotion: The facial feedback hypothesis.

The facial feedback hypothesis (skeletal muscle feedback from facial expressions plays a causal role in regulating emotional experience and behavior) is an important part of several contemporary theories of emotion. A review of relevant research indicates that studies reporting support for this hypothesis have, without exception, used within-Ss designs, and therefore only a restricted version of the hypothesis has been tested. Also, the results of some of these studies must be questioned due to demand characteristics and other problems. It is suggested that visceral feedback may make a more direct contribution to emotional processes than facial feedback and that the "readout" functions of facial expressions are more important than any feedback functions. (51 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Responsible behavior: The importance of social cognition and emotion.

Traditionally, the development of responsible behavior has been a primary aim of American education. Responsible behavior entails self-motivation and self-guidance, and not obedience and compliance to rules merely in response to external supervision, rewards, and punishment. External factors certainly play a major role in responsible behavior, but so too do social cognition and emotion. The purpose of this article is to present a brief review of research linking social cognition and emotion to responsible behavior. Implications for school psychologists are discussed, with a particular emphasis on the importance of developing and implementing prevention and intervention programs that address the multiple components of responsible behavior. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Unraveling the mysteries of anxiety and its disorders from the perspective of emotion theory.

The ascendance of emotion theory, recent advances in cognitive science and neuroscience, and increasingly important findings from developmental psychology and learning make possible an integrative account of the nature and etiology of anxiety and its disorders. This model specifies an integrated set of triple vulnerabilities: a generalized biological (heritable) vulnerability, a generalized psychological vulnerability based on early experiences in developing a sense of control over salient events, and a more specific psychological vulnerability in which one learns to focus anxiety on specific objects or situations. The author recounts the development of anxiety and related disorders based on these triple vulnerabilities and discusses implications for the classification of emotional disorders. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Working models of attachment: implications for explanation, emotion and behavior

Two studies examined attachment style differences in social perception. In Study 1, participants wrote open-ended explanations for hypothetical relationship events and described how they would feel and behave in response to each event. Compared with secure participants, preoccupied participants explained events in more negative ways; they also reported more emotional distress and behaviors that were likely to lead to conflict. Avoidant participants also provided negative explanations, but did not report emotional distress. Path analysis indicated that attachment style differences in behavior were mediated by explanation patterns and emotional distress. Study 2 was designed to replicate Study 1 and test the relative importance of attachment style and relationship quality to predicting each outcome. Results indicated that both variables were significant predictors of explanations, but only attachment style predicted emotional responses. These findings are consistent with the idea that adults with different working models of attachment are predisposed to think, feel, and behave differently in their relationships.     

Acceptability and suppression of negative emotion in anxiety and mood disorders.

The present study investigated perceived acceptability and suppression of negative emotion in participants with anxiety and mood disorders. Sixty participants with these disorders and 30 control participants watched an emotion-provoking film and completed self-report measures of their experience and regulation of emotions. The film elicited similar increases in negative emotion for clinical and nonclinical participants; however, clinical participants judged their resulting emotions as less acceptable and suppressed their emotions to a greater extent. The higher level of suppression in the clinical group was attributable to females in the clinical group suppressing their emotions more than females in the nonclinical group. For all participants, high levels of suppression were associated with increased negative emotion during the film and during a postfilm recovery period. Further analyses showed that appraising emotions as unacceptable mediated the relationship between negative emotion intensity and use of suppression in the clinical group. This study extends the literature on emotion regulation to a clinical sample and suggests that judging emotions as unacceptable and suppressing emotions may be important aspects of the phenomenology of emotional disorders. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Instructional desensitization: A semantic behavior treatment of anxiety disorder.

Explored the efficacy of instructional desensitization (ID) in the treatment of public speaking anxiety, using 30 speech-anxious undergraduates as Ss. Three self-report measures of confidence, affect, and anxiousness were completed by Ss, and 20 behavioral manifestations of anxiety were observed during Ss' delivery of a 4-min speech. Ss were randomly assigned to ID, placebo, or waiting list groups. Ss in the placebo group were led to believe that they were receiving a new form of therapy. Results show that ID Ss showed a significant decrement in their anxiety reactions as measured by objective and subjective anxiety measures. A significant anxiety decrement was also found in placebo Ss. However, self-report gains were not verified by objective observations. It is concluded that ID is a new semantic behavior therapy intervention that may have beneficial effects in the treatment of a broad variety of anxiety disorders. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Nature–nurture integration: The example of antisocial behavior.

Nature and nurture do not operate independently of each other, and, to an important degree, genetic effects on behavior come about because they either influence the extent to which the individual is likely to be exposed to individual differences in environmental risk or they affect how susceptible the individual is to environmental adversities. The time has come for an explicit research focus on the forms of interplay between genes and environment and on how this interplay is involved in the causal mechanisms for the origins of antisocial behavior and for its persistence or desistance over time. Molecular genetics has an even greater potential than quantitative genetics for understanding environmental risk mechanisms and the interplay between nature and nurture. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of nonconsciously priming emotion concepts on behavior.

Current empirical evidence regarding nonconsciously priming emotion concepts is limited to positively versus negatively valenced affect. This article demonstrates that specific, equally valenced emotion concepts can be nonconsciously activated, remain inaccessible to conscious awareness, and still affect behavior in an emotion-specific fashion. In Experiment 1A, participants subliminally primed with guilty emotion adjectives showed lower indulgence than did participants subliminally primed with sad emotion adjectives; even after the addition of a 5-min time delay, these results were replicated in Experiment 1B. Participants in the different priming conditions showed no differences in their subjective emotion ratings and were unaware of the emotion prime or concept activation. Experiments 2A and 2B replicated these findings using a helping measure, demonstrating that individuals primed with guilt adjectives show more helping than do individuals primed with sadness adjectives. In all studies, effects were moderated by individuals' specific emotion-response habits and characteristics. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Entry behavior and emotion regulation abilities of developmentally delayed boys

This study investigated the social deficits of developmentally delayed children. Participants were 48 five-year-old to eight-year-old boys. Delayed children (n = 20) were compared with nondelayed children of similar chronological age (CA nondelayed; n = 20) and of similar mental age (n = 8). The behavior and emotion regulation strategies of participants were assessed in an analogue entry situation. Delayed children were just as able as nondelayed children to understand the play themes of others but were more intrusive in delivering their entry attempts. Delayed children appeared to have less effective emotion regulation strategies for coping with entry failure and were more likely to increase their use of disruptive entry strategies over time than CA nondelayed children.     

Heritability of anxiety sensitivity: a twin study

OBJECTIVE: In attempting to explain the familial predisposition to panic disorder, most studies have focused on the heritability of physiologic characteristics (e.g., CO2 sensitivity). A heretofore unexplored possibility is that a psychological characteristic that predisposes to panic-anxiety sensitivity-might be inherited. In this study, the authors examined the heritability of anxiety sensitivity through use of a twin group. METHOD: Scores on the Anxiety Sensitivity Index were examined in a group of 179 monozygotic and 158 dizygotic twin pairs. Biometrical model fitting was conducted through use of standard statistical methods. RESULTS: Broad heritability estimate of the Anxiety Sensitivity Index as a unifactorial construct was 45%. Additive genetic effects and unique environmental effects emerged as the primary influences on anxiety sensitivity. There was no evidence of genetic discontinuity between normal and extreme scores on the Anxiety Sensitivity Index. CONCLUSIONS: This study suggests that one psychological risk factor for the development of panic disorder-anxiety sensitivity-may have a heritable component. As such, anxiety sensitivity should be considered in future research on the heritability of panic disorder.     

Why are depression and anxiety correlated? A test of the tripartite model.

L. A. Clark and D. Watson's (1991) tripartite model groups the symptoms of depression and anxiety into 3 components: nonspecific symptoms of general distress, which do not distinguish depression and anxiety; physiologic arousal, which is relatively unique to anxiety; and anhedonia (or low positive affect), which is unique to depression. Structural equation modeling was used to test this model with self-report data from 3 different samples: outpatients seeking treatment for mood disorder, anxiety disorder, or both (n?=?483), outpatients seeking treatment for substance abuse (n?=?453), and college students (n?=?516). The tripartite model did not fit any of the sample covariance matrices, because the nonspecific symptoms of depression and anxiety could not be adequately represented by a single General Distress factor. An alternative model, in which the Anhedonia and Nonspecific Depression factors loaded on a second-order Depression factor, while the Somatic Arousal and Nonspecific Anxiety factors loaded on a second-order Anxiety factors produced an excellent fit in all the groups. The Nonspecific Depression and Nonspecific Anxiety factors were the most valid and specific indicators of depression and anxiety, respectively. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Patterns of perceptual asymmetry in depression and anxiety: Implications for neuropsychological models of emotion and psychopathology.

More than 1,000 university undergraduates were simultaneously classified as either high or low depressed and high or low anxious and given a face-processing task that typically elicits a left hemispatial bias. Depression and anxiety were associated with opposing biases in perceptual asymmetry scores. In particular, high-depressed students had smaller left hemispatial biases than low-depressed students, whereas high-anxious students had larger left hemispatial biases than low-anxious students. The results suggest that depression and anxiety may be associated with different patterns of asymmetric hemispheric function. Because the rate of comorbidity of depression and anxiety in the population is high, these findings confirm the importance of separating anxiety and depression when examining the relationship among patterns of brain activity, emotion, and psychopathology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Why we should continue to study race...but do a better job: an essay on race, racism and health

For at least a century, American medical and public health researchers have used race as a marker for biology, and have documented race-associated differences in health and illness behavior. The research has often been inappropriate and has led to abuses and erroneous conclusions about the role played by race in the production of disparities in health status. Consequently, some researchers have begun to advocate the abolition of medical and public health research using race. In this essay, I argue that, although the arguments against continuing to study race have some merit, more rather than fewer studies of race are needed. Researchers should be more careful in the use of race and more conscious of the limitations of the race concept.