Secure base processes in couples: Daily associations between support experiences and attachment security.

The authors examined secure base functioning in couples by studying the association between daily social support experiences and attachment security in a 14-day daily experiences study of 114 heterosexual dating couples. Both members of each couple reported on daily relationship-specific attachment security and support sought, provided, and received, as well as felt support. Within- and cross-partner associations were examined, as were reciprocal associations between support and security. Results of over-time Actor-Partner Interdependence Model analyses indicated that security (in the form of high comfort with intimacy and low anxiety about abandonment) was associated with the most adaptive support experiences, whereas high anxiety about abandonment was associated with the least, and particularly with a lack of sensitive caregiving. Implications for understanding secure base dynamics in couples are discussed and guidelines for where to intervene as well as what to target in relationship distress prevention programs are provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attention as inference: Selection is probabilistic; responses are all-or-none samples.

Theories of probabilistic cognition postulate that internal representations are made up of multiple simultaneously held hypotheses, each with its own probability of being correct (henceforth, “probability distributions”). However, subjects make discrete responses and report the phenomenal contents of their mind to be all-or-none states rather than graded probabilities. How can these 2 positions be reconciled? Selective attention tasks, such as those used to study crowding, the attentional blink, rapid serial visual presentation, and so forth, were recast as probabilistic inference problems and used to assess how graded, probabilistic representations may produce discrete subjective states. The authors asked subjects to make multiple guesses per trial and used 2nd-order statistics to show that (a) visual selective attention operates in a graded fashion in time and space, selecting multiple targets to varying degrees on any given trial; and (b) responses are generated by a process of sampling from the probabilistic states that result from graded selection. The authors concluded that although people represent probability distributions, their discrete responses and conscious states are products of a process that samples from these probabilistic representations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Emotion dysregulation in the intergenerational transmission of romantic relationship conflict.

The role of emotion dysregulation in the intergenerational transmission of romantic relationship conflict was examined using multimethod and multiagent prospective longitudinal data across 21 years for 190 men and their mothers and fathers. As predicted, an individual’s emotion dysregulation was a key mediator in the transmission of relationship conflict, along with poor parenting skills. Parents’ emotion dysregulation was directly related to their son’s emotion dysregulation, which was in turn associated with the son’s later relationship conflict. Additionally, parents’ emotion dysregulation was significantly related to their poor discipline skills, which were linked to the son’s emotion dysregulation and eventual relationship conflict. Findings highlight emotion dysregulation as a significant mechanism explaining the continuity of romantic relationship conflict across generations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reducing the disruptive effects of interruption: A cognitive framework for analysing the costs and benefits of intervention strategies

Interruptions are ubiquitous, and they can lead to disastrous consequences. The goal of this paper is to describe remedies that have been proposed to reduce the disruption caused by interruptions based on an understanding of how principles of human cognitive processing bear on the sequence of events that take place during an interruption. We show that interruptions tap disparate cognitive operations, from attention to decision making to memory. We illustrate how these cognitive processes can lead to interruption-induced errors, and how they can help in understanding potential problems with remedies that have been proposed to ameliorate those effects. We present a framework in which the load imposed by the task and the cost of an error suggests the types of solutions that should be considered for a given domain. We then discuss the implications of this approach for understanding and reducing the negative effect of interruptions in transportation domains.     

Ethanol reforming and partial oxidation with Cu/Nb2O5 catalyst

Ethanol reforming and partial oxidation were studied on Cu/Nb₂O₅ and Ni/Al₂O₃ catalysts. Compared to the Ni/Al₂O₃ catalyst, the Cu/Nb₂O₅ catalyst presents conversion as high as Ni/Al₂O₃ catalyst, however, for the same level of formation of hydrogen it occurs at much lower temperature on the Cu/Nb₂O₅ catalyst, 200 °C lower than for the Ni/Al₂O₃ catalyst, with remarkable little formation of CO, which can be attributed to the strong interaction between copper and niobia. Temperature-programmed desorption (TPD-ethanol) and surface reactions (TPSR) of partial oxidation of ethanol showed formation of ethylene, acetaldehyde, ethane and mainly H₂ and CO₂ besides little methane. DRIFTS results are in accordance with TPD analysis and the formation of acetate species at room temperature suggests reactivity of the surface and its oxidative dehydrogenation capacity. The adsorption of ethanol gives rise to ethoxide species, which form acetate and acetaldehyde that can be oxidized to CO₂ via carbonate. A comparison with reported results for Cu/Al₂O₃ this catalyst is promising, yielding high level of H₂ with little CO production during reforming and partial oxidation reaction. The maximum H₂ formation for the partial oxidation of ethanol was 41% at ratio (O₂/Et) 0.8, increasing to 50% at ratio 1.5. The H₂/CO is around 10 for the partial oxidation and 7 for steam reforming, which is excellent, compared to the Ni/Al₂O₃ catalyst with a factor 4–8 lower.     

Personal characteristics of volunteer phone counselors.

Compared 26 volunteer telephone counselors and 34 nonvolunteer undergraduates using the Tennessee Self Concept Scale, the Personal Orientation Inventory, and the Self-Disclosure Questionnaire. Results show no differences between the groups on their self-concept except in their moral-ethical perceptions of themselves. The groups did differ on the other measures. The counselors showed a pattern of responding in the Personal Orientation Inventory suggesting that they were more self-actualizing than the college group, and they indicated a greater degree of openness on the Self-Disclosure Questionnaire. Results suggest that the volunteers are altruistic in their motivation to work in this capacity and serve as important role models for their clients. (18 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Education reform: Challenges for psychology and psychologists.

National, state, and local education reform agendas have been on a fast track for more than a decade. Although some psychologists have been active in promoting psychology and psychological services in education reform initiatives, knowledge about their efforts is fragmented. In order to educate psychologists about education reform, this article highlights the impetus for the recent education reform movement, briefly reviews the latest waves of education reform, and discusses the development of the National Education Goals. Then, an argument is made for the integration of education, health, and social reform initiatives; state-level education reform principles and initiatives are highlighted, illustrated by the systemic education reform mandate in Kentucky. Next, progress toward the development and implementation of an APA-sponsored response to the National Education Goals is discussed. Finally, objectives and roles for psychologists in advancing education reform are presented, and guidelines for the education and training of future psychologists are introduced. (PsycINFO Database Record (c) 2010 APA, all rights reserved)