bluuebunny/crossref_metadata_2025_split huggingface dataset:
Role of Clinical Diagnosis and Medication Use in Effects of Maternal Depression on Infant‐Directed Speech
Authors: Kaplan Peter S. , Bachorowski Jo‐Anne , Smoski Moria J. , Zinser Michael 
Published: January 2004

AbstractInfant‐directed (ID) speech was recorded from mothers as they interacted with their 4‐ to 12‐month‐old infants. Hierarchical regression analyses revealed that two variables, age of the mother and mother's diagnosed depression, independently accounted for significant proportions of the variance in the extent of change in fundamental frequency (ΔF0). Specifically, depressed mothers produced ID speech with smaller ΔF0 than did nondepressed mothers, and older mothers produced ID speech with larger ΔF0 than did younger mothers. Mothers who were taking antidepressant medication and who were diagnosed as being in at least partial remission produced ID speech with mean ΔF0 values that were comparable to those of nondepressed mothers. These results demonstrate explicit associations between major depressive disorder and an acoustic attribute of ID speech that is highly salient to young infants.
Infants' Ability to Learn Phonetically Similar Words: Effects of Age and Vocabulary Size
Authors: Werker Janet F. , Fennell Christopher T. , Corcoran Kathleen M. , Stager Christine L. 
Published: January 2004

AbstractWhat do novice word learners know about the sound of words? Word‐learning tasks suggest that young infants (14 months old) confuse similar‐sounding words, whereas mispronunciation detection tasks suggest that slightly older infants (18–24 months old) correctly distinguish similar words. Here we explore whether the difficulty at 14 months stems from infants' novice status as word learners or whether it is inherent in the task demands of learning new words. Results from 3 experiments support a developmental explanation. In Experiment 1, infants of 20 months learned to pair 2 phonetically similar words to 2 different objects under precisely the same conditions that infants of 14 months (Experiment 2) failed. In Experiment 3, infants of 17 months showed intermediate, but still successful, performance in the task. Vocabulary size predicted word‐learning performance, but only in the younger, less experienced word learners. The implications of these results for theories of word learning and lexical representation are discussed.
Development of Tactile Responses in Human Preterm and Full‐Term Infants From 30 to 40 Weeks Postconceptional Age
Authors: Fearon Isabel , Hains Sylvia M. J. , Muir Darwin W. , Kisilevsky Barbara S. 
Published: January 2004

AbstractMaturation of tactile sensitivity prior to term was examined in 36 preterm and 13 full‐term infants using a fixed‐trial, habituation procedure. Each infant was presented with a series of 8 habituation (arm stroke), 2 novel (arm lift), and 2 recovery (arm stroke) stimulus trials while heart rate and body movements were recorded. Maturation was observed with a gradual increase in the magnitude of the stimulus‐elicited cardiac acceleration and cardiac‐movement coupling from 30 to 40 weeks postconceptional age. The majority of infants displayed habituation—an excitatory response (heart rate acceleration and body movement)—to the initial presentation of a tactile stimulus, response decline with repeated stimulations, and renewed response to a novel stimulus. A substantial number of infants (40%) failed to respond initially to the tactile stimulus, increased responding over several stimulus presentations, and failed to discriminate the presentation of a novel stimulus. We speculate that these differences in response patterns observed over all ages represent individual difference in the perception of stimulus intensity.
Maternal Cocaine Use and Infant Behavior
Authors: Eiden Rina Das , Lewis Audra , Croff Stacy , Young Elizabeth 
Published: January 2004

AbstractThis study examined the impact of maternal cocaine use and associated risk factors such as polysubstance use, maternal functioning, and caregiving on affect regulation during infancy. Participants were 45 mother‐infant dyads (19 cocaine exposed and 26 control infants) recruited at birth. Observations and maternal reports of infant behavior were obtained at 2 and 7 months of age, along with measures of pre‐ and postnatal substance use, maternal functioning, and caregiving stability. Maternal cocaine use accounted for significant variance in infant positive affect at 2 months. Other substance use and gestational age predicted infant distress to novelty and arousal during developmental assessments. At 7 months, the impact of prenatal cocaine exposure on infant affect regulation was mediated by postnatal alcohol use and caregiving stability. These findings, if replicated, suggest that 1 pathway to later problem behavior reported among substance‐exposed children may be through early regulatory problems and the quality of postnatal caregiving.
Maternal Depressive Symptoms and 6‐Month‐Old Infants' Sensitivity to Facial Expressions
Authors: Striano Tricia , Brennan Patricia A. , Vanman Eric J. 
Published: January 2004

AbstractWe examined 6‐month‐old infants' abilities to discriminate smiling and frowning from neutral stimuli. In addition, we assessed the relationship between infants' preferences for varying intensities of smiling and frowning facial expressions and their mothers' history of depressive symptoms. Forty‐six infants were presented pairs of facial expressions, and their preferential looking time was recorded. They also participated in a 3‐min interaction with their mothers for which duration of both mother and infant gazing and smiling were coded. Analyses revealed that the infants reliably discriminated between varying intensities of smiling and frowning facial expressions and a paired neutral expression. In addition, infants' preferences for smiling and frowning expressions were related to self‐reports of maternal depressive symptoms experienced since the birth of the infant. Potential implications for social cognitive development are discussed.
Relative Color Contrast Drives Competition in Early Exogenous Orienting
Authors: Dannemiller James L. 
Published: January 2004

AbstractYoung infants typically orient to a moving object, but the strength of this tendency depends on what else is in the visual field, with some objects competing for attention more effectively than others. This competition was studied in 3.5‐month‐old infants by manipulating the colors and spatial distributions of static elements that appeared with a small moving probe. The hypothesis was that the competition from these static bars would depend on their color contrasts. Three different color pairings were used: red with green, pink with green, and red with pink. The results were generally consistent with the hypothesis that the competition from static elements in the visual field depends on their color contrasts. Orienting at 3.5 months is determined by competition mechanisms that weight motion and color and most probably other stimulus characteristics to produce a directional response.
Prenatal Cardiac Function and Postnatal Cognitive Development: An Exploratory Study
Authors: Bornstein Marc H. , DiPietro Janet A. , Hahn Chun‐Shin , Painter Kathleen , Haynes O. Maurice , Costigan Kathleen A. 
Published: January 2004

AbstractFetal cardiac function was measured at 24, 30, and 36 weeks gestation and quantified in terms of heart rate, variability, and episodic accelerations. Children's representational capacity was evaluated at 27 months in terms of language and play. Thirty‐ and 36‐wcek‐old fetuses that displayed greater heart‐rate variability and more episodic accelerations, and fetuses that exhibited a more precipitous increase in heart‐rate variability and acceleration over gestation achieved higher levels of language competence. Thirty‐six‐week‐old fetuses with higher heart‐rate variability and accelerations, and steeper growth trajectories over gestation, achieved higher levels of symbolic play. Cardiac patterning during gestation may reflect an underlying neural substrate that persists through early childhood: Individual variation in rate of development could be stable, or efficient cardiac function could positively influence the underlying neural substrate to enhance cognitive performance.
Consumer Perception and Evaluation of Waiting Time: A Field Experiment
Authors: Antonides Gerrit , Verhoef Peter C. , van Aalst Marcel 
Published: January 2004

We varied telephone waiting times for a commercial service in 2 different experiments. In the 1st experiment, the telephone rate was either 0 or fixed at Dfl 1 (approximately $0.40) per minute. Consumer perceptions of waiting times could be described best by a psychophysical power function. Furthermore, wait evaluations were mainly influenced by the difference between the consumers’ acceptable and perceived waiting times. The negative effect of perceived waiting time on wait evaluations was increased by the monetary costs of waiting.In the 2nd experiment, the waiting times were filled in different ways: with music, queuing information, and information about expected waiting time. Information about the expected waiting time significantly reduced the overestimation of waiting time, although it increased the negative effect of perceived waiting time on wait evaluations.
I Am 95% Confident That the Earth is Round: An Interview about Statistics with Chris Spatz
Authors: Dillon Kathleen M. 
Published: January 2004

Kathy Dillon is a professor of psychology at Western New England College in Springfield, MA. She teaches statistics, experimental methods, and introductory psychology. She is a generalist who has published in a wide range of fields including autism and psychoimmunology. Chris Spatz is a professor of psychology at Hendrix College in Conway, AR. He teaches statistics, research methods, history and systems, and general psychology and is the author of Basic Statistics: Tales of Distributions (6th edition). He frequently makes presentations on teaching issues at regional conferences for psychology teachers.
Teaching Behavior Analysis and Psychology in Social Context: An Interview with Peter Harzem
Authors: Buskist William 
Published: January 2004

William Buskist is Professor of Psychology at Auburn University (Auburn, AL). He teaches a large introductory psychology course in Auburn's core curriculum and a graduate-level course on the teaching of psychology. His research focuses on the personal qualities and overt behavior that contribute to the development of excellence in college and university instruction. Peter Harzem is the Hudson Professor of Psychology at Auburn University, where he has been teaching introductory psychology, learning, conceptual issues in psychology, and numerous other courses for the past 2 decades. He is cofounder and organizer of the International Congress on Behaviorism and the Sciences of Behavior, an interdisciplinary conference held biannually, each time in a different country. He has been an associate editor of the Journal of the Experimental Analysis of Behavior and has coauthored and coedited 4 books and several chapters on behavior analysis. His writings have been translated into Spanish, Portuguese, Italian, and Japanese. He is now working on a biography of John B. Watson.
Enhancing Student Interest in the Psychology of Aging: An Interview with Susan Krauss Whitbourne
Authors: Fingerman Karen L. 
Published: January 2004

Karen L. Fingerman is an assistant professor of Human Development and Family Studies at Pennsylvania State University. Her research examines positive and negative emotions in lifelong relationships, including mother-daughter ties, grandparent-grandchild relationships, and friendships. She recently received the Springer Award for Early Career Achievement in Research on Adult Development and Aging from Division 20 of the American Psychological Association. She teaches courses in life span development, adult development, and social gerontology. Susan Krauss Whitbourne is a professor of Psychology at the University of Massachusetts, Amherst; Coordinator of the Office of National Scholarship Advisement in Commonwealth College; the faculty adviser to the Psi Chi Chapter; and Coordinator of the Honors Program in Psychology. She conducts research on identity in adulthood and old age and its relation to physical functioning. A former president of Division 20 of the American Psychological Association, she is currently serving as Division 20 Council Representative. She has written 10 books and nearly 100 articles and chapters on the topic of aging and adult development and is active in teaching introductory psychology as well as courses on aging.
Positive Health Psychology: An Interview with Shelley Taylor
Authors: Rich Grant Jewell 
Published: January 2004

Grant Jewell Rich is visiting instructor of psychology at Ohio State University-Mansfield, where he teaches a variety of courses including social psychology, research methods, and introductory psychology. Currently, he is guest editing a special issue of the Journal of Humanistic Psychology on “positive psychology.” Shelley Taylor is professor of Psychology at the University of California, Los Angeles and has also taught at Harvard University. She has won numerous awards, including the Distinguished Scientist Award from the American Psychological Association. Her articles and book chapters have addressed a number of topics in social cognition and health psychology. She has authored or coauthored several textbooks. Currently, she is examining biological underpinnings of social support processes.
Developing Student Critical Thinking Skills through Teaching Psychology: An Interview with Claudio S. Hutz
Authors: McCarthy-Tucker Sherri 
Published: January 2004

Sherri McCarthy-Tucker is an associate professor of Educational Psychology, Counseling, and Human Relations at Northern Arizona University. Her published research includes studies of critical thinking, adolescent development, and effective teaching strategies for psychology courses. She has also written two books: Coping With Special Needs Classmates addresses special education strategies and A Death in the Family summarizes techniques of grief and bereavement counseling. Her teaching interests are in general psychology, educational psychology, and adolescent development. McCarthy-Tucker's dissertation work in logical processes of adolescents allowed her to collaborate with Hutz. Claudio S. Hutz is dean of Instituto de Psicologia at Universidade Federal do Rio Grande do Sul in Porto Alegre, Brazil, where he has been teaching psychology courses since 1977. A scholar in critical thinking, he has collaborated with American scholars, including Robert Grinder, on this topic. His research has been published internationally. Currently, he is working on a long-term, government-funded project to identify and understand processes that reduce vulnerability and increase resilience in Brazilian slum communities. He is also involved in research to develop similar projects in China, India, Nepal, Thailand, and elsewhere. Hutz is a graduate of the University of Iowa, an international affiliate of the American Psychological Association, a member of the Interamerican Society of Psychology, International Society for the Scientific Study of Behavior (ISSBD), and president of the Brazilian National Association of Research and Post-Graduate Studies in Psychology. His teaching interests include research methods, personality, and psychological assessment.
The Archives of the History of American Psychology: An Interview with David B. Baker
Authors: Prieto Loreto R. 
Published: January 2004

Loreto R. Prieto is an assistant professor of Counseling Psychology at The University of Akron. Active in the Society for the Teaching of Psychology (STP), Prieto currently serves as the Chair of the Task Force on Diversity, recently completed a term on the Long Range Planning Committee, and has served on several other working groups and committees associated with STP. He was the Chair of the Working Group on Diversity for the American Psychological Association Psychology Partnerships Project. David B. Baker is the Director of the Archives of the History of American Psychology and an associate professor of Psychology at The University of Akron. A counseling psychologist by training, he received his PhD from Texas A & M University in 1988. He has written on the history of school and counseling psychology. He coauthored and coedited with Ludy T. Benjamin, Jr., a special section of the American Psychologist in February 2000 that examined the 50th anniversary of the Conference on Graduate Education in Clinical Psychology (more commonly known as the “Boulder Conference”). Baker has a long-standing interest in the rise of professional psychology in America and is coauthor with Benjamin of a forthcoming book on that subject that will be published by Harcourt Brace.
A Decade of Changes since the St. Mary's Conference: An Interview with Thomas V. McGovern
Authors: Pusateri Thomas P. 
Published: January 2004

Tom Pusateri received his doctorate degree in 1984 from Ohio State University. He is a professor of psychology at Loras College in Dubuque, Iowa specializing in Social and Industrial/Organizational psychology. He served a 2-year appointment as Assessment Coordinator for his campus, continues to serve on its assessment committee, and has delivered several conference presentations on assessment. Tom serves as Executive Director for the Society for the Teaching of Psychology. Tom McGovern is professor and cofounder of the interdisciplinary Department of Integrative Studies at Arizona State University West. He was the first campus-wide Director of Assessment at Virginia Commonwealth University. Tom chaired the American Psychological Association (APA)/Association of American Colleges' project on liberal learning and study in depth as well as the steering committee for the St. Mary's Conference on Enhancing Undergraduate Education in Psychology (McGovern, 1993). He coauthored the Quality Principles with the steering committee from that APA-sponsored conference (see McGovern & Reich, 1996).
A View from the ToP and Beyond: An Interview with Randolph A. Smith
Authors: Scoby Alma 
Published: January 2004

The Generalist's Corner Editor's Note In the Generalist's Corner feature of this issue, we are showcasing the contributions of Teaching of Psychology Editor Randolph A. Smith. We thought this feature would be a strategic way to celebrate Randy's acceptance of a second term, which will begin in 2003. The interview offers some insight into the ways that ToP has changed during his tenure as editor as well as the values that drive his editorial decisions. We trust you will join with the editorial staff of ToP in expressing our thanks and congratulations to Randy for his superb work on behalf of psychology educators.
Changing Views of Culture and Behavior: An Interview with Robert Serpell
Authors: Lockett Charles T. 
Published: January 2004

Charles Lockett is an Assistant Professor in the School of Psychology at James Madison University, where he teaches developmental psychology as well as advanced topic courses in cultural psychology and the psychology of race and racism. A graduate of Howard University, Lockett credits Howard's Preparing Future Faculty Fellowship Program for his grasp of classroom dynamics. Lockett's research focus is examining cultural and personal identity factors that lead to achievement among minority populations. Robert Serpell, Professor of Psychology, University of Maryland, Baltimore County, is currently a visiting professor at the University of Malawi where he conducts applied developmental psychology research. He was the Director of the Doctoral Studies Program in Applied Developmental Psychology (1989 to 2001). Born and raised in England, with a BA (Oxford, 1965), and a PhD (Sussex, 1969), he is a citizen of Zambia and worked at the University of Zambia (1965 to 1989) as Head, Psychology Department, and Director, Institute for African Studies. His theoretical and applied research in Africa, Britain, and the United States has centered on the sociocultural context of children's cognitive development.
Psychology and the Legal System: An Interview with Edie Greene
Authors: Woody William Douglas 
Published: January 2004

William Douglas Woody completed his doctoral work at Colorado State University and is now Assistant Professor of Psychology at the University of Northern Colorado. He teaches and conducts research in the areas of psychology and the law, social psychology, and history and systems of psychology. He is the recipient of regional and national teaching awards. While completing his doctoral work, Doug started collaborating with Edie Greene on projects related to civil jury decision making. Edie Greene earned her BA in psychology from Stanford University, her MA from the University of Colorado–Boulder, and her PhD in psychology and law from the University of Washington. Additionally, she completed a postdoctoral fellowship at the University of Washington from 1983 to 1986, and she served as Fellow in Law and Psychology at Harvard Law School from 1994 to 1995. Edie is currently Professor of Psychology at the University of Colorado at Colorado Springs where she conducts research on jury trials, eyewitness memory, and other topics in psychology and law. Her work has been funded by number of federal agencies, and she has earned extensive research recognition including an award from her college for Outstanding Research and Creative Works. Edie is a coauthor of the textbook Psychology and the Legal System (5th ed.), published by Wadsworth (2002), and she coauthored Determining Damages: The Psychology of Jury Awards, published by the American Psychological Association (2002). She has published more than 70 articles and book chapters as well as an annotated bibliography on the adversarial system (Strier & Greene, 1990). In addition to conducting research, she has served as a trial consultant, and she has testified extensively as an expert witness on eyewitness memory and jury decision making. Edie has been active in the American Psychology–Law Society in numerous roles including membership on the executive committee. She serves on the editorial boards of Law and Human Behavior and Psychology, Public Policy and Law.