: Research Protocol and Recruitment for Evaluation of an Emotion Socialization Program for Parents of Toddlers.

Parenting a toddler is a challenging experience for many parents with times of emotional dysregulation in both parent and child. Parenting interventions may be useful for parents to improve their ability to regulate emotions and respond to children's emotions in a way that assists the child to understand and regulate emotions (emotion competence). (TOTS) is a new parenting program that aims to improve parents' emotion regulation, emotional responsiveness, and emotion coaching (aspects of emotion socialization) to promote optimal emotional development in toddlers, and prevent social and behavioral difficulties.

Emotion socialization and child conduct problems: A comprehensive review and meta-analysis.

Decades of research have emphasized the role that coercive and ineffective discipline plays in shaping child and adolescent conduct problems, yet an emerging body of evidence has suggested that parents' emotion socialization behaviors (ESBs) (e.g., reactions to emotions, discussion of emotions, and emotion coaching) may also be implicated.

Towards a new model of attentional biases in the development, maintenance, and management of pain.

Individuals with chronic pain demonstrate attentional biases (ABs) towards pain-related stimuli. However, the clinical importance of these biases is yet to be determined and a sound theoretical model for explaining the role of ABs in the development and maintenance of pain is lacking. Within this article, we (1) systematically review prospective and experimental research exploring ABs and pain outcomes in light of current theoretical models and (2) propose a theoretical framework for understanding AB in pain.

Outcome value influences attentional biases in human associative learning: dissociable effects of training and instruction.

Four experiments using human participants examined how learning about the value of an outcome with which a cue is associated influences attention to that cue. Experiment 1 demonstrated that participants learn more rapidly about cues that previously predicted high-value outcomes than those that predicted low-value outcomes, indicating an attentional bias that is based on the learned value of cues. Experiments 2 through 4 examined the nature of this bias by retrospectively manipulating the value of the outcomes involved through instructions to participants.

Orientation-specificity of adaptation: isotropic adaptation is purely monocular.

Numerous studies have found that prolonged exposure to grating stimuli reduces sensitivity to subsequently presented gratings, most evidently when the orientations of the adapting and test patterns are similar. The rate of sensitivity loss varies with angular difference indicating both the presence and bandwidths of psychophysical 'orientation channels'. Here we study the orientation dependency of contrast adaptation measured both monoptically and dichoptically.

Negative transfer in human associative learning.

Models of attentional allocation in associative learning are typically structured according to one of two guiding principles: the predictiveness principle, which posits that attention is paid to cues that have reliably predicted an outcome in the past, or the uncertainty principle, which states that attention is paid to cues about which little is known. Both principles are well supported by studies of animals. However, in studies of human learning, there is very little direct empirical support for the uncertainty principle.