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The relative importance of affect variability and mean levels of affect in predicting complex task performance.
Front Psychol
August 2024
Colarelli, Meyer & Associates, Denver, CO, United States.
Although research indicates affect variability-the extent to which an individual's emotions fluctuate-is associated with behavioral outcomes related to adjustment and adaptability, it is unclear to what extent findings make important contributions to the literature when past research has failed to account for the role of mean levels of emotion. Accordingly, we conducted a repeated-measures laboratory study of college students ( = 253) learning to perform a complex computer task to examine the relative importance of affect variability indices (i.e.
View Article and Find Full Text PDFThe importance of accounting for off-task behaviours during data collection.
Nat Hum Behav
August 2023
Department of Psychology, University of Waterloo, Waterloo, Ontario, Canada.
Oculometric indicators of individual differences in preparatory control during the antisaccade task.
J Exp Psychol Hum Percept Perform
February 2023
Department of Psychology.
Individual differences in preparatory control in the antisaccade task were examined in two experiments via an examination of pupillary responses and fixation stability during the preparatory delay. In both experiments, high attention control individuals (high-antisaccade performers) demonstrated larger pupillary responses during the preparatory delay than low attention control individuals (low-antisaccade performers). These results suggest that variation in antisaccade performance were partially due to individual differences in the ability to ramp up and regulate the intensity of attention allocated to preparatory control processes.
View Article and Find Full Text PDFIncorporating callous-unemotional behaviors into school-based research.
Sch Psychol
January 2022
FPG Child Development Institute, University of North Carolina at Chapel Hill.
This study investigated the utility of including teacher-reported callous-unemotional (CU) behaviors in the assessment of disruptive behaviors in school-based research. Participants included 138 first- and second-grade children (68% male; 76% eligible for free or reduced-price lunch; 61% Black, 9% Latinx, 23% White, and 7% multiracial) who completed assessments during the baseline assessment of an intervention study. Results indicated that teachers could distinguish CU from traditional indicators of disruptive behavior, including attention deficit hyperactivity disorder (ADHD) behaviors and conduct problems (CP).
View Article and Find Full Text PDFOutcomes of School-Home Intervention for Attention and Behavior Problems: Teacher Adherence Matters.
School Ment Health
December 2020
Department of Psychiatry, University of California, San Francisco, CA.
This study evaluated the effects of teacher adherence to behavioral treatment on student outcomes. Eighty-four children (ages 7-11) completed a 12-week, collaborative school-home behavioral intervention designed for youth with significant attention-deficit/hyperactivity disorder symptoms and impairment. Teacher adherence was assessed via school mental health provider (SMHP) ratings and Daily Report Card (DRC) implementation.
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