Psychology

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    The Way to Go: Considering Goals and Planned Behavior
    (2022) Factor, Adam; Kruglanski, Arie; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The Theory of Planned Behavior offers a parsimonious and useful basis by which attitudes, subjective norms, and perceived behavioral control predict behavioral intentions and behavior. Often employed in fields across the social sciences, this model is highly influential for its relatively strong predictions and simple parsimony. On the other hand, there remain many limitations to the theory and directions for future improvement. Based on emerging theoretical work arguing for a new integrative TPB framework, three studies tested the impact of goal context on the TPB’s predictions. The first study examined two hypothetical scenarios in which goals relevant to a particular behavior were manipulated, finding that goals did impact the relationship between attitudes and behavioral intentions in one vignette but not the other. A second study found evidence that goal activation (in the form of an upcoming deadline) affected some of the TPB’s predictions, and that accounting for goal activation improved the overall utility of the model. Finally, a third study assessed the TPB variables for participant-generated behaviors. There was some evidence that commitment to goals and conflict between them helps predict behavior over time and may affect the relationship between intentions and behavior.
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    THE ASSOCIATION OF SOCIAL ANHEDONIA WITH ROMANTIC RELATIONSHIP PROCESSES
    (2016) Assaad, Lily; Lemay, Edward; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Social anhedonia is a deficiency in the capacity to experience pleasure from social interactions. This study examined the implications of social anhedonia for romantic relationship functioning, including the association of social anhedonia with sentiments towards romantic partners that are central to relationship functioning (satisfaction, commitment, regard, and care), analogous perceptions of the partner’s sentiments, hostile behavior during relationship conflict, and perception of the partner’s hostile behavior. Data were collected from 281 participants who were involved in romantic relationships. Support was found for social anhedonia’s hypothesized negative association with satisfaction, regard, and care, as well as all four perceived partner sentiments. These associations were independent of attachment anxiety and avoidance. Additionally, attachment avoidance mediated social anhedonia’s relationship with commitment. However, no support was found for social anhedonia’s hypothesized positive association with actual and perceived partner hostile behavior. Results suggest that social anhedonia may undermine the functioning of interpersonal relationships.
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    A review of the effects of prenatal cocaine exposure among school-aged children
    (American Academy of Pediatrics, 2010) Ackerman, John P; Riggins, Tracy; Black, Maureen M
    CONTEXT: Studies through 6 years have shown no long-term direct effects of prenatal cocaine exposure (PCE) on children’s physical growth, developmental test scores, or language outcomes. Little is known about the effects of PCE among school-aged children aged 6 years and older. OBJECTIVE: We reviewed articles from studies that examined the effects of PCE on growth, cognitive ability, academic functioning, and brain structure and function among school-aged children. METHODS: Articles were obtained by searching PubMed, Medline, TOXNET, and PsycInfo databases from January 1980 to December 2008 with the terms “prenatal cocaine exposure,” “cocaine,” “drug exposure,” “substance exposure,” “maternal drug use,” “polysubstance,” “children,” “adolescent,” “in utero,” “pregnancy,” “development,” and “behavior.” Criteria for inclusion were (1) empirical research on children aged 6 years and older prenatally exposed to cocaine, (2) peerreviewed English-language journal, (3) comparison group, (4) longitudinal follow-up or historical prospective design, (5) masked assessment, (6) exclusion of subjects with serious medical disabilities, and (7) studies that reported nonredundant findings for samples used in multiple investigations. Thirty-two unique studies met the criteria. Each article was independently abstracted by 2 authors to obtain sample composition, methods of PCE assessment, study design, comparison groups, dependent variables, covariates, and results. RESULTS: Associations between PCE and growth, cognitive ability, academic achievement, and language functioning were small and attenuated by environmental variables. PCE had significant negative associations with sustained attention and behavioral self-regulation, even with covariate control. Although emerging evidence suggests PCErelated alterations in brain structure and function, interpretation is limited by methodologic inconsistencies. CONCLUSIONS: Consistent with findings among preschool-aged children, environmental variables play a key role in moderating and explaining the effects of PCE on school-aged children’s functioning. After controlling for these effects, PCE-related impairments are reliably reported in sustained attention and behavioral self-regulation among school-aged children. Pediatrics 2010;125:554–565