Robert Barden - Academia.edu (original) (raw)
Papers by Robert Barden
Advances in Clinical Child Psychology, 1990
ABSTRACT
Plastic and Reconstructive Surgery, 1988
The present experiment investigated whether observers' emotional and behavioral reactions... more The present experiment investigated whether observers' emotional and behavioral reactions to facially deformed patients could be substantially improved by surgical procedures conducted by well-trained specialists in an experienced multidisciplinary team. Also investigated was the hypothesis that emotional states mediate the effects of physical attractiveness and facial deformity on social interaction. Twenty patients between the ages of 3 months and 17 years were randomly selected from over 2000 patients' files of Kenneth E. Salyer of Dallas, Texas. Patient diagnoses included facial clefts, hypertelorism, Treacher Collins syndrome, and craniofacial dysostoses (Crouzon's and Apert's syndromes). Rigorously standardized photographs of patients taken before and after surgery were shown to 22 "naive" raters ranging in age from 18 to 54 years. Raters were asked to predict their emotional and behavioral responses to the patients. These ratings indicated that observers' behavioral reactions to facially deformed children and adolescents would be more positive following craniofacial surgery. Similarly, the ratings indicated that observers' emotional reactions to these patients would be more positive following surgery. The results are discussed in terms of current sociopsychologic theoretical models for the effects of attractiveness on social interaction. A new model is presented that implicates induced emotional states as a mediating process in explaining the effects of attractiveness and facial deformity on the quality of social interactions. Limitations of the current investigation and directions for future research are also discussed.
Psychiatric Times
ABSTRACT
The journal of the American Academy of Psychiatry and the Law, 2001
Psychology, Public Policy, and Law, 2002
Journal of Personality and Social Psychology, 1980
Kindergarten, third-, and sixth-grade children were given vignettes describing experiences that w... more Kindergarten, third-, and sixth-grade children were given vignettes describing experiences that were likely to produce emotional states, and their consensus about the probable affective reaction was determined. A sample of eight social and personal (private) experiences was utilized in the vignettes: success, failure, dishonesty (caught or not caught), experiencing nurturance or aggression, and experiencing justified or unjustified punishment. The potential affective reactions that children were asked to choose among included happiness, sadness, anger, fear, and neutral affect. There were no sex differences. Children of all ages agreed that relatively simple experiences such as success and nurturance would elicit a happy reaction. For other categories of experience, multiple consensuses appeared for more than one affective reaction. There were developmental differences in the affective reactions anticipated to five of the eight experience categories. Results are discussed in terms of cognitive and social learning determinants of knowledge about the experimental antecedents of emotion for oneself and others.
Journal of Personality and Social Psychology, 1979
Page 1. Journal of Personality and Social Psychology 1979, Vol. 37, No. 3, 380-390 Affective Stat... more Page 1. Journal of Personality and Social Psychology 1979, Vol. 37, No. 3, 380-390 Affective States, Expressive Behavior, and Learning in Children John C. Masters, R, Christopher Harden, and Martin E. Ford University of Minnesota ...
Journal of Personality and Social Psychology, 1981
Little is known about the specific and potentially interactive impact of successive affect-induci... more Little is known about the specific and potentially interactive impact of successive affect-inducing experiences. In the present study, 144 4- and 5-yr-old preschool children experienced 2 standard experimental affect inductions in succession, and the effects were assessed on self-gratification, altruism, cognitive processing, and expressed affect. The states induced were happy, sad, or neutral, and the repeated inductions were either consistent or inconsistent. The findings are as follows: (a) Only the 1st of the 2 affect inductions had an effect on self-gratification or altruism, with sad states increasing self-gratification and decreasing altruism. There was no indication that a 2nd affect-inducing experience could remediate the behavioral consequences of a prior one. (b) Generative cognitive processing was increased by both the ongoing affective state and the affective content of the material to be generated. Positive affect states or content increased the speed of processing. (c) Ss' memory for the thoughts they had produced was influenced also by affective state, with sad states increasing the latency for recall. (20 ref)
Journal of Personality and Social Psychology, 1985
A study was conducted in which negative affective states were induced in children by one of sever... more A study was conducted in which negative affective states were induced in children by one of several different types of cognition or experience. Subjects were 150 second-grade children, evenly divided by sex, from suburban elementary schools. In particular, cognitive induction proce6c,a1 involved children's thinking about negative events that might happen to them or to others; experiential induction procedures provided children with an actual aversive social experience or with an occasion to observe another child undergoing a similar aversive experience. Induction procedures were followed by.positive remedial inductions, in which the content was social acceptance and the process either did or did not match that of the negative induttion. To assess effects of negative inductions and positive remediations, measures were taken of children's subsequent altruistic behavior and of their cognitive abilities as measured by performance on a block-design task.. In addition, self-reports of,affective social experience were recorded, and videotapes were'made of children's facial expressions during the procedures. Except for negative self-cognitions, results indicated that behavioral and cognitive consequences of negative emotion were i a t-i on-was-of-the-same-type-a s-the-original induction. Emotional expressions were consistently positive following remediation. Results were-considered in terms of-differing processes for maintaining negative emotion as a function of the character of induction, and implications for understanding clinical depression in children were noted. (Author/RH)
Developmental Psychology, 1983
Child Development, 1977
MASTERS, JOHN C.; FURMAN, WYNDOL; and BARDEN, R. CHRISTOPHER. Effects of Achievement Standards, T... more MASTERS, JOHN C.; FURMAN, WYNDOL; and BARDEN, R. CHRISTOPHER. Effects of Achievement Standards, Tangible Rewards, and Self-dispensed Achievement Evaluations on Children's Task Mastery. CHILD DEVELOPMENT, 1977, 48, 217-224. Little is known about the processes by which achievement standards affect children's achievement strivings and actual task mastery. There is little information, for example, concerning the capability of self-dispensed task evaluation (e.g., pride, self-criticism) to control the acquisition of new behavior patterns. 2 studies were conducted to clarify the role of different minimum-performance standards for contingent tangible reinforcement or self-dispensed evaluative reinforcement (in the absence of tangible rewards) in determining the rate of learning. Preschool children were presented with a discrimination learning task, and their performance on each trial had to meet low (few correct), medium, or high (all correct) standards to be rewarded. In an accelerating-standard condition their performance had to surpass that on the previous trial. In 1 experiment rewards were externally dispensed tokens, while in the second, children self-administered achievement evaluations. In both studies, learning was significantly more rapid in high and accelerating standards. In addition, selfdispensed achievement evaluations produced such rapid mastery that by the end of the experiment effects due to different standards had vanished. The results are discussed in terms of incentive and differential reinforcement processes as determinants of the observed effects due to differing achievement standards and in terms of the reinforcing power of achievement evaluations.
Child Development, 1989
Self-report and behavioral observation procedures were used to assess the quality of mothers&... more Self-report and behavioral observation procedures were used to assess the quality of mothers' interactions with facially deformed infants. This assessment strategy also provided an opportunity to evaluate the hypothesis that parents of facially deformed infants may deny or be unaware of deficits in their relationships with these children. 10 mothers, 5 with unattractive/craniofacially deformed infants and 5 with normal infants, completed self-report measures of stress, social support, satisfaction with parenting, and general life satisfaction. Mother-infant interactions were videotaped and rated on discrete and global behavioral measures. Results revealed that mothers of deformed infants rated their parental satisfaction and current life satisfaction more positively than did mothers of normal infants. However, these same mothers were observed to behave in a consistently less nurturant manner than mothers of normal children. These results suggest that infant facial deformity/unattractiveness may affect the quality of infant-caregiver interactions without parental awareness.
Psychology, Public Policy, and Law, 1999
The authors discussed to what degree testimony from social science and mental health experts (psy... more The authors discussed to what degree testimony from social science and mental health experts (psychologists, psychiatrists, social workers, therapists, others) meets admissibility requirements expressed by the U.S. Supreme Court in Daubert (1993), Joiner (General Electric Co. v. Joiner, 1997) and the recent Kumho (1999) decision. They reviewed data on Daubert/Kumho indicia of reliability using 2 exemplar areas of mental health testimony: psychodiagnostic assessment by means of the Rorschach and other "projective" assessment techniques and the diagnoses of posttraumatic stress disorder and multiple personality disorder (dissociative identity disorder). They concluded that some testimony offered by mental health professionals relating to these concepts should not survive scrutiny under the framework of Daubert, Joiner, and Kumho. Prior to the ruling of the U.S. Supreme Court in Daubert v. Merrell Dow Pharmaceuticals, Inc. (1993), testimony from mental health and social science experts was largely unregulated by the legal system. The Frye (Frye v. United States, 1923) standard had been in place for decades (Gianelli, 1980), requiring that to be admissible, the scientific bases of testimony must be "generally accepted" in the "field" to which they belong. This is a very lenient standard; experts can always be found who will swear that a theory is "generally accepted." Under Frye, the expert is not required to substantiate the scientific soundness of the theory by reference to proper research documenting other hallmarks of a reliable theory, such as the theory's survival of Popperian risky tests, survival of peer review, or calculable error rates. Moreover, "general acceptance" itself is usually established by the expert's say-so (subject to the finder of fact's judgment about the expert's credibility); citation of survey studies that document such acceptance are usually not required. Hence, testimony by mental health professionals regarding all sorts of controversial theories and methods has very often been admitted under Frye. The 1993 Daubert ruling of the U.S. Supreme Court changed this unfortunate situation and heightened interest in, and concern about, expert testimony based on "junk science." In Daubert, the U.S. Supreme Court ruled that scientific expert
Advances in Clinical Child Psychology, 1990
ABSTRACT
Plastic and Reconstructive Surgery, 1988
The present experiment investigated whether observers' emotional and behavioral reactions... more The present experiment investigated whether observers' emotional and behavioral reactions to facially deformed patients could be substantially improved by surgical procedures conducted by well-trained specialists in an experienced multidisciplinary team. Also investigated was the hypothesis that emotional states mediate the effects of physical attractiveness and facial deformity on social interaction. Twenty patients between the ages of 3 months and 17 years were randomly selected from over 2000 patients' files of Kenneth E. Salyer of Dallas, Texas. Patient diagnoses included facial clefts, hypertelorism, Treacher Collins syndrome, and craniofacial dysostoses (Crouzon's and Apert's syndromes). Rigorously standardized photographs of patients taken before and after surgery were shown to 22 "naive" raters ranging in age from 18 to 54 years. Raters were asked to predict their emotional and behavioral responses to the patients. These ratings indicated that observers' behavioral reactions to facially deformed children and adolescents would be more positive following craniofacial surgery. Similarly, the ratings indicated that observers' emotional reactions to these patients would be more positive following surgery. The results are discussed in terms of current sociopsychologic theoretical models for the effects of attractiveness on social interaction. A new model is presented that implicates induced emotional states as a mediating process in explaining the effects of attractiveness and facial deformity on the quality of social interactions. Limitations of the current investigation and directions for future research are also discussed.
Psychiatric Times
ABSTRACT
The journal of the American Academy of Psychiatry and the Law, 2001
Psychology, Public Policy, and Law, 2002
Journal of Personality and Social Psychology, 1980
Kindergarten, third-, and sixth-grade children were given vignettes describing experiences that w... more Kindergarten, third-, and sixth-grade children were given vignettes describing experiences that were likely to produce emotional states, and their consensus about the probable affective reaction was determined. A sample of eight social and personal (private) experiences was utilized in the vignettes: success, failure, dishonesty (caught or not caught), experiencing nurturance or aggression, and experiencing justified or unjustified punishment. The potential affective reactions that children were asked to choose among included happiness, sadness, anger, fear, and neutral affect. There were no sex differences. Children of all ages agreed that relatively simple experiences such as success and nurturance would elicit a happy reaction. For other categories of experience, multiple consensuses appeared for more than one affective reaction. There were developmental differences in the affective reactions anticipated to five of the eight experience categories. Results are discussed in terms of cognitive and social learning determinants of knowledge about the experimental antecedents of emotion for oneself and others.
Journal of Personality and Social Psychology, 1979
Page 1. Journal of Personality and Social Psychology 1979, Vol. 37, No. 3, 380-390 Affective Stat... more Page 1. Journal of Personality and Social Psychology 1979, Vol. 37, No. 3, 380-390 Affective States, Expressive Behavior, and Learning in Children John C. Masters, R, Christopher Harden, and Martin E. Ford University of Minnesota ...
Journal of Personality and Social Psychology, 1981
Little is known about the specific and potentially interactive impact of successive affect-induci... more Little is known about the specific and potentially interactive impact of successive affect-inducing experiences. In the present study, 144 4- and 5-yr-old preschool children experienced 2 standard experimental affect inductions in succession, and the effects were assessed on self-gratification, altruism, cognitive processing, and expressed affect. The states induced were happy, sad, or neutral, and the repeated inductions were either consistent or inconsistent. The findings are as follows: (a) Only the 1st of the 2 affect inductions had an effect on self-gratification or altruism, with sad states increasing self-gratification and decreasing altruism. There was no indication that a 2nd affect-inducing experience could remediate the behavioral consequences of a prior one. (b) Generative cognitive processing was increased by both the ongoing affective state and the affective content of the material to be generated. Positive affect states or content increased the speed of processing. (c) Ss' memory for the thoughts they had produced was influenced also by affective state, with sad states increasing the latency for recall. (20 ref)
Journal of Personality and Social Psychology, 1985
A study was conducted in which negative affective states were induced in children by one of sever... more A study was conducted in which negative affective states were induced in children by one of several different types of cognition or experience. Subjects were 150 second-grade children, evenly divided by sex, from suburban elementary schools. In particular, cognitive induction proce6c,a1 involved children's thinking about negative events that might happen to them or to others; experiential induction procedures provided children with an actual aversive social experience or with an occasion to observe another child undergoing a similar aversive experience. Induction procedures were followed by.positive remedial inductions, in which the content was social acceptance and the process either did or did not match that of the negative induttion. To assess effects of negative inductions and positive remediations, measures were taken of children's subsequent altruistic behavior and of their cognitive abilities as measured by performance on a block-design task.. In addition, self-reports of,affective social experience were recorded, and videotapes were'made of children's facial expressions during the procedures. Except for negative self-cognitions, results indicated that behavioral and cognitive consequences of negative emotion were i a t-i on-was-of-the-same-type-a s-the-original induction. Emotional expressions were consistently positive following remediation. Results were-considered in terms of-differing processes for maintaining negative emotion as a function of the character of induction, and implications for understanding clinical depression in children were noted. (Author/RH)
Developmental Psychology, 1983
Child Development, 1977
MASTERS, JOHN C.; FURMAN, WYNDOL; and BARDEN, R. CHRISTOPHER. Effects of Achievement Standards, T... more MASTERS, JOHN C.; FURMAN, WYNDOL; and BARDEN, R. CHRISTOPHER. Effects of Achievement Standards, Tangible Rewards, and Self-dispensed Achievement Evaluations on Children's Task Mastery. CHILD DEVELOPMENT, 1977, 48, 217-224. Little is known about the processes by which achievement standards affect children's achievement strivings and actual task mastery. There is little information, for example, concerning the capability of self-dispensed task evaluation (e.g., pride, self-criticism) to control the acquisition of new behavior patterns. 2 studies were conducted to clarify the role of different minimum-performance standards for contingent tangible reinforcement or self-dispensed evaluative reinforcement (in the absence of tangible rewards) in determining the rate of learning. Preschool children were presented with a discrimination learning task, and their performance on each trial had to meet low (few correct), medium, or high (all correct) standards to be rewarded. In an accelerating-standard condition their performance had to surpass that on the previous trial. In 1 experiment rewards were externally dispensed tokens, while in the second, children self-administered achievement evaluations. In both studies, learning was significantly more rapid in high and accelerating standards. In addition, selfdispensed achievement evaluations produced such rapid mastery that by the end of the experiment effects due to different standards had vanished. The results are discussed in terms of incentive and differential reinforcement processes as determinants of the observed effects due to differing achievement standards and in terms of the reinforcing power of achievement evaluations.
Child Development, 1989
Self-report and behavioral observation procedures were used to assess the quality of mothers&... more Self-report and behavioral observation procedures were used to assess the quality of mothers' interactions with facially deformed infants. This assessment strategy also provided an opportunity to evaluate the hypothesis that parents of facially deformed infants may deny or be unaware of deficits in their relationships with these children. 10 mothers, 5 with unattractive/craniofacially deformed infants and 5 with normal infants, completed self-report measures of stress, social support, satisfaction with parenting, and general life satisfaction. Mother-infant interactions were videotaped and rated on discrete and global behavioral measures. Results revealed that mothers of deformed infants rated their parental satisfaction and current life satisfaction more positively than did mothers of normal infants. However, these same mothers were observed to behave in a consistently less nurturant manner than mothers of normal children. These results suggest that infant facial deformity/unattractiveness may affect the quality of infant-caregiver interactions without parental awareness.
Psychology, Public Policy, and Law, 1999
The authors discussed to what degree testimony from social science and mental health experts (psy... more The authors discussed to what degree testimony from social science and mental health experts (psychologists, psychiatrists, social workers, therapists, others) meets admissibility requirements expressed by the U.S. Supreme Court in Daubert (1993), Joiner (General Electric Co. v. Joiner, 1997) and the recent Kumho (1999) decision. They reviewed data on Daubert/Kumho indicia of reliability using 2 exemplar areas of mental health testimony: psychodiagnostic assessment by means of the Rorschach and other "projective" assessment techniques and the diagnoses of posttraumatic stress disorder and multiple personality disorder (dissociative identity disorder). They concluded that some testimony offered by mental health professionals relating to these concepts should not survive scrutiny under the framework of Daubert, Joiner, and Kumho. Prior to the ruling of the U.S. Supreme Court in Daubert v. Merrell Dow Pharmaceuticals, Inc. (1993), testimony from mental health and social science experts was largely unregulated by the legal system. The Frye (Frye v. United States, 1923) standard had been in place for decades (Gianelli, 1980), requiring that to be admissible, the scientific bases of testimony must be "generally accepted" in the "field" to which they belong. This is a very lenient standard; experts can always be found who will swear that a theory is "generally accepted." Under Frye, the expert is not required to substantiate the scientific soundness of the theory by reference to proper research documenting other hallmarks of a reliable theory, such as the theory's survival of Popperian risky tests, survival of peer review, or calculable error rates. Moreover, "general acceptance" itself is usually established by the expert's say-so (subject to the finder of fact's judgment about the expert's credibility); citation of survey studies that document such acceptance are usually not required. Hence, testimony by mental health professionals regarding all sorts of controversial theories and methods has very often been admitted under Frye. The 1993 Daubert ruling of the U.S. Supreme Court changed this unfortunate situation and heightened interest in, and concern about, expert testimony based on "junk science." In Daubert, the U.S. Supreme Court ruled that scientific expert