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As an approach-oriented emotion, anger appears to affect behavioral thresholds in a range of contexts. The current work consists of three experiments examining this in the context of eyewitness identification procedures. Experiments 1 and 2 examined the relationship between a witness' anger and identification reliability, and Experiment 3 examined the relationship between a lineup creator's anger and the quality of selected lineup fillers. Experiments 1 and 2 showed that anger during an identification procedure is associated with increased risk of false identifications and reduced confidence-accuracy calibration. Experiment 3 showed that anger is associated with lower quality of fillers selected by lineup creators. Together, these experiments suggest that anger may undermine the quality of eyewitness evidence, even when the witnesses themselves are not the ones experiencing anger and even when anger is not directed at the perpetrator or suspect.

If adversity brings opportunity, great opportunity may now be on the doorstep. The dual forces of an economy transitioning from an industrial focus to an innovation imperative, and a global financial downturn of massive proportions are leaving families, organizations,and communities scrambling for relief, solutions, and hope. Meanwhile, a long-time community presence, Cooperative Extension, is finding itself increasingly marginalized as its agricultural roots and stakeholders constitute a diminishing influence within the university, the economy, and the political landscape. In the midst of this pressure for communities and Extension organizations to reinvent themselves, concerns about global warming, national security, and rising energy prices are pushing energy issues to center stage. The emergent possibility is for Cooperative Extension to play a catalytic economic development role in communities interested in taking advantage of energy opportunities by leveraging its ubiquitous community presence, and linking communities to the extensive energy expertise of universities.

Outreach, engagement, community involvement, student engagement, and economic development--the concept takes many related forms; but they all point to the fact that higher education institutions are responding to society's increasing requirements for accountability. Colleges and universities large and small, public and private have emerged from their ivory towers and are investing their resources and expertise in hands-on involvement to address important societal issues. The Carnegie Foundation for the Advancement of Teaching, long recognized for its classification systems for higher education institutions, added a voluntary classification category for community engagement in 2005. Since that time, 196 institutions have received this classification. This article describes the experiences of three public land grant universities--Washington State University (WSU), Pennsylvania State University, and Michigan State University (MSU)--and how they dealt with the challenges of increasing outreach and engagement. MSU and Penn State were early to recognize the importance of outreach and engagement to their institutions and to society, and are regarded as pioneers in defining and integrating the concepts. WSU was able to use the earlier works from these and other institutions to re-examine its own efforts and bring the concepts into clearer focus through organizational and definitional structure. All three institutions have been awarded the Carnegie Classification as "community engaged" institutions. The organizational structures that coordinate engagement activities at these institutions have significant variation, but they have one important organizational component in common--a senior administrator with leadership responsibility for this focus.

At a time when many regions are grappling with economic challenges and universities are struggling to demonstrate their public value, the question of how regions and universities might partner effectively begs to be addressed. This qualitative case study examines the engagement of six land-grant institutions in regions not proximate to their campuses. The engagement activities associated with these partnerships center on economic and community development. Characterizations of the university-regional partnerships studied are provided. The institutional perspectives of these six university pioneers in "distributed regional engagement" are also presented. The article includes notable strengths of each engagement approach that commend it to others as a model and concludes with several meta-lessons gleaned from the research. (Contains 6 tables.)

This article discusses the process of incorporating spirituality and religion into the treatment of African American clients. It addresses religious diversity within the African American community. The roles of spirituality and religion as survival and coping mechanisms for overcoming racism, adversity, and loss are emphasized. The cases presented in this article discuss religious and spiritual issues of African American clients at different life cycle stages and are illustrative of the presenting problems encountered by counseling psychologists in a variety of mental health settings including counseling centers, clinics, hospitals, community agencies, and private practices. Although extensive research on the role of religion and spirituality in the lives of African Americans is now available, this article makes an important contribution to the literature and to practicing counseling psychologists by providing detailed case examples, particularly those that illustrate the application of these issues in cross-cultural treatment.

Source monitoring is made difficult when the similarity between candidate sources increases. The current work examines how individual differences in social intelligence and perspective-taking abilities serve to increase source similarity and thus negatively impact source memory. Strangers first engaged in a cooperative storytelling task. On each trial, a single word was shown to both participants, but only 1 participant was designated to add a story sentence, using this assigned word. As predicted, social intelligence negatively predicted performance in a subsequent source-monitoring task. In a 2nd study, preventing participants from being able to anticipate their partner's next contribution to the story eliminated the effect.

People's memories must be able to represent experiences with multiple types of origins--including the real world and our own imaginations, but also printed texts (prose-based media), movies, and television (screen-based media). This study was intended to identify cues that distinguish prose- and screen-based media memories from each other, as well as from reality- and imagination-based memories. Using a modified Memory Characteristics Questionnaire, the study asked people to rate memories of these 4 types on sensory, cognitive, and contextual elements. Overall, prose-based media have a greater resemblance to imagination, whereas screen-based media have a greater resemblance to reality. Media as an overarching category are not distinguished by any particular pattern of characteristics, except for relatively low frequency of consideration after the event. However, the cue patterns that mark particular media, as well as content cues, may help to explain the ease with which people generally identify memories for media-based events. (Contains 1 table.)

For nearly 5 years, the Los Angeles Unified School District (LAUSD) has been engaged in efforts to reduce the number of out-of-school suspensions for students with disabilities and their typical peers by applying the principles of positive behavioral support throughout its more than 700 K-12 schools. Initially, LAUSD focused solely on reducing the number of out-of-school suspensions for students with disabilities who have high rates of suspension. However, ongoing monitoring of data on out-of-school suspensions revealed that several additional student subgroups (e.g., African Americans and middle and high school students) also were receiving an elevated number of out-of-school suspensions throughout the District. As a result, LAUSD staff, families, and students have collaborated in the adoption and implementation of a District-wide approach for increasing the use of positive social behavior known as School-Wide Positive Behavior Support (SWPBS; e.g., Sprague & Golly, 2004; Sugai, Horner, & Gresham, 2003). Through the use of SWPBS, the LAUSD has worked to reduce the overall number of out-of-school suspensions by aligning the discipline policies for individual schools with proactive approaches that serve to prevent misconduct, reinforce appropriate behaviors, and establish clear expectations for school conduct. This article documents the lessons learned and strategies utilized in reducing out-of-school suspensions and adopting and implementing a District-wide discipline policy. (Contains 2 figures, 5 footnotes and 2 tables.)

Source monitoring is made difficult when the similarity between candidate sources increases. The current work examines how individual differences in social intelligence and perspective-taking abilities serve to increase source similarity and thus negatively impact source memory. Strangers first engaged in a cooperative storytelling task. On each trial, a single word was shown to both participants, but only 1 participant was designated to add a story sentence, using this assigned word. As predicted, social intelligence negatively predicted performance in a subsequent source-monitoring task. In a 2nd study, preventing participants from being able to anticipate their partner's next contribution to the story eliminated the effect. Keywords: dyads, source monitoring, memory, individual differences, perspective taking DOI: 10.1037/a0018406

Adaptive behavior and psychological well-being of African Americans can be affected by prejudice and discrimination. Encountering repeated racial slights can create 'psychological invisibility.' The invisibility syndrome is presented as a conceptual model for understanding the inner evaluative processes and adaptive behavior of African Americans in managing experiences of racism.

Time is an important part of establishing situations in the world. As such, temporal information should be reflected in the organization of information into situation models. This article reports 3 experiments that explore whether people will integrate sets of related facts into situation models in a time-based fashion. People memorized lists of facts and then took a speeded recognition test. A retrieval interference methodology was used to assess whether they had integrated the facts into situation models. The presence of interference indicated a lack of integration. In contrast, a marked reduction or an absence in interference indicated integration. In 2 experiments, time-based integration was observed when common time periods were referred to by either events (e.g., 'when the camera flashed') or verb tense (i.e., past, present, and future). A 3rd experiment demonstrated that common time periods alone are not sufficient; the information must be allowed to occur potentially within the same situation.

African Americans are a marginalized group in American society as are women and lesbians. African American lesbians are marginalized even in the broader gay and lesbian community. Their devalued position in the social hierarchy gives rise to a condition referred to as the 'triple jeopardy.' They are objects of racial, gender, and heterosexist institutional oppression. As a result of these circumstances, African American lesbians face a range of challenges to their optimal psychological development as do their relationships. This article briefly explores the ethnocultural background of African American lesbians and strategies for culturally sensitive therapeutic interventions. Specific considerations are given to African American lesbians in interracial relationships and those in relationships with ethnic peers.

Subjects read narratives describing directions of objects around a standing or reclining observer, who was periodically reoriented. RTs were measured to identify which object was currently located beyond the observer's head, feet, front, back, right, and left. When the observer was standing, head/feet RTs were fastest, followed by front/back and then right/left. For the reclining observer, front/back RTs were fastest, followed by head/feet and then right/left. The data support the spatial framework model, according to which space is conceptualized in terms of three axes whose acessibility depends on body asymmetries and the relation of the body to the world. The data allow rejection of the equiavailability model, according to which RTs to all directions are equal, and the mental transformation model, according to which RTs increase with angular disparity from front.