Contagious yawning—the urge to yawn when thinking about, listening to, or viewing yawning—is a well-documented phenomenon in humans and animals. The reduced yawn contagion observed in the autistic population suggested that it might be empathy related; however, it is unknown whether such a connection applies to nonclinical populations. We examined influences from both empathy (i.e., autistic traits) and nonempathy factors (i.e., individuals’ perceptual detection sensitivity to yawning, happy, and angry faces) on 41 nonclinical adults. We induced contagious yawning with a 5-minute video and 20 yawning photo stimuli. In addition, we measured participants’ autistic traits (with the autism-spectrum quotient questionnaire), eye gaze patterns, and their perceptual thresholds to detect yawning and emotion in human face photos. We found two factors associated with yawning contagion: (a) those more sensitive to detect yawning, but not other emotional expressions, displayed more contagious yawning than those less sensitive to yawning expressions, and (b) female participants exhibited significantly more contagious yawning than male participants. We did not find an association between autistic trait and contagious yawning. Our study offers a working hypothesis for future studies, in that perceptual encoding of yawning interacts with susceptibility to contagious yawning.

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The socialization of emotion in preschool-aged children is an important developmental task, which is associated with a number of socioemotional outcomes. This study examined the contribution of both fathers' and mothers' emotion coaching to their 3-to 4-year-old children's emotion socialization. Two time points of data were collected for 69 families. We employed a time sampling observational method to capture the emotion socialization process in the naturalistic home environment. Fathers' and mothers' emotion coaching and expression, as well as children's emotion expression, were assessed at home using an audio recording device. Children's emotion expressions were also captured during an emotion eliciting task in a lab setting 1 year later. Regression analyses revealed that children of more positively expressive fathers also showed more positive emotion expression concurrently. Paternal emotion coaching, but not maternal emotion coaching, was predictive of children's increased positive expression in the lab 1 year later. This study provides evidence for unique contributions of fathers, above and beyond mothers, to the emotion socialization outcomes of their children.

Abstract. The factor structure and measurement invariance across gender of Mroczek’s and Kolarz’s scales of positive affect (PA) and negative affect (NA) have been examined in past studies; however, little is known about the measurement invariance across age groups and over time, which are important psychometric properties for developmental research. The current study sought to fill this gap using the data from the National Survey of Midlife Development in the United States (MIDUS). Multi-group confirmatory factor analysis (CFA) was used to examine increasing levels of measurement invariance across gender and age groups. Longitudinal CFA was also used to test measurement invariance over three time points using the data from MIDUS 1 ( N = 3,748), MIDUS 2 ( N = 2,257), and MIDUS 3 ( N = 1,414). Results supported full scalar invariance across gender, age groups, and over time. The latent means for NA were significantly different between men and women at time 1 and 2, but not at time 3; the latent means for both PA and NA were also different across age groups. There were no significant differences for PA and only trivial differences for NA over time within individuals. Implications of these results for longitudinal research are discussed.

Studies on testing effect have showed that a practice test on study materials leads to better performance in a final test than restudying the materials for the same amount of time. Two experiments were conducted to test how distraction, as triggered by divided attention or experimentally induced anxious mood in the practice phase, could modulate the benefit of testing (vs. restudying) on the learning of interesting and boring general knowledge facts. Two individual difference factors (trait test anxiety and working memory (WM) capacity) were measured. Under divided attention, participants restudied or recalled the missing information in visually presented general knowledge facts, while judging whether auditorily presented items were from a pre-specified category. To experimentally induce anxious mood, we instructed participants to view and interpret negative pictures with anxious music background before and during the practice phase. Immediate and two-day delayed tests were given. Regardless of item type (interesting or boring) or retention interval, the testing effect was not significantly affected by divided (vs. full) attention or anxious (vs. neutral) mood. These results remained unchanged after taking into account the influences of participants’ trait test anxiety and WM capacity. However, when analyses were restricted to the study materials that had been learnt in the divided attention condition while participants accurately responded to the concurrent distracting task, the testing effect was stronger in the divided attention condition than in the full attention condition. Contrary to previous studies (e.g., Tse and Pu, 2012 ), there was no WM capacity × trait test anxiety interaction in the overall testing effect. Theoretical and practical implications of these findings are discussed.