“The chills” refers to a set of bodily sensations (goosebumps, tingling, coldness, and shivers) that sometimes accompany strong emotion (Maruskin, Thrash & Elliot, 2012). Past factor analyses of the chills identified a multi-factor, hierarchical structure, consisting of four lower-order factors (goosebumps, tingling, coldness, and shivers) and two higher-order factors (goosetingles and coldshivers). Research on the affective nomological nets of particular chills factors provided additional evidence of the discriminant validity of the two higher-order and the four-lower-order factors (Maruskin, Thrash & Elliot, 2012; Wadsworth, 2019). Despite evidence of discriminant validity, most researchers have continued to treat the chills as a unitary construct. The goal of the present study is to replicate and extend evidence that the chills consists of a set of distinguishable sensations with distinct affective correlates. Specifically, I aim to (a) replicate the factor structure of the chills and (b) further test whether the four lower-order sensations show distinct relations to core affect variables. Using the narrative recall method, the present study assessed chills sensations and core affect during recalled chills experience. Results of factor analyses replicated the factor structure of the chills established by Maruskin et al. (2012). Results of circumplex analyses provided additional evidence of the discriminant validity of higher-order and lower-order sensations. Goosetingles tended to accompany pleasant states, whereas coldshivers tended to accompany unpleasant states. Furthermore, relative to goosebumps, tingling accompanied states lower on activation and higher on pleasure. Relative to coldness, shivers accompanied states lower on displeasure and higher on activation. These findings are consistent with but refine the conclusions of Maruskin et al. (2012) and point to the value of incorporating the affect circumplex in understanding the chills.

Confrontation is an important mechanism to reduce racial prejudice and stereotyping. Yet, little research has examined White adults’ intended confrontation within the context of institutionally discriminatory policies that pose barriers to Black Americans seeking employment or investigated reactions to zero-sum and negative-sum anti-Black institutional discrimination. The present study investigated the effects of an antiracism educational exercise on White adults’ confrontation of zero-sum and negative-sum institutional discrimination. Participants (n = 195; Mage = 54.16) were randomly assigned to one of three conditions: (1) antiracism education with writing reflection, (2) antiracism education alone, or (3) a control condition. Participants next reported how they would respond in situations that described zero-sum (i.e., new hire recruitment exclusively from predominantly White institutions) and negative-sum anti-Black institutional discrimination (i.e., hairstyle discrimination). Participants in the antiracism education alone condition confronted more assertively in both scenarios compared to participants in the control condition. Participants were more likely to confront, and confronted more strongly, in the zero-sum discrimination scenario than the negative-sum discrimination scenario. However, the disparity in assertiveness of confrontation was reduced among participants higher in White guilt and nonsignificant among those in the antiracism education with writing reflection task who reported low color-blind racial ideology or high confrontation and accomplice behavior intentions. We conclude that brief antiracism education exercises may hold promise for increasing White adults’ assertive confrontation of institutional discrimination, but the effects may be contingent on whether a reflective writing task is included, the characteristics of the discriminatory policy, and sociopolitical attitudes.

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Extensive research has been conducted regarding the efficacy of brief experimental analysis BEA). However, no studies, to date, have investigated the validity of BEAs in an extended analysis incorporating all BEA intervention conditions. The purpose of this study was to further analyze the stability and effectiveness of interventions that were and were not identified through a BEA then confirm the results through an extended analysis of multiple interventions. A variation of a multi-element and alternating treatment design (ATD) was used to examine the effectiveness of brief experimental analysis (BEA) through extended analyses and follow-up treatment procedures on second and third grade students reading at least one year below grade level. Curriculum-based measurements and baseline data were collected followed by the implementation of a BEA which included the following interventions: repeated reading, listening passage preview, phrase drill, and contingent reinforcement. A multi-element/ATD was implemented using all four interventions until a trend in words correct per minute (WCPM) was established for each intervention. A follow-up datum point was collected on the most effective intervention in the BEA phase to determine short-term treatment maintenance. Results indicated that five of the eight students’ extended analyses supported the pre-established criteria of the BEA as measured by WCPM. In addition, the repeated reading intervention was found to be the most effective intervention for seven of the students. These findings suggest that the type of intervention administered is not as important as the amount of time spent practicing reading fluency. Thus, BEAs may not be an effective approach to predetermine the best intervention for students, but it is unlikely that the students will be disserviced by the implementation of this practice.

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