Self-reports of trauma and dissociation: An examination of context effects

To examine context effects in moderating the link between self-reported trauma and dissociation in undergraduate samples, we administered these measures either in the same or different experimental contexts. Trauma History Screen/THS (Carlson et al., 2011)-Dissociative Experiences Scale/DES-II (Bernstein & Putnam, 1986) correlations revealed a context effect (greater correlations in same test context), although multiple regression analyses did not confirm this finding. A context effect was supported in DES-Taxon scores using multiple regression for the THS but not the Modified Posttraumatic Stress Scale (MPSS-SR; Falsetti, Resnick, Resick, & Kilpatrick, 1993), an effect confirmed with correlation comparisons. Ethnicity influenced the association between measures of trauma and dissociation. Overall, the relation between measures of trauma and dissociation was small to medium, although high correlations were observed between the DES depersonalization/derealization subscale and the Multiscale Dissociation Inventory (Briere, Weathers, & Runtz, 2005) depersonalization and derealization subscales, supporting the construct validity of these measures.     

The Faulty Magnitude Detector: Why SNARC‐Like Tasks Cannot Support a Generalized Magnitude System

Do people represent space, time, number, and other conceptual domains using a generalized magnitude system (GMS)? To answer this question, numerous studies have used the spatial‐numerical association of response codes (SNARC) task and its variants. Yet, for a combination of reasons, SNARC‐like effects cannot provide evidence for a GMS, even in principle. Rather, these effects support a broader theory of how people use space metaphorically to scaffold their understanding of myriad non‐spatial domains, whether or not these domains exhibit variation in magnitude.     

Contributions of positive behavior support amid lingering questions over its relationship with behavior analysis: A review of Positive behavior supports for adults with disabilities in employment,community, and residential settings by Storey and Post

Positive Behavior Supports for Adults with Disabilities in Employment, Community, and Residential Settings by Keith Storey and Michal Post (2019) presents valuable information for support providers and clinicians working with adults in inclusive settings who display challenging behavior. Numerous examples of challenging behavior encountered in such settings are provided along with a multitude of interventions for addressing the behavior in ways that comport with the values of positive behavior support (PBS). This review highlights contributions of the Storey and Post book and considers the content in regard to the controversial relationship between PBS and applied behavior analysis (ABA). The authors specify ABA as the foundation of PBS, but questions linger about the exact PBS–ABA relationship that will likely affect the book's ultimate contribution. Concern over the relationship is illustrated in regard to qualifications of behavioral professionals whom the authors often refer to as being necessary to help support providers develop and implement PBS interventions.     

Aging drivers and post delineated express lanes: Threading the needle at 70 miles per hour

Post-delineated express lanes represent a combination of driving complexities that are particularly difficult for older drivers to navigate. The narrow geometry and high speeds that are common to this treatment reflect a critical test for drivers whose depth perception, contrast sensitivity, and visual processing speed are reduced. The present study was designed to empirically examine the effects of age and color of express lane delineators on driver behavior. Three groups of participants (aged 18–39, 40–64, and 65 + years old) were required to complete a series of simulated driving scenarios consisting of combinations of single and dual lane configurations, with speed and lane position measured at the beginning and midpoint of each express lane. All drivers were pre-screened on various visual functioning abilities. Drivers in the 65 and older group show significant age-related declines in depth perception, contrast sensitivity, and phoria which were subsequently correlated with a wide range of driving measures including deceleration rate, brake time, jerk, speed, and lane position. Age related perceptual declines were statistically correlated with slower driving speed and wider lane deviations, including a statistically significant increase in the number of excursions beyond the typical 12-foot lane width. Based on these findings, the behavior of senior drivers was identified as a distinct design condition that should govern the design of high-speed, narrow geometric conditions. This age group requires wider lane widths, particularly at the beginning of single-lane post delimited sections, wider buffer areas around the post markers, and dual lane configurations wherever possible.     

消极身体意象对青少年的负面影响

消极身体意象是青少年健康成长所面临的重要问题之一。了解消极身体意象对青少年的危害以及其形成的影响因素, 对于青少年群体身心健康发展具有重要意义。消极身体意象对青少年的负面影响主要包括自我概念、情绪体验、体重控制策略、饮食失调和社会生活五个方面; 并且青少年消极身体意象形成的影响因素主要有生物因素(BMI)、社会文化因素(父母、同伴和大众媒体)和心理因素(人格因素、认知方式)。未来可从以下几个方面进一步深入研究：(1) 基于生物-心理-社会模型的视角完善青少年身体意象发展的理论模型; (2) 考察社交媒体等新兴因素的作用; (3) 阐明青少年在加工身体相关信息时的认知特点; (4) 推进中国青少年消极身体意象本土化研究。     

大学积极心理学课程的双元互动教学模式改革实验研究

采用实验组对照组前后测设计对232名大学生进行重复测量方差分析和中介效应检验，考查双元互动教学模式下大学积极心理学教学对其学生积极心理学知识、态度、情感、价值观的改善效果。结果发现：（1）双元互动教学模式能显著提升大学生的积极心理学知识；（2）双元互动教学模式下大学生的总体幸福感、积极的价值观念显著提高，生活满意度得到保持；（3）在双元互动教学模式下大学生个人价值观以生活满意度为部分中介促进总体幸福感形成，以促成教学目标。由此可见，双元互动教学模式可以实现大学积极心理学学科教育和情感培养的双目标。     

隔代教育对孙辈和祖辈的影响：双刃剑效应

隔代教育是指祖辈对孙辈的抚养和教育, 随着经济社会的发展, “隔代教育”已成为“亲代教育”的一种重要补充形式。隔代教育对祖孙两辈人的身心健康均存在“双刃剑”效应。生物进化论、社会交换理论和家庭系统理论为理解隔代教育对孙辈的影响提供了理论支持, 角色紧张和角色强化理论可以加深隔代教育对祖辈影响的认识。未来研究应明确隔代教育的定义和类型, 控制边界因素进行更为深入的综合性研究, 并进一步推进隔代教育的本土化研究。     

中英双语者情绪注意偏向中的双语优势效应

采用改进的点–探测范式，考察熟练双语者在情绪注意偏向中对情绪信息加工的优势效应及该效应产生的原因。采用2（熟练双语者和非熟练双语者）×3（靶刺激与消极词汇出现的位置一致、不一致和中性条件）×2（线索呈现时间为100 ms和400 ms）的混合实验设计，记录被试对靶子的按键反应时和错误率。结果发现：线索呈现100 ms和400 ms时，两组被试在注意定向分数上无显著差异；线索呈现100 ms时，两组被试的注意解除分数无显著差异；线索呈现400 ms时，熟练双语者的注意解除分数显著小于非熟练双语者。结果表明，在情绪注意偏向任务中，熟练双语者比非熟练双语者表现出了对情绪词汇信息更好的注意抑制控制能力，体现出对情绪信息加工的双语优势效应，产生这一优势效应的原因是熟练双语者在注意的晚期阶段比非熟练双语者具有更好的情绪信息注意解除能力。     

逻辑训练对不同理性思维方式大学生三段论推理的影响

采用理性—经验思维方式量表对105名大学生进行测量，选出高、低理性思维方式各35名大学生进行实验，探讨了逻辑训练对不同理性思维方式大学生三段论推理的影响。结果表明：(1)高理性思维方式个体三段论推理的平均反应时快于低理性思维方式个体；非冲突类型题目推理的平均正确率高于冲突类型题目；逻辑训练可以提高个体三段论推理的平均反应时和正确率；(2)逻辑训练后非冲突任务类型题目的平均正确率高于冲突任务类型题目；(3)逻辑训练对低理性思维方式个体冲突任务类型题目平均正确率的提高效果更明显。这意味着逻辑训练可以显著提升个体的推理成绩，但不能完全消除信念偏差对推理的影响，而且逻辑训练对低理性思维方式个体推理成绩的提升效果更加明显。