Helping Children Enter Into Another's Experiences: The Look and Feel of It

The role of focusing 4-year-olds' attention on “feeling” or “looking” was examined in three experiments by testing predictions about children's memory for their interactions with an adult partner as they engaged in a collaborative task. Children made collages with an adult partner, and they were later asked to remember who placed the pieces on the collage. Children were more likely to claim they placed pieces actually placed by their partner (Experiments 1, 2, and 3), unless directed to think about how their partner looked when placing the partner's pieces (Experiments 1 and 3). False claims were observed after children were directed to think about how it would “feel” to perform the actions, whether motoric instructions were focused on the self (Experiment 2, N = 48) or partner (Experiment 1, N = 40, and Experiment 3, N = 24). Furthermore, false claims (referred to as I did it errors) were positively associated with accurate collage memory (Experiment 3). These findings suggest that adopting a perspective during encoding that involves “feeling” movements—whether focused on the self or partner—plays an important role in children's memory for collaboration (in this context, memory for contributions made by children or their adult partners to the completion of a collage). A focus on “feeling” may be a way to “enter into” the experiences of another, promoting anticipation and recoding, which may lead to better learning in both collaborative and non-collaborative contexts.     

Does Avatar Appearance Matter? How Team Visual Similarity and Member–Avatar Similarity Influence Virtual Team Performance

This multimethod study investigated how avatar appearance influences virtual team performance. This study is the first to integrate the framework of social identity model of de‐individuation effects (SIDE) and Self‐Identification theory, using “morphing” techniques. Results were obtained from a 2 (team visual similarity: dissimilar vs. similar team avatars) × 2 (member–avatar similarity: cartoon avatars vs. avatar similar to self) experiment (N = 240). The findings indicated that teams using “morphed team avatars,” which combined both a high degree of team visual similarity and member–avatar similarity in their appearances, performed best on the task, and showed greater social attraction than teams in the other conditions. Moreover, content analysis of the chat conversations revealed that these teams interacted more strategically and expressed a greater motivation to solve the task.     

Responses to Conflict and Cooperation in Adolescents with Anxiety and Mood Disorders

This study examined patterns of behavioral and emotional responses to conflict and cooperation in adolescents with anxiety/mood disorders and healthy peers. We compared performance on and emotional responses to the Prisoner’s Dilemma (PD) game, an economic exchange task involving conflict and cooperation, between adolescents with anxiety/depressive disorders (A/D) (N=21) and healthy comparisons (n = 29). Participants were deceived to believe their co-player (a pre-programmed computer algorithm) was another study participant. A/D adolescents differed significantly from comparisons in patterns of play and emotional response to the game. Specifically, A/D participants responded more cooperatively to cooperative overtures from their co-players; A/D girls also reported more anger toward co-players than did comparison girls. Our findings indicate that A/D adolescents, particularly females, respond distinctively to stressful social interchanges. These findings offer a first step toward elucidating the mechanisms underlying social impairment in youth with internalizing disorders. This research was supported by the Intramural Research Program of the NIH, NIMH.     

A Cross-Sectional Analysis of Coaches’ Observed Emotion-Behavior Profiles and Adolescent Athletes’ Self-Reported Developmental Outcomes

This investigation explored the relationship between coaches’ emotions and adolescent athletes’ psychosocial development. Participants were 9 male soccer coaches and their female athletes (N = 134, M_age = 14.54). Systematic observation was used to assess coaches’ emotions during practice and athletes completed questionnaires evaluating developmental outcomes. Cluster analyses revealed 2 groups: “calm, inquisitive coaches” (n = 6) and “intense, hustle coaches” (n = 3). Athletes of calm, inquisitive coaches reported significantly more prosocial behaviors and less antisocial behaviors directed toward opponents than athletes of intense, hustle coaches. Thus, coaches’ emotions during practice may be associated with young athletes’ moral behaviors.     

“I Believe in Cusk”: The Effect of Explicit Belief Statements on Children’s Reality Status Judgments and Beliefs about Consensus

Children learn about the world through others’ testimony, and much of this knowledge likely comes from parents. Furthermore, parents may sometimes want children to share their beliefs about topics on which there is no universal consensus. In discussing such topics, parents may use explicit belief statements (e.g., “Evolution is real”) or implicit belief statements (e.g., “Evolution happened over millions of years”). But little research has investigated how such statements affect children’s beliefs. In the current study, 4- to 7-year-olds (N = 102) were shown videos of their parent providing either Explicit (“Cusk is real”) or Implicit (“I know about cusk”) belief testimony about novel entities. Then, children heard another speaker provide either Denial (“Cusk isn’t real”) or Neutral (“I’ve heard of cusk”) testimony. Children made reality status judgments and consensus judgments (i.e., whether people agree about the entity’s existence). Results showed that explicit and implicit belief statements differentially influenced children’s beliefs about societal consensus when followed by a denial: explicit belief statements prevented children from drawing the conclusion that there is societal consensus that the entity does not exist. This effect was not related to age, indicating that children as young as 4 use these cues to inform consensus judgments. On the reality status task, there was an interaction with age, showing that only 4-year-olds were more likely to believe in an entity after hearing explicit belief statements. These findings suggest that explicit belief statements may serve as important sources of both children’s beliefs about novel entities and societal consensus.     

Identification with groups: the role of personality and context

Is identification a product of personality or of the context? We examine this question by adopting a multidimensional conceptualization of identification (the CIDS model) that integrates research perspectives on personality and contextual effects. We investigate (Study 1) the relationships of traits to identification with the nation (students, N = 77), the army (soldiers, N = 220), and a business school (students, N = 123). Then we show that the modes of identification vary in their stability across social contexts and in their susceptibility to contextual change. Idealizing groups' symbols (“deference” identification) is especially stable across different foci of identification (Study 2): the military and former high school (soldiers, N = 188), the business school and the nation (students, = 62), and the military and one's ethnic group (soldiers, N = 95). Perceiving the group as a central part of the self (“importance” identification) is the most susceptible to contextual effects of priming values (Study 3; students, N = 80, 60) and the group's status (Study 4; students, N = 68).     

Self-esteem revisited: Performance on the implicit relational assessment procedure as a measure of self- versus ideal self-related cognitions in dysphoria

Although depression is characterised by low self-esteem as measured by questionnaires, research using implicit measures of self-esteem has failed to reveal the expected differences between depressed and non-depressed individuals. In this study, we used an implicit measure which enables the differentiation of ideal self- and actual self-esteem, through the introduction of propositions: “I am” versus “I want to be”. We measured implicit relational associations about actual and ideal self in low (N=27) versus high dysphoric (N=29) undergraduates. Our data revealed that dysphoric individuals have a higher ideal self-esteem, and lower actual self-esteem in comparison to healthy participants. The results underscore the need to go beyond simple associations and suggest that the use of individual–specific propositions could enhance our understanding of the implicit measurement of self-esteem. Furthermore, these results underscore the importance of actual versus ideal self-discrepancy theories, which might guide the content of therapeutic interventions.     

Facing temptation: The neural correlates of gambling availability during sports picture exposure

Nowadays, sports betting has become increasingly available and easy to engage in. Here we examined the neural responses to stimuli that represent sporting events available for betting as compared to sporting events without a gambling opportunity. We used a cue exposure task in which football (soccer) fans (N = 42) viewed cues depicting scheduled football games that would occur shortly after the scanning session. In the “betting” condition, participants were instructed to choose, at the end of each block, the game (and the team) they wanted to bet on. In the “watching” condition, participants chose the game they would prefer to watch. After the scanning session, participants completed posttask rating questionnaires assessing, for each cue, their level of confidence about the team they believed would win and how much they would enjoy watching the game. We found that stimuli representing sport events available for betting elicited higher fronto-striatal activation, as well as higher insular cortex activity and functional connectivity, than sport events without a gambling opportunity. Moreover, games rated with more confidence towards the winning team resulted in greater brain activations within regions involved in affective decision-making (ventromedial prefrontal cortex), cognitive inhibitory control (medial and superior frontal gyri) and reward processing (ventral and dorsal striatum). Altogether, these novel findings offer a sensible simulation of how the high availability of sports betting in today’s environment impacts on the reward and cognitive control systems. Future studies are needed to extend the present findings to a sample of football fans that includes a samilar proportion of female and male participants.     

Impact of Organizational Citizenship Behavior on Performance in Women's Sport Teams

The current study examined the relationship between organizational citizenship behavior and sport team performance and the moderating role of task interdependence in that relationship. Two types of collegiate teams—softball (N = 25) and tennis (N = 15)—were utilized to represent different levels of task interdependence with softball being considered more interdependent than tennis. Athletes (N = 448) answered survey questions concerning organizational citizenship behavior (helping, civic virtue, sportsmanship [due to the historic use of the term “sportmanship” in developing the measures used in this study, that term will be used instead of “sportpersonship”]), team cohesiveness, athlete satisfaction, and transformational leadership behaviors. Researchers collected performance statistics for athletes. Results indicated that helping behavior was the strongest organizational citizenship behavior predictor of performance, but the effect differed between tennis and softball teams.     

Depressive symptoms and use of perspective taking within a communicative context

Objective: The ability to take the perspective of one's conversational partner is essential for successful communication. We assessed whether individuals who report high levels of depressive symptoms have more difficulty with navigating this interpersonal task. Method: Undergraduate students participated in a computerised communication task that, on some trials, required perspective taking (N=125). Results: When participants were grouped according to their self-reported depressive symptoms, the “dysphoric group” (BDI ≥ 16, n=37) showed more errors than a “non-dysphoric group” (BDI ≤ 10, n=56) on trials requiring participants to use the perspective of the speaker, but not on control trials where perspective taking was not required. The dysphoric group demonstrated slower response times overall. Conclusions: Individuals with moderate to high levels of depressive symptoms are more challenged by using a speaker's perspective to interpret statements.     

A Multimethod Analysis of Incompleteness and Visual “Not Just Right” Experiences in Body Dysmorphic Disorder

Individuals with body dysmorphic disorder (BDD) often report engaging in repetitive behaviors aimed at reducing feelings of imperfection anchored to their appearance. “Not just right” experiences (NJREs) and incompleteness (INC) are constructs related to perfectionism that have traditionally been studied in obsessive-compulsive disorder, though recent research has also linked these phenomena to BDD. We sought to replicate and extend this research via two studies. Study 1 examined BDD symptoms, INC, as well as harm avoidance (HA) in an unselected sample (N = 179); moderate associations were observed between symptoms and both INC and HA. Participants also completed a novel visual NJRE task in which they were shown appearance-related and non-appearance-related images meant to evoke an NJRE response (i.e., discomfort and urge to “fix” stimuli). BDD symptoms predicted reactivity to appearance-related NJRE stimuli above negative affect. Study 2 compared INC, HA, and task reactivity in a BDD sample (N = 50) to nonpsychiatric controls (N = 44). The BDD group evidenced greater INC, HA, and reactivity to both appearance and nonappearance NJRE stimuli, relative to controls; however, group differences did not remain after controlling for age and negative affect. These studies broadly corroborate previous research highlighting NJREs and INC as potential vulnerability factors relevant to BDD, though these phenomena may not be specific to BDD symptoms.     

DIMENSIONS OF COMPLIANCE-GAINING SITUATIONS

A seven-factor model of situation perception, including “personal benefits,”“intimacy,”“rights,”“resistance,”“dominance,”“situation apprehension,” and “relational consequences” was proposed. Confirmatory factor analysis was employed to test the fit of the model to the data. One sample (N=450) was employed to test a six-factor sub model (excluding relational consequences) and a separate sample (N= 270), employing a different situation, was utilized to test the seven-factor model. The proposed model proved to fit the data well (x²/df ratios of 3.14 and 2.97, respectively) and was superior to alternative models. Future research recommendations were provided.     

Stressing the feedback: attention and cardiac vagal tone during a cognitive stress task

Objectives: The present study examined relationships among gaze behaviour and cardiac vagal tone using a novel stress-inducing task.

Methods: Participants’ (N?=?40) eye movements and heart rate variability (HRV) were measured during an unsolvable computer-based task randomly presenting feedback of “Right” and “Wrong” answers distinctly onscreen after each trial. Subgroups were created on the basis of more frequent eye movements to the right (“Correct”-Attenders; n?=?23) or wrong (“Incorrect”-Attenders; n?=?17) areas onscreen.

Results: Correct-Attenders maintained HRV from baseline to the stress task. In contrast, Incorrect-Attenders spent significantly more time viewing “Wrong” feedback, exhibited a reduction in HRV during the stress condition (p?Conclusions: Results demonstrate that pervasive attention to negative feedback (“Wrong”) elicits perseverative stress and negative self-evaluations among university students. This study highlights the potential for studying attentional biases and emotional distress through combined measures of gaze behaviour and cardiac vagal tone.     

Reading Emotion From Mouse Cursor Motions: Affective Computing Approach

Affective computing research has advanced emotion recognition systems using facial expressions, voices, gaits, and physiological signals, yet these methods are often impractical. This study integrates mouse cursor motion analysis into affective computing and investigates the idea that movements of the computer cursor can provide information about emotion of the computer user. We extracted 16–26 trajectory features during a choice‐reaching task and examined the link between emotion and cursor motions. Participants were induced for positive or negative emotions by music, film clips, or emotional pictures, and they indicated their emotions with questionnaires. Our 10‐fold cross‐validation analysis shows that statistical models formed from “known” participants (training data) could predict nearly 10%–20% of the variance of positive affect and attentiveness ratings of “unknown” participants, suggesting that cursor movement patterns such as the area under curve and direction change help infer emotions of computer users.     

Developmental Changes In Switching Between Mental Task Sets: The Influence Of Verbal Labeling In Childhood

Age-related changes in the use of verbal processes for the efficient switching between tasks were investigated in 5-year-old children (N = 32, M age = 5.9 years) and 9-year-old children (N = 32, M age = 9.4 years). Task switching was assessed by means of a cued switching paradigm to examine two switching components: (a) to maintain and select and (b) to switch between task sets. The aim of this study is to determine (a) developmental changes in both switching components during childhood, (b) whether age-related changes in these components are influenced by verbalizations in terms of “thinking aloud” (Ericsson & Simon, 1993) during task performance, and (c) age changes in the content of the self-verbalizations. Results show an age-related impairment of the 5-year-old group on the level of task-set maintenance and selection. Children mainly verbalized the response labels. However, whereas 5-year-olds more often labeled their perceptions (Zelazo, 1999), 9-year-olds used language to maintain the currently relevant task set. Both age groups relied on the same verbal strategy facilitating task switching, supporting the view that language can be used to plan and guide actions (Luria, 1969).     

Understanding “Zoom fatigue”: A mixed-method approach

Video conference meetings, which became frequent during the COVID-19 pandemic, might result in exhaustion (so-called “Zoom fatigue”). However, only little is known about “Zoom fatigue,” the objective characteristics shaping it, and the subjective experiences eliciting this phenomenon. Gaining this knowledge is critical for understanding work life during the pandemic. Study 1, a within-person quantitative investigation, tested whether video conferences are exhausting and if objective characteristics (i.e. meeting size, meeting duration, and the presence of the supervisor) moderate “Zoom fatigue”. Employees from Germany and Israel (N = 81) participated in a 2-week study, with meetings nested within persons (n = 988). Results showed that video conferences are exhausting—more than meetings held through other media. However, objective characteristics did not moderate this relationship. In Study 2, qualitative data from Germany and Israel (N = 53) revealed employees' subjective experiences in video conferences that may lead to “Zoom fatigue”. These include, for example, experiences of loss and comparison with the “good old times” before the pandemic. Employees suggested ways to mitigate “Zoom fatigue,” particularly, better management of meetings by leaders. Our results provide empirical support for “Zoom fatigue” and suggest which subjective experiences elicit this phenomenon, opening directions for research and practice.     

The Disambiguation Prediction Effect

ABSTRACT

Children tend to select a novel object rather than a familiar object when asked to identify the referent of a novel label. Current accounts of this so-called disambiguation effect do not address whether children have a general metacognitive representation of this way of determining the reference of novel labels. In two experiments (each N = 48), three- and four-year-olds received a prediction task that required such a representation. In the initial phase, children completed four disambiguation test trials that were presented as instances of the same “game.” In the next phase, they received four additional trials. These differed only in that before the label was presented, children were asked to predict which object “was going to be right.” On the first prediction trial, most four-year-olds predicted the novel object, whereas most three-year-olds did not. On subsequent trials, despite having received feedback regarding predictions, three-year-olds showed no tendency to begin to predict the novel object, whereas most four-year-olds continued to make this prediction. These findings add to the evidence that most children develop a general metacognitive representation of their tendency to map novel labels onto novel rather than familiar objects some time around their fourth birthday.     

Construction et validation d’un inventaire du soutien dans le contexte de l’arrêt tabagique (ISAT) destiné au fumeur et à son proche

Smoking cessation is a difficult process, often requiring the support of others. Nonetheless, there are no specific inventories assessing this support. This study was carried out on 112 smoker/helper dyads with the aim of reaching internal validation of a “Support Inventory in the context of Smoking Cessation”. The SISC consists of three questionnaires: two intended for the smoker to assess the “received” and “desired” support; the third intended for the helper to assess the “given” support. Each questionnaire includes items assessing three principal types of support: “emotional”, “informational” and “motivational”. The results of factorial analysis confirm the internal validity of the three SISC questionnaires. Each of the three questionnaires consists of 11 items which estimates the “emotional”, “informational” and “motivational” dimensions of support. The three questionnaires and their factors possess a very good internal coherence. Their utility in both clinical applications and the field of research should be tested.