Prevalence and correlates of tattooing in Norway: A large‐scale cross‐sectional study

To our knowledge, no previous large‐scale study has examined the prevalences and correlates of having only easily concealed tattoos, or readily visible tattoos. We conducted an exploratory online survey in Norway asking 15,654 (6,151 females) persons aged 16–91 (m = 33.65 ± 12.27) about various demographic, sports, substance use, mental health, personality, and tattooing questions. The estimated prevalence of tattooing was 20.8% (females: 23.8%, males: 17.9%), of which 13.3% had readily visible tattoos. Results of multivariate logistic regression analysis indicated that females, being older than 19 years, higher body mass index, lifetime anabolic‐androgenic steroid use (AAS), and higher scores on extraversion were associated with higher odds of having a tattoo. Factors associated with higher odds of having only easily concealed tattoos were being 40–49 (versus those ≤ 19) years old, being only high school or tertiary (versus being only primary school) educated, often or not (versus always) exercising in a gymnasium, and high scores on agreeableness. Females, and higher scores on extraversion and neuroticism were associated with higher odds of having at least one readily visible tattoo. Our findings delineate the significance of demographic variables, gymnasium exercise, AAS, and personality in the practice of tattooing.     

Gender‐specific factors associated with the suicidal ideation of children in Taiwan: A large‐scale cross‐sectional study

We examined the relationship between suicidal ideation (SI) and the depressed mood, life stress and parenting styles in children. A large‐scale survey was conducted including 5328 children from 65 elementary schools in Taiwan. SI was measured by asking children if any suicidal thoughts had occurred in the previous month. A series of regression models was analysed separately for male and female students. Compared with boys, girls demonstrated a higher proportion of SI. Among boys, SI was significantly associated with a high level of perceived environmental stress (adjusted odds ratio [aOR] = 2.61), a high degree of depressed mood (aOR = 2.39), authoritative (aOR = 1.72) and authoritarian (aOR = 2.53) parenting styles and two or more life‐stress events (aOR = 1.45). A high level of perceived environmental stress (aOR = 2.09), a high degree of depressed mood (aOR = 2.89) and an authoritarian parenting style (aOR = 1.76) were significantly associated with the SI in girls. Gender‐specific interventions aimed at preventing SI must enhance support systems at school and at home, particularly for students who suffer from a high degree of stress and depressed mood, and are subjected to an authoritarian parenting style.     

Gender differences on laugh‐related traits: A cross‐sectional study

People have different responses to being laughed at, including fear of being laughed at, joy from being laughed at and joy from hearing others laugh. Previous studies have indicated that men have a higher tendency of laughing at others, but there were no gender differences on terms of the other two responses. Socioemotional selectivity theory indicates that individuals pay less attention to negative stimuli as they get older. It is worth investigating whether the gender differences of gelotophobia and gelotophilia occur in certain developmental stages. The present study is a cross‐sectional study, with a sample size of 1247 participants; we collected information regarding laugh‐related traits among participants 11–66 years old, and we particularly focused on the moderation effect of age on gender differences on gelotophobia, gelotophilia and katagelasticism. The results showed that men had a stronger tendency for laughing at others, but there were no significant gender differences on terms of gelotophobia and gelotophilia; age not only moderated the relationship between gender and gelotophobia but also the relationship between gender and katagelasticism. Male adolescents had higher incidences of gelotophobia and katagelasticism than female adolescents, but this finding was not consistent in the middle adulthood sample. The present study found age to be a moderator between gender and laugh‐related traits, and it indicated the influence of age on the fear of being laughed at during early adolescence, but there was no gender difference with respect to katagelasticism in middle adulthood.     

Positive emotion modulates cognitive control: An event‐related potentials study

There is substantial evidence to indicate that negative emotion can modulate cognitive control processing. However, only a few studies have investigated this effect with positive emotion. Therefore, the present study explored the electrophysiological correlates of the impact of positive emotional stimuli on cognitive control, using event‐related potentials (ERPs). Sixteen healthy young adults completed a modified Simon task (Simon, 1969). Behavioral data indicated that reaction times were faster for positive emotional stimuli than for neutral emotional stimuli in the incongruent condition, but not in the congruent condition, which suggested that positive emotion expedited conflict resolution. The ERP data showed that two negative ERP components (N300–400 and N450–550) were associated with the positive emotional stimuli in the incongruent minus congruent condition. It is suggested that these components may respectively be related to the conflict monitoring (N300–400) and response selection (N450–550) stages of cognitive control processing. Overall, our results indicated that positive emotion could facilitate cognitive control processing. These results are in line with the neuropsychological theory, according to which, positive emotion could modulate cognitive control mediated by increased dopamine levels in frontal brain areas.     

Linearity of Personality–Performance Relationships: A large‐scale examination

This paper reviews theory and past research concerning nonlinear relationships between personality tests and job performance. We compare linear and nonlinear regression models for each of the 32 Occupational Personality Questionnaire (OPQ32i) scales using job performance as the criterion variable. We evaluate linear, quadratic, and cubic relationships between personality and job performance by calculating changes in R (ΔR) between the linear and nonlinear models. We use 3 decision rules of varying levels for ΔR and divide a large sample randomly into 2 samples to cross‐validate any nonlinear effects found. Few scales exhibited nonlinearity and the magnitude of the departures from linearity were small.     

The use of event‐related potentials in the study of early cognitive development

The article by Guillaume Thierry is a welcome one, alerting the field to the exciting ways in which event‐related potentials (ERPs) can be used to study cognitive development. It is also timely: there is great interest in the brain sciences, and in how neuroscience can be applied to cognitive development and indeed to education. In my view, however, the article is perhaps too cautious. It does not seem necessary to delay the use of ERPs in cognitive work until all in the field have agreed on the sound characterization of ERP components. It should be possible for further characterization to proceed hand‐in‐hand with data gathering on applied questions. In fact, as partly noted by Thierry, in the auditory domain well‐characterized ERP components are already available, even for infants (e.g. Cheour et al., 1997; Leppänen and Lyytinen, 1997). Furthermore, it is of developmental interest to study older children as well as infants. If ERPs are seen as a tool to complement existing behavioural investigations, rather than as a stand‐alone method to be used independently, then auditory ERPs can certainly be used in current cognitive‐developmental work. Copyright © 2005 John Wiley & Sons, Ltd.     

Developmental changes in memory encoding: insights from event‐related potentials

The aim of the present study was to investigate developmental changes in encoding processes between 6‐year‐old children and adults using event‐related potentials (ERPs). Although episodic memory (‘EM’) effects have been reported in both children and adults at retrieval and subsequent memory effects have been established in adults, no previous ERP studies have examined subsequent memory effects in children. This represents a critical gap in the literature because encoding processes, and changes in neural correlates supporting encoding, partially account for age‐related improvements in children's memory performance. Results revealed that subsequent memory effects differed between children and adults temporally, directionally, and topographically. These findings lend support to the hypothesis that encoding processes and their neural correlates are an important source of change in memory development. A video abstract of this article can be viewed at http://youtu.be/sH83_qVimgc .     

Examining the relationships between self‐efficacy,task‐relevant attentional control,and task performance: Evidence from event‐related brain potentials

Self‐efficacy (SE) is a modifiable psychosocial factor related to individuals’ beliefs in their capabilities to successfully complete courses of action and has been shown to be positively associated with task performance. The authors hypothesized that one means through which SE is related with improved performance is through enhanced task‐relevant attentional control during task execution. To assess this hypothesis, we examined the relationships between SE and behavioural and neural indices of task performance and task‐relevant attentional control for 76 young adults during the completion of a flanker task. Results showed that greater SE was associated with greater response accuracy and P3b amplitude across task conditions, and faster RT under more difficult task conditions. Additionally, P3b amplitude was found to mediate the relationship between SE and task performance in the difficult condition. These findings suggest that greater attentional allocation to task‐relevant processes, including monitoring stimulus‐response relationships and focusing attention on working memory operations, may help explain the association between SE and improved task performance.     

Counterfactual comparison modulates fairness consideration in the mini‐ultimatum game: An event‐related potentials study

Existing literature on the mini‐ultimatum game indicates that counterfactual comparison between chosen and unchosen alternatives is of great importance for individual's fairness consideration. However, it is still unclear how counterfactual comparison influences the electrophysiological responses to unfair chosen offers. In conjunction with event‐related potentials’ (ERPs) technique, the current study aimed to explore the issue by employing a modified version of the mini‐ultimatum game where a fixed set of two alternatives (unfair offer vs. fair alternative, unfair vs. hyperfair alternative, unfair offer vs. hyperunfair alternative) was presented before the chosen offer. The behavioral results showed that participants were more likely to accept unfair chosen offers when the unchosen alternative was hyperunfair than when the unchosen alternative was fair or hyperfair. The ERPs results showed that the feedback‐related negativity (FRN) elicited by unfair chosen offers was insensitive to the type of unchosen alternative when correcting for possible overlap with other components. In contrast, unfair chosen offers elicited larger P300 amplitudes when the unchosen alternative was hyperunfair than when the unchosen alternative was fair or hyperfair. These findings suggest that counterfactual comparison may take effect at later stages of fairness consideration as reflected by the P300.     

Processing of audiovisually congruent and incongruent speech in school‐age children with a history of specific language impairment: a behavioral and event‐related potentials study

Previous studies indicate that at least some aspects of audiovisual speech perception are impaired in children with specific language impairment (SLI). However, whether audiovisual processing difficulties are also present in older children with a history of this disorder is unknown. By combining electrophysiological and behavioral measures, we examined perception of both audiovisually congruent and audiovisually incongruent speech in school‐age children with a history of SLI (H‐SLI), their typically developing (TD) peers, and adults. In the first experiment, all participants watched videos of a talker articulating syllables ‘ba’, ‘da’, and ‘ga’ under three conditions – audiovisual (AV), auditory only (A), and visual only (V). The amplitude of the N1 (but not of the P2) event‐related component elicited in the AV condition was significantly reduced compared to the N1 amplitude measured from the sum of the A and V conditions in all groups of participants. Because N1 attenuation to AV speech is thought to index the degree to which facial movements predict the onset of the auditory signal, our findings suggest that this aspect of audiovisual speech perception is mature by mid‐childhood and is normal in the H‐SLI children. In the second experiment, participants watched videos of audivisually incongruent syllables created to elicit the so‐called McGurk illusion (with an auditory ‘pa’ dubbed onto a visual articulation of ‘ka’, and the expectant perception being that of ‘ta’ if audiovisual integration took place). As a group, H‐SLI children were significantly more likely than either TD children or adults to hear the McGurk syllable as ‘pa’ (in agreement with its auditory component) than as ‘ka’ (in agreement with its visual component), suggesting that susceptibility to the McGurk illusion is reduced in at least some children with a history of SLI. Taken together, the results of the two experiments argue against global audiovisual integration impairment in children with a history of SLI and suggest that, when present, audiovisual integration difficulties in this population likely stem from a later (non‐sensory) stage of processing.     

The evolutionary psychology of small‐scale versus large‐scale politics: Ancestral conditions did not include large‐scale politics

The current research question sought to examine political psychology as it relates to evolutionary mismatch. The basic hypothesis is that people will be more cognitively prepared to think about political situations that are relatively small in scale compared with political situations that are large in scale. This research also examined the effects of whether the political situation is highly relevant to oneself. To test these questions, 49 young adults were presented with four sets of instructions. They were asked to write paragraphs describing (i) a large‐scale, self‐relevant political situation, (ii) a large‐scale non‐self‐relevant political situation, (iii) a small‐scale self‐relevant political situation, and (iv) a small‐scale non‐self‐relevant political situation. Paragraphs generated by the participants were analyzed using Tyler's ( 2013 ) Writing Sample Readability Analyzer. Results demonstrated that paragraphs designed for large‐scale political situations had more sentences and were less readable than paragraphs designed for small‐scale situations—while paragraphs designed for small‐scale political situations were relatively readable and included more words per sentence, suggesting that, consistent with the core hypothesis, participants had an easier time processing information related to small‐scale political situations than large‐scale political situations. Implications for the nature of modern politics are discussed.     

Event‐related oscillations (EROs) and event‐related potentials (ERPs) comparison in facial expression recognition

The study aims to explore the significance of event‐related potentials (ERPs) and event‐related brain oscillations (EROs) (delta, theta, alpha, beta, gamma power) in response to emotional (fear, happiness, sadness) when compared with neutral faces during 180–250 post‐stimulus time interval. The ERP results demonstrated that the emotional face elicited a negative peak at approximately 230 ms (N2). Moreover, EEG measures showed that motivational significance of face (emotional vs. neutral) could modulate the amplitude of EROs, but only for some frequency bands (i.e. theta and gamma bands). In a second phase, we considered the resemblance of the two EEG measures by a regression analysis. It revealed that theta and gamma oscillations mainly effect as oscillation activity at the N2 latency. Finally, a posterior increased power of theta was found for emotional faces.     

Loneliness,self‐esteem,and life satisfaction as predictors of Internet addiction: A cross‐sectional study among Turkish university students

This study investigated the relationship among loneliness, self‐esteem, life satisfaction, and Internet addiction. Participants were 384 university students (114 males, 270 females) from 18 to 24 years old from the faculty of education in Turkey. The Internet Addiction, UCLA Loneliness, Self‐esteem, and Life Satisfaction scales were distributed to about 1000 university students, and 38.4% completed the survey (see Appendix A and B). It was found that loneliness, self‐esteem, and life satisfaction explained 38% of the total variance in Internet addiction. Loneliness was the most important variable associated with Internet addiction and its subscales. Loneliness and self‐esteem together explained time‐management problems and interpersonal and health problems while loneliness, self‐esteem, and life satisfaction together explained only the interpersonal and health problems subscales.     

Effects of school‐based mindfulness training on emotion processing and well‐being in adolescents: evidence from event‐related potentials

In a non‐randomized controlled study, we investigated the efficacy of a school‐based mindfulness curriculum delivered by schoolteachers to older secondary school students (16–18 years). We measured changes in emotion processing indexed by P3b event‐related potential (ERP) modulations in an affective oddball task using static human faces. ERPs were recorded to happy and sad face oddballs presented in a stimulus stream of frequent faces with neutral expression, before and after 8 weeks of mindfulness training. Whilst the mean amplitude of the P3b, an ERP component typically elicited by infrequent oddballs, decreased between testing sessions in the control group, it remained unchanged in the training group. Significant increases in self‐reported well‐being and fewer doctor visits for mental health support were also reported in the training group as compared to controls. The observed habituation to emotional stimuli in controls thus contrasted with maintained sensitivity in mindfulness‐trained students. These results suggest that in‐school mindfulness training for adolescents has scope for increasing awareness of socially relevant emotional stimuli, irrespective of valence, and thus may decrease vulnerability to depression.     

Relations between infants’ emerging reach‐grasp competence and event‐related desynchronization in EEG

Recent reports of similar patterns of brain electrical activity (electroencephalogram: EEG) during action execution and observation, recorded from scalp locations over motor‐related regions in infants and adults, have raised the possibility that two foundational abilities – controlling one's own intentional actions and perceiving others’ actions – may be integrally related during ontogeny. However, to our knowledge, there are no published reports of the relations between developments in motor skill (i.e. recording actual motor skill performance) and EEG during both action execution and action observation. In the present study we collected EEG from 21 9‐month‐olds who were given opportunities to reach for toys and who also observed an experimenter reach for toys. Event‐related desynchronization (ERD) was computed from the EEG during the reaching events. We assessed infants’ reaching‐grasping competence, including reach latency, errors, preshaping of the hand, and bimanual reaches, and found that desynchronization recorded in scalp electrodes over motor‐related regions during action observation was associated with action competence during execution. Infants who were more competent reachers, compared to less competent reachers, exhibited greater ERD while observing reaching‐grasping. These results provide initial evidence for an early emerging neural system integrating one's own actions with the perception of others’ actions.     

Don't cheat,be happy. Self‐control,self‐beliefs,and satisfaction with life in academic honesty: A cross‐sectional study in Poland

Academic dishonesty is dishonest behavior at school or university which is supposed to result in a passed exam or in a positive grade. Academic dishonesty is a global problem, present at every stage of education. Since the consequences of this phenomenon may be serious, such as a low level of knowledge despite receiving a diploma from a school or university or carrying dishonest behaviors over into other domains of functioning, research into this phenomenon also seems to be of high significance. Cheating, plagiarism, and falsification are the forms of academic of dishonesty. The aim of this study was to establish how academic dishonesty is related to self‐control, self‐beliefs, and satisfaction with life. The sample consisted of 631 participants, to whom we administered the Academic Honesty Scale, the Brief Self‐Control Scale, the Social Success Index, the Normalcy Feeling Scale, the Social Comparison Scale, and the Satisfaction With Life Scale. We found that academic dishonesty was linked with some of the variables. The results indicated that academic dishonesty and self‐control were negatively related to academic cheating and that social comparison was positively related to plagiarism and falsification. It also turned out that women scored lower than men on academic dishonesty. Research findings on academic dishonesty have a number of important implications for education, particularly for psychologists, teachers, and sociologists.     

Individual differences in neural mechanisms of selective auditory attention in preschoolers from lower socioeconomic status backgrounds: an event‐related potentials study

Selective attention, the ability to enhance the processing of particular input while suppressing the information from other concurrent sources, has been postulated to be a foundational skill for learning and academic achievement. The neural mechanisms of this foundational ability are both vulnerable and enhanceable in children from lower socioeconomic status (SES) families. In the current study, we assessed individual differences in neural mechanisms of this malleable brain function in children from lower SES families. Specifically, we investigated the extent to which individual differences in neural mechanisms of selective auditory attention accounted for variability in nonverbal cognitive abilities in lower SES preschoolers. We recorded event‐related potentials (ERPs) during a dichotic listening task and administered nonverbal IQ tasks to 124 lower SES children (77 females) between the ages of 40 and 67 months. The attention effect, i.e., the difference in ERP mean amplitudes elicited by identical probes embedded in stories when attended versus unattended, was significantly correlated with nonverbal IQ scores. Larger, more positive attention effects over the anterior and central electrode locations were associated with superior nonverbal IQ performance. Our findings provide initial evidence for prominent individual differences in neural indices of selective attention in lower SES children. Furthermore, our results indicate a noteworthy relationship between neural mechanisms of selective attention and nonverbal IQ performance in lower SES preschoolers. These findings provide the basis for future research to identify the factors that contribute to such individual differences in neural mechanisms of selective attention.     

Children remember words from ignorant speakers but do not attach meaning: evidence from event‐related potentials

Although we know much about the conditions under which children demonstrate selective social learning, we have a limited understanding of the cognitive mechanisms by which children's selectivity manifests. Here, we report findings from a brain electrophysiological (ERP) study designed to determine the extent to which words presented by ignorant speakers were later both familiar to children and associated with semantic meaning. Forty‐eight children (mean age = 6.5 years) first experienced novel word training from either a knowledgeable or an ignorant speaker. Children's ERPs were subsequently recorded as they heard a recording of the speaker using the novel word, followed by a picture of either the object the word was paired with during training (congruent) or a distractor object that was also present during training (incongruent). Children trained by a knowledgeable speaker showed both N200 and N400 effects to the incongruent word–referent pairings, thereby suggesting that the novel words were both familiar and bore a semantic association. In contrast, children trained by an ignorant speaker demonstrated only the N200 effect, thereby suggesting that the word–referent links were familiar, but not associated with semantic meaning. These findings provide evidence that selective word learning involves the disruption of processes specifically associated with semantic consolidation of word learning events.