It’s not what you do,it’s why you do it: Motives for disclosure and concealment decisions among employees with depression

This multi-method study examined disclosure decisions made by employees with depression as well as their motives for those decisions. In Study 1, we conducted in-depth interviews with employees who had been diagnosed with depression to better understand why they chose to disclose or conceal their depression at work. Based on the results of the interviews, both approach and avoid motives for disclosure and concealment emerged in the analysis. Further, these motives were influenced by multiple organizational factors including social support, stigma, and diversity climate. In Study 2, we developed and validated a scale to measure approach and avoid motives for disclosure and concealement. In Study 3, we tested approach and avoid motives as mediators of the relationships between organizational factors and employee outcomes (i.e., engagement and presenteeism). We tested our model among 223 working adults with depression. Our results provided support for the hypothesized relationships among those who disclosed but not those who concealed, suggesting that when employees disclosed for approach reasons they were more likely to be engaged, and when they disclosed for avoid reasons they were more likely to engage in presenteeism. These findings provide both theoretical and practical contributions to the study of concealable identity management and to employees with mental illness.     

Wanting what’s not best

Philosophical Studies - In this paper, we propose a novel account of desire reports, i.e. sentences of the form $$\ulcorner$$ S wants p $$\urcorner$$ . Our theory is partly motivated by...     

The more you have,the more you want? Higher social class predicts a greater desire for wealth and status

Traditional theories have focused on the intentions of lower-class individuals to climb on the social ladder, yet they have paid relatively little attention to the motivations of upper-class individuals to ascend even higher. Addressing this issue, Studies 1 and 2 provided cross-national evidence that higher social class is associated with a greater desire for wealth and status. Moreover, by manipulating perceived social class, Studies 3 and 5 experimentally confirmed that compared to people in the lower-class group, those in the upper-class group express a stronger desire for wealth and status. Furthermore, in line with self-categorization theory predictions, Studies 3–5 showed that upper-class individuals tend to see and use wealth and status as important attributes in defining and categorizing self, and this tendency explains the effect of social class on desire for wealth and status. Together, our findings demonstrate a “having more—wanting more” relationship, and its consequences are further discussed.     

Work and Women’s Well-being: Religion and Age as Moderators

Religion has been found to moderate the stress–strain relationship. This moderator role, however, may be dependent on age. The present study tested for the three-way interaction between work experience, age, and religiosity in the prediction of women’s well-being, and predicted that work experience and religiosity will combine additively in older women, while in younger women religiosity is predicted to moderate the relationship between work experience and well-being. In a sample of 389 married Malay Muslim women, results of the regression analyses showed significant three-way interactions between work experience, age, and religiosity in the prediction of well-being (measured by distress symptoms and life satisfaction). While in younger women the results were in line with the predictions made, in the older women, both additive and moderator effects of religiosity were observed, depending on the well-being measures used. These results are discussed in relation to the literature on work and family, with specific reference to women’s age, religion, as well as the issue of stress–strain specificity.     

Comprehension regularity in Broca's aphasia? There's more of it than you ever imagined.

We analyze the comprehension data in Broca's aphasia, pooled together by Berndt, Mitchum, and Haendinges (1996). We show that once analyzed properly, these data have statistical structure that is very similar to that revealed by the analysis in Grodzinsky, Pinango, Zurif, and Drai (1999). The suggestion that the latter authors doctored the data to obtain a desired outcome is as false as the claim that the data in Berndt et al. show no regularity. Comprehension scores in Broca's aphasia do have statistical structure, which correlates with syntactic structure. Thus, the role of Broca's area and its vicinity in language processing can be made more precise.     

It’s not what you said,it’s how you said it: An analysis of therapist vocal features during psychotherapy

Psychotherapy is a conversation, whereby, at its foundation, many interventions are derived from the therapist talking. Research suggests that the voice can convey a variety of emotional and social information, and individuals may change their voice based on the context and content of the conversation (e.g. talking to a baby or delivering difficult news to patients with cancer). As such, therapists may adjust aspects of their voice throughout a therapy session depending on if they are beginning a therapy session and checking in with a client, conducting more therapeutic ‘work’ or ending the session. In this study, we modelled three vocal features—pitch, energy and rate—with linear and quadratic multilevel models to understand how therapists’ vocal features change throughout a therapy session. We hypothesised that all three vocal features would be best fit with a quadratic function—starting high and more congruent with a conversational voice, decreasing during the middle portions of therapy where more therapeutic interventions were being administered, and increasing again at the end of the session. Results indicated a quadratic model for all three vocal features was superior in fitting the data, as compared to a linear model, suggesting that therapists begin and end therapy using a different style of voice than in the middle of a session.     

Parenting as Mediator Between Post-divorce Family Structure and Children’s Well-being

Divorce and its subsequent transitions can be stressful for children and therefore, affect their well-being in a negative manner. Effective parenting (with high support and high control) can, however, function as a protective factor. While previous studies have indicated that effective parenting does indeed improve children’s well-being after divorce, these studies tended to concentrate on maternal family structures and transitions as well as maternal parenting. With this study, we investigate the mediating role of both maternal and paternal parenting between various family structures after divorce (including the custodial arrangement as well as the repartnering of both parents) and children’s well-being. Therefore, we analyzed 618 parent–child dyads from the multi-actor dataset “Divorce in Flanders—DiF” using a mediated structural equation model. Results revealed that both maternal and paternal parenting can mediate between family structure after divorce and children’s well-being. Depending on the type of post divorce family constellation, parenting can be considered as a risk or a protective factor, for both maternal and paternal parenting.     

Fourteen-month-olds’ imitation is influenced more strongly by a model’s competence than by a model’s certainty

Research has shown that infants are more likely to learn from certain and competent models than from uncertain and incompetent models. However, it is unknown which of these cues to a model’s reliability infants consider more important. In Experiment 1, we investigated whether 14-month-old infants (n = 35) imitate and adopt tool choices selectively from an uncertain but competent compared to a certain but incompetent model. Infants watched videos in which an adult expressed either uncertainty but acted competently or expressed certainty but acted incompetently with familiar objects. In tool-choice tasks, the adult then chose one of two objects to operate an apparatus, and in imitation tasks, the adult then demonstrated a novel action. Infants did not adopt the model’s choice in the tool-choice tasks but they imitated the uncertain but competent model more often than the certain but incompetent model in the imitation tasks. In Experiment 2, 14-month-olds (n = 33) watched videos in which an adult expressed only either certainty or uncertainty in order to test whether infants at this age are sensitive to a model’s certainty. Infants imitated and adopted the tool choice from a certain model more than from an uncertain model. These results suggest that 14-month-olds acknowledge both a model’s competence and certainty when learning novel actions. However, they rely more on a model’s competence than on his certainty when both cues are in conflict. The ability to detect reliable models when learning how to handle cultural artifacts helps infants to become well-integrated members of their culture.     

If you’re funny and you know it: Personality,gender, and people’s ratings of their attempts at humor

In seven studies (n = 1133), adults tried to create funny ideas and then rated the funniness of their responses, which were also independently rated by judges. In contrast to the common “funnier than average” effect found for global self-ratings, people were relatively modest and self-critical about their specific ideas. Extraversion (r = 0.12 [0.07, 0.18], k = 7) and openness to experience (r = 0.09 [0.03, 0.15], k = 7) predicted rating one’s responses as funnier; women rated their responses as less funny (d = −0.28 [−0.37, −0.19], k = 7). The within-person correlation between self and judge ratings was small but significant (r = 0.13 [0.07, 0.19], k = 7), so people had some insight into their ideas’ funniness.     

Postural control,falls and Parkinson’s disease: Are fallers more asymmetric than non-fallers?

Postural control asymmetry is an important aspect of Parkinson’s disease (PD) that may be associated with falls. The aim of this study was to compare the postural control asymmetry during postural tasks between fallers and non-fallers in people with PD and neurological healthy age-matched controls (CG). Individuals with idiopathic PD (n = 24) and CG (n = 24) were sub-divided into groups of fallers and non-fallers based on their fall history over the past year. Participants performed blocks of three 30-s trials of quiet standing with feet in a side-by-side and semi-tandem stance position. The center of pressure parameters for each limb were measured and used to calculate the symmetry index. Fallers compared to non-fallers had decreased asymmetry of vertical force in the side-by-side condition. During the tandem-front leg condition, PD non-fallers increased asymmetry of the medial-lateral velocity of sway compared to CG non-fallers. In addition, for the tandem–back leg condition, PD non-fallers increased asymmetry of total displacement and medial-lateral root mean square and mean velocity of sway compared to PD fallers. The results of the study did not support the hypothesis that PD fallers are more asymmetric than PD non-fallers. On the contrary, our results indicated that PD non-fallers had higher postural control asymmetry, especially during the more challenging (semi-tandem standing) postural task.     

Grounding and metaphysical explanation: it’s complicated

Philosophical Studies - Grounding theorists insist that grounding and explanation are intimately related. This claim could be understood as saying either that grounding ‘inherits’ its...     

“Improving one’s touch” … and more

Gordon and Cooper (1975) have described an interesting tactile phenomenon. The orientation of undulations on the surface of an object can be detected more accurately when a person moves an intermediate paper over the surface than when the bare fingers are used. Counter to a prediction derived from Gordon and Cooper’s explanation of their results, the present studies show that the apparent roughness of a surface increases when a similar manner of touching is used. The first two experiments confirm the latter observation. To explain the alteration in perceived roughness (and more tentatively, Gordon and Cooper’s own findings), it is proposed that surface roughness (and undulations) are masked by shear forces applied to the skin. Two informal tests and a third experiment support this interpretation. Alternative explanations and a practical application for the blind are also considered.     

Gender-Typing of Children’s Toys: Causes,Consequences, and Correlates

Gender differences in children’s toy interests and play behaviors are large and may lead to gender differentiation of physical, cognitive, and social development among children. In this Special Issue, we gather together cutting-edge research on the factors that affect gender differences in children’s toy interests, how subtle gender-related messages affect children’s performance and behaviors, and how adults create these gender-related messages and affect children’s interests. We illustrate themes found in the current literature, but also comment on issues that need to be addressed by future research. We also identify points of intervention in which stereotypes about toys and gender differentiated play behaviors and toy interests can be reduced in an effort to promote greater diversity of children’s play.     

Thomas and Legge’s matching hypothesis for

Thomas and Legge have proposed amatching hypothesis for two-alternative detection and recognition tasks. Given symmetric payoff, S is supposed to match his unconditional response probabilities to the presentation probabilities. More generally, even when payoff is asymmetric, S is supposed to keep his unconditional response probabilities constant across different discriminability levels. Time series analysis is applied here to the response sequences from two auditory amplitude recognition tasks to test both hypotheses. Experiment I obtains a single sequence from each of 16 Ss. Experiment II obtains two sequences at different discriminability levels from each of 24 Ss. Departures from the matching hypothesis are extremely gross in both cases. In addition, Experiment II shows clear changes in the response probabilities across discriminability conditions, though these are not systematic in direction across Ss.     

Seeing What’s Possible: Videos are more Effective than Written Portrayals for Enhancing the Relatability of Scientists and Promoting Black Female Students’ Interest in STEM

Sex Roles - Although interactions with Black female scientists can alter beliefs about STEM (science, technology, engineering, mathematics) and encourage Black female students’ interest in...     

A more dangerous enemy? Philo’s “confession” and Hume’s soft atheism

While Hume has often been held to have been an agnostic or atheist, several contemporary scholars have argued that Hume was a theist. These interpretations depend chiefly on several passages in which Hume allegedly confesses to theism. In this paper, I argue against this position by giving a threshold characterization of theism and using it to show that Hume does not confess. His most important “confession” does not cross this threshold and the ones that do are often expressive rather than assertive. I then argue that Hume is best interpreted as an atheist. Instead of interpreting Hume as a proto-logical positivist and arguing on the basis of Hume’s theories of meaning and method, I show that textually he appears to align himself with atheism, that his arguments in the Dialogues on Natural Religion support atheism, and that this position is most consistent with Hume’s naturalism. But, I hold that his atheism is “soft” and therefore distinct from that of his peers like Baron d’Holbach—while Hume really does reject theism, he neither embraces a dogmatically materialist position nor takes up a purely polemical stance towards theism. I conclude by suggesting several ways in which Hume’s atheistic philosophy of religion is relevant to contemporary discussions.     

‘ … and now it’s over to you’: recognising and supporting the role of careers leaders in schools in England

ABSTRACT

There is a long history of teachers and schools being involved in the delivery of career education and guidance. As the breadth of career education and guidance activity in English schools grew throughout the twentieth century it became increasingly necessary to have an individual within the school responsible for leading and managing this activity (the careers leader). The transfer of responsibility for career guidance from local authorities to schools following the Education Act 2011 has intensified the need for this role. There have been various attempts to conceptualise and professionalise the role of careers leader and to develop appropriate training and support. This article defines the role and the rationale for the role, sets out its history and makes recommendations for the future professionalisation of the role. It is argued that this will include recognition of the role by policy, professionalisation and the development of a career structure and the development of appropriate training and CPD.     

Assessing task difficulty for other people: when deeper evaluation means “it’s more about me!”

Empirical studies have revealed that teachers face problems when assessing task difficulty for their students. By drawing on research that focuses on how individuals assess what others know, we argue that these difficulties are a consequence of the imputation of one’s own knowledge to others (i.e., social projection). In particular, we tested the assumption that individuals impute more of their own knowledge to others, the more they elaborate what these others might know. In a first experiment, students were asked to judge task difficulty for their best friend. In the second experiment, teacher trainees were asked to assess task difficulty for 9th graders. Results revealed that individuals, who deeply elaborated when assessing task difficulty for another person, more closely relied on their own rating of task difficulty than individuals with a lower elaboration depth. These findings support the notion that social projection becomes stronger, the deeper individuals elaborate.