Are children competent to make decisions about their own deaths?

Attorneys, philosophers, bioethicists and health care professionals have vigorously debated how much state control there should be over an individual's or family's decision to discontinue life-sustaining treatment. Where treatment of a minor is involved, the debate becomes even more complex. The purposes of this study were to identify cases involving the withdrawal of Life-sustaining treatment in children, to describe the legal response to, and the management of, these cases, to examine variables that influence decision making, and to determine what legal-ethical standards are used and how they are applied. In addition, the author reviewed the literature on children's understanding of death and competence to participate in treatment decision making and applied those findings to argue for greater involvement of children in decision making related to the use of life-sustaining treatment.     

Terror salience and punishment: Does terror salience induce threat to social order?

In recent times, international terrorism has become one of the most serious concerns of the modern Western world. As a consequence, the risk and fear of terrorism is more salient in people’s minds (i.e. terror salience), which is supposed to affect behavioral responses in our society. The present research suggests that increased punishment of violations of criminal laws is one societal reaction to increased terror salience. It was consistently shown that increased terror salience, induced by either varying the temporal distance from the London terrorist attacks of July 7, 2005 (Study 1), by vignettes in the form of newspaper articles manipulating the expected terror risk (Study 2), or by pictures of recent terrorist attacks (Studies 3 and 4), significantly increased the punishment assigned to a violation of criminal laws that was completely unrelated to terror (i.e. car theft and rape). Finally, Study 4 revealed that (a) the effect of terror salience on punishment is indeed due to increased perception of threat to social order and (b) that this effect cannot be explained by the general negative nature of the stimulus material employed in this study.     

Do adolescents want death to be included in their education?

Social Psychology of Education - This study sets out to ascertain adolescents’ attitudes and opinions towards death education. To this end two instruments were designed and validated: the...     

Optimistic and pessimistic biases and comparative judgmental processes in Japan: Do people really compare themselves to their peers?

Studies on above-average and unrealistic-optimism effects have recently claimed that they are the consequence of an over-utilization of self-relevant and under-utilization of peer-relevant information, despite the assumption that people would refer to both themselves and their average peer to make a comparative judgment. However, there is a possibility that these tendencies are prevalent only in Western cultures. The present paper reports on three studies of comparative self-other judgments conducted with Japanese university students. The results consistently showed that participants tended to focus simply on their own abilities, traits, or the likelihood of experiencing future life events, without paying much attention to their peers. These findings suggest first that there is a consistent tendency for people to place a greater weight on the self than normative standards when considering their comparative position in a group, and that this tendency is independent of the size or direction of comparative biases.     

What do children want to know about animals and artifacts? Domain-specific requests for information

Children's questions may reveal a great deal about the characteristics of objects they consider to be conceptually important. Thirty-two preschool children were given opportunities to ask questions about unfamiliar artifacts and animals. The children asked ambiguous questions such as "What is it?" about artifacts and animals alike. However, they were more likely to ask about the functions of artifacts, but about category membership, food choices, and typical locations of animals. They never asked questions about either artifacts or animals that would be considered inappropriate by adults. The results indicate that children hold different expectations about the types of information important for categorizing living and artifact kinds. Young children conceive of artifacts in terms of functions, but conceive of animals in terms of biologically appropriate characteristics. Such results speak to debates about the role of function in children's biological reasoning and to accounts of children's artifact concepts.     

Mortality salience and uncertainty: Similar effects but different processes?

Three experimental studies investigated whether death‐thoughts avoidance as a consequence of mortality salience and need for certainty as a consequence of uncertainty are two different motivational states. The results suggest that although death‐thought avoidance and need for certainty are different constructs, they share a great deal of variance (anxiety plays a pivotal mediational role in both). However, whereas the impact of uncertainty on negative attitudes towards an out‐group with different worldviews (Arabs) was mediated only by anxiety (measured retrospectively), the effect of mortality salience was mediated by both retrospective anxiety and death‐thought accessibility. These findings imply that similar effects that have been obtained by these two manipulations are, at least partly, the result of different processes. Copyright © 2013 John Wiley & Sons, Ltd.     

What do you want? How perceivers use cues to make goal inferences about others

Variables influencing inferences about a stranger's goal during an unsolicited social interaction were explored. Experiment 1 developed a procedure for identifying cues. Experiments 2 and 3 assessed the relative importance of various cues (space, time, characteristics of oneself, characteristics of the stranger, and the stranger's behavior) for goal judgments. Results indicated that situational context cues informed goal judgments in ways that were consistent with diagnosticity ratings and typicality ratings of those cues. Stranger characteristics and stranger behaviors affected goal judgments more than would be expected from these quantitative measures of their informativeness. Nonetheless, the results are consistent with a mental model view that assumes perceivers monitor situational cues present during interactions and that goal inferences are guided by the informativeness of these cues.     

Resisting self-compassion: Why are some people opposed to being kind to themselves?

Although self-compassion is associated with positive emotions, resilience, and well-being, some people resist recommendations to treat themselves with kindness and compassion. This study investigated how people’s personal values and evaluations of self-compassionate behaviors relate to their level of self-compassion. After completing measures of trait self-compassion and values, participants rated how they would view themselves after behaving in a self-compassionate and self-critical way. Overall, participants associated self-compassion with positive attributes that connote emotional well-being, yet only those who were low in trait self-compassion associated self-compassionate responding with negative attributes that involve low motivation, self-indulgence, low conscientiousness, and poor performance. Participants’ endorsement of basic values was not meaningfully related to their evaluations of self-compassionate vs. self-critical behaviors or to self-compassion scores. We propose that self-compassion might operate as an instrumental value insofar as those high vs. low in self-compassion differ in their beliefs about whether self-compassion affects performance-related outcomes positively or negatively.     

Peritraumatic dissociation and PTSD severity: do event-related fears about death and control mediate their relation?

Relations among peritraumatic dissociation, PTSD severity, event-related fear (i.e. fear experienced during traumatic event) about death, and event-related fear about losing control were examined in the current study. Particular emphasis was placed on testing whether or not fears about death and losing control mediate the relation between peritraumatic dissociation and PTSD severity in a sample of 146 nontreatment-seeking university women. Results indicated that event-related fears about death and losing control accounted for the relation between peritraumatic dissociation and PTSD severity; that is, the effect of peritraumatic dissociation on PTSD severity was eliminated after controlling for these fears. Speculations about findings are discussed.     

Does thinking about the meaning of life make you happy in a religious and globalised world? A 75-nation study

This paper reports on a multilevel study of 75 nations, which tests two hypotheses that arose from considering Tolstoy's experience of thinking about the meaning and purpose of life. The globalisation-as-exacerbator hypothesis predicts that as globalisation increases, the relationship between thinking about the meaning and purpose of life and life satisfaction becomes more negative. The religiosity-as-buffer hypothesis predicts that as religiosity increases, the relationship between thinking about the meaning and purpose of life and life satisfaction becomes more positive. The results presented here support both hypotheses. We also found that it is religious attendance (not religious belief) that functions as a buffer in the relationship between thinking about the meaning and purpose of life and life satisfaction.     

Does subjective well-being show a relationship between parents and their children?

The relationship between the subjective well-being of parents and their own 12–16-year-old children was explored in a Spanish sample of N = 266 families. A positive relationship was expected due to both a shared environment and the possibility of the genetic transmission of subjective well-being ‘set-points’. A positive significant relationship was found for the summated scale of satisfaction domains forming the Personal Well-being Index, and for the specific domains of health and security for the future. However, no relationship was found for the other five domains that make up this Index or for satisfaction with life as a whole. We conclude while these results provide some evidence for the expected influence of a shared environment, they have failed to provide evidence for high heritability of set-points for subjective well-being.     

Remembering the past and thinking about the future: Is it really about time?

In this paper we discuss some literature relating to episodic memory, future episodic thinking and mental time travel in humans and non-human animals. We discuss the concept of mental time travel and argue that the concept relies on subjective phenomena such as consciousness and on this basis is not useful when studying episodic memory and future episodic thinking, particularly in non-human animals. We discuss recent work which emphasizes views of both episodic memory and future thinking which do not rely on such mental time travel and, more importantly, give less prominence to the concept of time. The implications of such a view for research into future thinking in non-human animals are considered.     

Does it always feel good to get what you want? Young children differentiate between material and wicked desires

One line of research on children's attributions of guilt suggests that 3‐year‐olds attribute negative emotion to self‐serving victimizers, slightly older children attribute happiness, and with increasing age, attributions become negative again (i.e., a three‐step model; Yuill et al., 1996, Br. J. Dev. Psychol., 14, 457). Another line of research provides reason to expect that 3‐year‐olds may be predisposed to view self‐serving moral transgression as leading to positive emotion; this is a linear developmental model in which emotion attributions to transgressors become increasingly negative over the course of childhood (e.g., Nunner‐Winkler & Sodian, 1988, Child Dev., 59, 1323). However, key differences in methodology make it difficult to compare across these findings. The present study was designed to address this problem. We asked how 3‐ to 9‐year‐old children (n = 111) reason about transgression scenarios that involve satisfying wicked desires (wanting to cause harm and doing so successfully) versus material desires (wanting an object and getting it successfully via harmful behaviour). Three‐year‐old children reasoned differently about desire and emotion across these two types of transgressions, attributing negative emotion in the case of wicked desires and positive emotion in the case of material desires. This pattern of emotion attribution by young children provides new information about how young children process information about desires and emotions in the moral domain, and it bridges a gap in the existing literature on this topic.     

Adults' beliefs about children and mathematics: how important is it and how do children learn about it?

A series of studies was conducted which focused on US adults' beliefs about the relative importance of acquiring mathematical skills for preschool children and about how children acquire these skills. In Study 1, adults rated general information, reading and social skills as all being more important than mathematical skills. They also claimed that parents have the most influence on preschool children's learning regardless of content area. In Study 2, the parents of kindergarten children also rated reading, general information and social skills as all being more important than mathematics in preparing children for the first grade. The more important parents felt mathematics were, the more they reported engaging in a variety of mathematical-related activities with their children. However, the importance they placed on mathematics was not related to their child's actual mathematical performance. In summary, adults seem to value mathematics less than other skills in preparing young children to enter elementary school. © 1998 John Wiley & Sons, Ltd.     

Does scientific thinking lead to success and sanity? An integration of attribution and attributional models

A motivational model is introduced that integrates conceptions of attributional antecedents with those of attributional consequences, and suggests that it is functional to make realistic attributions. This model is applied to the analysis of achievement behaviour and depression. The use of a new experimental paradigm designed to test the model's assumptions demonstrates that realistic attributions maximise performance. The model was also used to investigate whether depressives are more realistic than non-depressives. This research revealed that depressives draw more "pessimistic" conclusions from covariation information than non-depressives. In addition, depressives expect their partners to make more negative attributions about the depressives' outcomes than their partners in fact do. However, these negative views could not be traced back to faulty inferences from covariation information. Finally, research is described showing that, in addition to depressogenic attributions, certain evaluative cognitions need to be present in order to trigger depressive mood reactions.     

Anxious children and their parents: what do they expect?

Assigned 73 children, ages 7 to 14, to 1 of 3 groups (anxious, clinical control, and nonclinical control) according to their diagnostic status. Within the anxious group, children were assigned to 1 of 2 further groups on the basis of self-reported parental anxiety--either the child anxiety only group or the child + parent anxiety group. All children completed an experimental task (giving a brief talk in front of a video camera), which was the focus for a series of structured family discussions between the child and his or her parents. The aims of the study were to measure and compare across groups (a) the evaluations of children and their parents regarding the child's predicted anxiety and skill level and (b) the effect of the family discussion on children's expectations. Results indicated that, prior to the family discussion, anxious children's expectations of their future performance did not differ from those of control children. Similarly, there were no differences in children's expectations between the child anxiety group and the child + parent anxiety group. Second, compared to mothers in the child anxiety group, mothers in the child + parent anxiety group expected that their children would be more anxious and more likely to choose an avoidant problem solution (but not less skilled). Finally, the family discussion was found to produce no changes in anxious children's expectations of their future performance. The implications of these findings are discussed.