Does sex moderate the relationship between anxiety and pain?

Objectives : Sex differences exist in the relationship between anxiety and pain, although findings are mixed. One reason could be because a number of anxiety measures have been used. Therefore, this study aimed to identify the core components within commonly used pain anxiety measures, and see whether these components are differentially related to sensation and pain thresholds in men and women.

Design, main outcome measures : One hundred and eighty-nine healthy adults (119 female) completed the Fear of Pain Questionnaire, Pain Catastrophising Scale, Pain Anxiety Symptoms Scale, Anxiety Sensitivity Index-3 and the Depression Anxiety Stress Scale. Thermal sensation and pain thresholds, mechanical sensation and pressure pain thresholds were also collected.

Results : A Principal Components Analysis of anxiety measures revealed three constructs: general distress, cognitive intrusion and fear of pain from injury/insult. Sex did not moderate the relationship between these anxiety constructs and sensation/pain thresholds. However, a significant main effect of sex was found to predict thermal pain thresholds.

Conclusion : Preliminary indications suggest that pain anxiety dimensions can be reduced to three core constructs, and used to examine pain sensation. However, sex did not moderate this relationship. Further research is required to establish the extent and strength of sex differences in the relationship between anxiety and pain.     

Does the distance between us matter? Influences of physical proximity to others on consumer choice

Individuals’ physical closeness to one another can either increase or decrease their preference for distinctive products. When individuals perceive their proximity to others to be voluntary, they are likely to interpret it as an indication of their affiliation motivation. Consequently, in a product choice task, they choose options that others consider desirable. When people perceive that their close proximity to others results from circumstances beyond their control, however, they feel that their personal space is violated and experience a need for to express their individuality. In this case, they are more likely to choose products that distinguish themselves from others.     

Does fun promote learning? The relationship between fun in the workplace and informal learning

Although research has demonstrated that workplace fun has important benefits, we have an incomplete understanding of the role of fun in the learning domain, especially informal learning. To address this need, the present study examined the influence of fun activities and manager support for fun on informal learning among 206 managers. Fun activities were significantly related to overall informal learning, but manager support for fun was not. Examination of the dimensions of informal learning found that manager support for fun was significantly related to learning from oneself, while fun activities were significantly related to learning from others and learning from non-interpersonal sources. Furthermore, a negative interaction between core-self evaluations and fun activities in predicting learning from oneself was found, suggesting that fun may not be beneficial for all individuals. The key practical implication is that organizations should consider fun as a viable strategy to promote informal learning beyond traditional learning supports. At the same time, organizations should consider the personality of their learners to ensure fun has its intended impact.     

Does sensitivity to criticism mediate the relationship between theory of mind and academic achievement?

This study adds to the growing research on school outcomes associated with individual differences in preschoolers’ theory of mind skills by considering whether “costs” of theory of mind (e.g., sensitivity to criticism) actually help to foster children’s academic achievement. A group of 60 Italian children was tested during the last year of preschool (Time 1, mean age = 5 years 6 months) and in their first year (Time 2, mean age = 6 years 5 months) and second year (Time 3, mean age = 7 years 5 months) of primary school. Children’s theory of mind, verbal ability, and social skills were evaluated at each time point. In addition, children’s sensitivity to teacher criticism was assessed at Time 2 and teachers’ ratings of children’s academic achievement were gathered at Time 3. Mediation analyses showed that, independent of verbal ability and social skills, sensitivity to criticism at Time 2 mediated the association between theory of mind at Time 1 and academic achievement at Time 3. These findings highlight the importance of investigating the educational consequences of individual differences in preschoolers’ theory of mind.     

Does Work-Home Interference mediate the relationship between workload and well-being?

Drawing on the Effort-Recovery (E-R) model, the current study investigated to what extent Work-Home Interference (WHI) mediated the relationship between workload and two indicators of well-being, that is, (a) affective well-being (i.e., work-related negative affect and depressive mood) and (b) subjective health (i.e., health complaints). In Part I of this study, Structural Equation Modeling (SEM) was used to test several competing models of mediation—full, partial, or no mediation—in three homogeneous samples (166 medical residents, 194 child care workers, and 224 bus drivers). In Part II of this study, we cross-validated the best fitting model in an independent heterogeneous sample (1421 Dutch workers). The results provided support for the E-R model in that WHI played a significant role in mediating the impact of workload on workers’ well-being. WHI fully mediated the relationship of workload with depressive mood and health complaints, and partially mediated the relationship with work-related negative affect. This differential role of WHI indicates that WHI might play a more crucial mediating role with respect to general (context-free) indicators of well-being than with respect to work-related indicators of well-being. In general, the findings of the current study suggest that workload exerts its negative effects on well-being (at least partly) through a process of spillover of negative load-effects that impede recovery during the non-working hours.     

Why do we move our eyes while trying to remember? The relationship between non-visual gaze patterns and memory

Non-visual gaze patterns (NVGPs) involve saccades and fixations that spontaneously occur in cognitive activities that are not ostensibly visual. While reasons for their appearance remain obscure, convergent empirical evidence suggests that NVGPs change according to processing requirements of tasks. We examined NVPGs in tasks with long-term memory (LTM) and working memory (WM) requirements. Experiment 1 yielded significantly higher eye movement rate (EMR) in tasks requiring LTM search than in a WM task requiring maintenance of information. Experiment 2 manipulated accessibility of items in study-test episodic tasks using the levels of processing paradigm. EMR was high in episodic recall irrespective of item accessibility. Experiment 3 examined functional significance of saccades in LTM tasks. Voluntary saccadic suppression produced no evidence that saccades contribute to task performance. We discuss the apparent epiphenomenal nature of spontaneous saccades from an evolutionary perspective and outline a neuroanatomical model of the link between the saccadic and memory system.     

Does multicultural personality moderate the relationship between cross-group friendship and allophilia?

ABSTRACT

Contact research has well documented the beneficial effects of cross-group interactions in general, and friendship potential in particular, in promoting positive attitudes toward outgroups. Yet, most of the studies to date have mainly focused on reducing negative attitudes and prejudice. Extending emerging attempts in social and psychological research to understand positive outgroup orientations, the present study aimed to investigate the relationship between cross-group friendship and allophilia (i.e., positive outgroup attitudes) in a sample of 406 American undergraduates. The study also examined whether individual differences in multicultural personality play a moderating role in this relationship. Findings revealed that cross-group friendship was positively associated with allophilia, and that the relationship was stronger for individuals who scored low on open-mindedness and high on social initiative. The present study highlights the important role of multicultural personality in the linkage between close cross-group interactions and positive outgroup attitudes.     

Does personality moderate the link between women’s testosterone and relationship status? The role of extraversion and sensation seeking

Research shows that testosterone (T) is lower among partnered women, but not for women with a more unrestricted sociosexuality. There are fundamental personality traits, which are indices of mating effort and might moderate the association between T and relationship status. Two such traits are extraversion (E) and sensation seeking (SS). The present study tests if E and SS moderate the association of women’s T with relationship status and parental care. Seventy-three Portuguese women completed a short form of the NEO-FFI and the Sensation Seeking Scale (SSS-V). Salivary T was assayed using luminescence immunoassays. Being involved in a committed relationship was related to lower T for the total sample, and for the subgroups low in E and SS, but not for the subgroups high in E and SS. Parental care was related to lower T in the subgroup low in E, and marginally in the subgroup low in SS. In multivariate analyses, only relationship status predicted T in the total sample and in the subgroups low in E and SS. The results were not confounded by age and oral contraception. These results provide support for lower T being important for monogamous pair bonding rather than for being partnered per se.     

The relationship between counterfactual thinking and emotional reactions to event outcomes: Does one account fit all?

By enabling a comparison between what is and what might have been, counterfactual thoughts amplify our emotional responses to bad outcomes. Well-known demonstrations such as the action effect (the tendency to attribute most regret to a character whose actions brought about a bad outcome) and the temporal order effect (the tendency to undo the last in a series of events leading up to a bad outcome) are often explained in this way. An important difference between these effects is that outcomes are due to decisions in the action effect, whereas in the temporal order effect outcomes are achieved by chance. In Experiment 1, we showed that imposing time pressure leads to a significant reduction in the action but not in the temporal order effect. In Experiment 2, we found that asking participants to evaluate the protagonists (“who ought to feel worse?”) led to a significant reduction in the temporal order but not in the action effect. The results suggest that the action and temporal order effects require different explanations and are consistent with other work that suggests that when decisions lead to bad outcomes a comparison of decision quality is an important determinant of the emotional response attributed to the protagonists. The stimulus materials used in our experiments may be downloaded from pbr.psychonomic-journals.org/content/supplemental.     

Does viewing justified violence lead to devaluing others?

Viewing violent media has been shown to increase aggressive behavior, affect, and cognition. Viewing “justified” violence (the target is believed to be deserving of the violence) further increases the risk of aggression. The present study investigated whether viewing justified violence primes thoughts of devalued others, an inflated sense of self, or both. Participants viewed one of three eight-minute video clips depicting either justified violence, non-justified violence, or no violence. Participants' reaction times to four types of computer-presented sentences were then measured: sentences either valued the self, valued others, devalued the self, or devalued others. Viewing justified violence resulted in reaction time patterns that devalued others, but had no effect upon reaction times to self-relevant sentences. The possibility that viewing justified violence, by priming devaluing thoughts of others, may impact interpersonal behavior in non-conscious and automatic ways is discussed.     

Does viewing justified violence lead to devaluing others?

Viewing violent media has been shown to increase aggressive behavior, affect, and cognition. Viewing “justified” violence (the target is believed to be deserving of the violence) further increases the risk of aggression. The present study investigated whether viewing justified violence primes thoughts of devalued others, an inflated sense of self, or both. Participants viewed one of three eight-minute video clips depicting either justified violence, non-justified violence, or no violence. Participants' reaction times to four types of computer-presented sentences were then measured: sentences either valued the self, valued others, devalued the self, or devalued others. Viewing justified violence resulted in reaction time patterns that devalued others, but had no effect upon reaction times to self-relevant sentences. The possibility that viewing justified violence, by priming devaluing thoughts of others, may impact interpersonal behavior in non-conscious and automatic ways is discussed.     

Social likeability,conformity, and body talk: Does fat talk have a normative rival in female body image conversations?

Fat talk, dialogues among women involving negative body-focused discussions, was studied as a function of conformity and social likeability through the use of four vignettes depicting young women in conversation. Using a 2 (body presentation style of the group: negative or positive) × 2 (body presentation style of the target, Jenny: negative or positive) factorial design, 215 college women (92.1% non-Hispanic Caucasian) read one of four vignettes in a classroom setting and made ratings on a social likeability scale. Participants’ personal ratings of Jenny's likeability were higher when she spoke positively about her body, whereas they expected the other group members in the vignette to like Jenny more when she conformed to the group's body presentation style. This study is the first to support two competing norms for women's body image—the existing norm to fat talk versus a newly documented norm that some women like others who express body acceptance.     

It’s all in the mind: The relationship between mindfulness and nomophobia on technology engagement while driving and aberrant driving behaviours

This study investigated the relationship between mindfulness and nomophobia on technology engagement while driving and aberrant driving behaviours. Nine hundred and ninety participants completed an online survey (Female: 68.6%; Age: M = 51.2 years, SD = 15.7, Range = 18.0–84.0 years) that assessed mindfulness, nomophobia, technology engagement while driving, aberrant driving behaviour, and self-reported crashes and infringements during the past two years. Structural equation modelling (SEM) was used to examine the relationships between mindfulness and nomophobia, on one hand, with self-reported engagement with technology while driving and general aberrant driving behaviours (combination of errors, lapses and violations) on the other. The results of the SEM showed that, as expected, mindfulness shared negative relationships with nomophobia, engagement with technology and aberrant driving behaviours, while all other relationships were positive. In terms of engagement with technology, there were direct and indirect paths between nomophobia and mindfulness and engagement with technology. The results of this study demonstrate the positive influence mindfulness can have on nomophobia, engagement with technology while driving, and dangerous driving behaviours that have been associated with crash risk. Mindfulness practices may reduce the effect of nomophobia on engagement with technology while driving and increased dangerous behaviours as a result. This will be increasingly important as modern work and social practices encourage people to increasingly use the phone while driving, and the technology within smart devices, and connectivity of these to the vehicle, increase. More research is needed to understand whether mindfulness-based interventions can reduce nomophobia, and thereby improve driving behaviours and reduce crash rates.     

Does positive team mood mediate the relationship between team climate and team performance?

We tested whether the relationship between a team climate of support from the organization and team performance is mediated by positive team mood. Recent research has shown that this team climate facet is related to team performance, but we do not have any empirical evidence about the mechanisms involved in this relationship. The study sample was composed of 59 bank branches, and a longitudinal design with three data-collection points was implemented. The results showed that a team climate of support from the organization was positively related to positive team mood, which in turn was positively related to team members' ratings of team performance.     

Does surgency moderate the relationship between parenting and children's aggression in middle childhood?

Parenting and child temperament have both been linked to aggression among children. This study explores the moderating effects of children's surgency and sex and paternal/maternal parenting practices on aggressive behaviour in middle childhood. We analyse whether the moderating effects observed fit a Diathesis-Stress, Differential Susceptibility or Vantage Sensitivity model. Participants were 203 school children aged 7–8 years (M = 92.42 months, SD = 3.52) from southern Spain. Maternal inconsistency and coercion and paternal hostility and indulgence, had a direct effect on children's aggressive behaviour. The effects of maternal hostility and anticipatory problem solving on children's aggression were moderated by surgency (Diathesis-Stress), as was the effect of paternal coercion on aggression (Vantage Sensitivity). Children's sex was not found to moderate any effect. It therefore seems that not all children are equally sensitive to the influence of parenting on their aggression levels, and that this influence depends on their temperament.

Highlights

• This study explores the moderating effects of children's surgency and sex and paternal/maternal parenting practices on aggressive behavior.
• Children's surgency moderated the effect of maternal hostility and anticipatory problem solving on children's aggression, with both effects fitting a Diathesis-Stress model.
• Children's surgency moderated the effect of paternal coercion on children's aggression, with this effect fitting a Vantage Sensitivity model.

     

Desire to change one’s multimodality and its relationship to the use of different transport means

Using data collected from French employees of a transportation institute and residents of the US San Francisco Bay Area, we operationalize a segmentation of mobility patterns based on objective, subjective, and desired amounts of mobility by various modes and overall. We especially focus on the degree of multimodality in an individual’s current modal mix and desired changes to that mix through the use of a “multimodality index”. The clusters that result showed some similarities and some differences across countries, where the latter are likely due to disparities in the sampling strategies and in the land use/transportation/cultural milieux. In both cases, however, the clusters have useful policy implications, enabling us, for example, to distinguish car users who might be inclined to reduce car use and increase transit use from those who are largely content with their current modal baskets.     

Do adolescents’ self-concepts moderate the relationship between STEM stereotypes and motivation?

Professionals in science, technology, engineering, and math (STEM) are often stereotyped as geniuses and nerds (e.g., socially awkward). These stereotypes may demotivate some individuals from pursuing or remaining in STEM. However, these beliefs may enhance motivation among individuals who feel that they fit in with the stereotype. Guided by balanced identity theory and expectancy-value theory, our study investigated the effect of trait-based stereotypes about people in STEM among a sample of 256 U.S. high school students (M_age?=?16, 59% girls, 65% Asian, 15% Latinx, 10% White). We assessed students’ trait-based nerd and genius stereotypes about STEM and related self-concepts as well as their STEM motivation (competence and value beliefs). Consistent with balanced identity theory, the effect and direction of endorsing nerd-genius stereotypes was moderated by a student’s own self-concepts. Endorsing stereotypes was negatively related to motivation—but only among those low in the related self-concept. Among those high in related self-concepts (e.g., high in nerd-genius self-concept), endorsing STEM stereotypes (e.g., STEM is for geniuses) was unrelated to STEM motivation. Girls, underrepresented students of color, and potential first-generation college students may especially be negatively affected by the stereotypes due to a greater likelihood that these stereotypes will be incongruent with their self-concepts. Thus, trait-based stereotypes about people in STEM may perpetuate current gaps in STEM.

     

Does bullying others at school lead to adult aggression? The roles of drinking and university participation during the transition to adulthood

This study uses a three‐wave longitudinal study of young Australians to identify developmental processes underlying the relationship between school bullying and physical aggression in early adulthood. The central question is whether and how drinking and participation in work or university study disrupt or entrench aggressive pathways from school bullying to adult aggression. Self‐report data were collected from 88 females and 63 males (N = 151) during childhood (age 10), adolescence (age 14), and early adulthood (age 20). Participants who bullied other students during childhood and adolescence, or during adolescence only, reported more physical aggression during early adulthood than those who never bullied. However, those who had bullied during adolescence only reported significantly higher adult aggression if they were also drinking at above‐average frequencies. Conversely, participation in university, compared to being in the workforce, was associated with significantly less adult aggression among the at‐risk groups. Findings suggest that particular contexts during early adulthood can offer youth on aggressive trajectories (as evidenced by bullying at school) unique opportunities to turn their behaviour around. Other contexts, however, may exacerbate aggressive behaviour patterns.     

On the relationship between reading, listening, and speaking: It’s different for people’s names

Two experiments are reported that tested predictions derived from the framework of face, object, and word recognition proposed by Valentine, Brennen, and Brédart (1996). The findings were as follows: (1) Production of a celebrity’s name in response to seeing the celebrity’s face primed a subsequent familiarity decision to the celebrity’s printed name. The degree of repetition priming observed was as great as that observed when a familiarity decision to the printed name was repeated in the prime and test phases of the experiment. (2) Making a familiarity decision to an auditory presentation of a celebrity’s name primed a familiarity decision to the same celebrity’s name presented visually. The magnitude of cross-modality priming was as great as the magnitude of within-modality repetition priming. This result for people’s names contrasted with the effects observed in lexical decision tasks, in which no reliable cross-modality priming was observed. The results cannot be accounted for by previous models of face and name processing. They show a marked contrast between processing people’s names and processing words. The results support the framework proposed by Valentine et al. (1996). The implications for models of speech production, perception, and reading are discussed, together with the potential of the methodology to elucidate our understanding of proper name processing.