Terror Management and Trait Empathy: Evidence that Mortality Salience Promotes Reactions of Forgiveness among People with High (vs. low) Trait Empathy

Terror management research has typically found that people respond harshly toward offending others when reminded of their mortality. In the current research we examined whether mortality salience would increase attitudes of forgiveness toward such individuals, especially among those with high trait empathy. Consistent with prior research, Study 1 showed that mortality salience increased forgiveness of a violent hockey player, but only if this person was a member of the ingroup. Study 2 showed that mortality (vs. dental pain) salience led persons high in trait empathy to forgive the same violent hockey player regardless of his group membership. Implications for increasing forgiveness and prosocial behavior in intergroup contexts are briefly discussed.

Do people fake on personality inventories? A verbal protocol analysis

Research has focused heavily on whether individuals can fake on personality inventories. Research is less clear on whether individuals actually do fake on personality inventories. Verbal protocol analysis was used to trace the motivational processes for 12 participants as they completed a personality inventory in an applicant context. Exploratory analyses suggested that individuals do fake on personality inventories; that individuals can be classed into one of three faking classes (honest responders, slight fakers, and extreme fakers); and that honest fakers take less time to complete and make less corrections to their personality inventories than faking responders. Study implications, limitations, and future research will be discussed.

Memory for words location in writing

In two experiments, we investigated memory for words location after writing a text. Experiment 1 demonstrated the existence of a memory for words location in writing by showing that participants who first composed a text and were then asked to locate words extracted from their text performed above a chance level established using a computer simulation, and better than participants who did not compose a text but were told the subject of the text. Experiment 2 showed that memory for words location in writing is mainly supported by a visuospatial representation of the text, as indicated by the lower recall of words location by participants who performed a visuospatial concurrent task at the time of the composition, compared with participants who performed a verbal concurrent task. The findings highlight the role of a spatial representation of the physical layout of the text and the role of such a memory in the writing process.

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Autonomy and Nondefensiveness

Three experimental studies tested whether a priming procedure intended to activate an autonomy orientation would lead to nondefensiveness and enhanced performance, whether activated control orientation would lead to higher defense and impaired performance, and whether activated impersonal orientation would lead to the greatest defense and worst performance. Study 1 showed that autonomy-primed participants report lower desire for escape compared to control-primed, and that impersonally-primed showed most desire to escape. In Study 2, autonomy-primed participants showed the least self-serving bias, control-primed were in the middle, and impersonally-primed participants showed the most. In Study 3, rowers autonomy-primed showed the least self-handicapping and best performance, control-primed showed moderate levels, and impersonally-primed showed the most self-handicapping and worst performance. Results are discussed in terms of motivation orientation, defensiveness, and performance.

The Effects of Helper Intention on Gratitude and Indebtedness

Gratitude and indebtedness have often been equated in psychology. Emerging research, however, suggests that these emotions are experienced differently and occur in response to different situations (Gray, Emmons, & Morrison, 2001). The current set of experiments investigated the effects of helper intention on grateful and indebted reactions to a favor. Study 1 utilized scenario methodology to present participants with a favor that was given with benevolent or ulterior motives. Participants felt significantly more grateful when the helper had benevolent intentions. Reactions of indebtedness did not vary as a function of helper intention. In Study 2, participants recalled favors that had been done for them for either unselfish or selfish reasons. Participants reported significantly more gratitude for the favor when they were instructed to recall an unselfish favor. Levels of indebtedness were not affected by helper intention. Study 3 provided participants with an ambiguous favor scenario to better assess individuals' natural reactions to receiving help, and replicated the results of Study 1. Together, these three experiments provide support for differences between grateful and indebted emotions.

Dysphoria and Mobilization of Mental Effort: Effects on Cardiovascular Reactivity

Two studies examined the influence of dysphoria on motivational intensity in a student sample. Participants worked on a memory task (Study 1) or a mental concentration task (Study 2) without fixed performance standard (“do your best”). Based on their scores on the Center for Epidemiologic Studies – Depression Scale (L. S. Radloff, 1977), dysphoric and nondysphoric students were compared with regard to their effort-related cardiovascular reactivity during task performance. As predicted on the basis of the mood-behavior-model (G. H. E. Gendolla, 2000) and motivational intensity theory (J. W. Brehm & E. A. Self, 1989), dysphoric participants showed stronger cardiovascular reactivity while working on the cognitive tasks than nondysphoric participants. In Study 1, nondysphoric participants performed better on the memory task than dysphoric participants. Theoretical implications are discussed.

Motivation for reward as a function of required effort: Dissociating the ‘liking’ from the ‘wanting’ system in humans

Recent studies investigating the neurobiology of reward motivation in animals have begun to deconstruct reward into separable neural systems involving the ‘liking’ of a reward (hedonic enjoyment of consumption) versus the ‘wanting’ of a reward (incentive salience to obtain reward). To date, however, it is unclear whether these systems are also separable in humans. We examined this question by manipulating the effort (clicking on a moving square) required for participants to obtain a reward (humorous versus non-humorous cartoon). Overall, as the required effort to view a humorous cartoon increased, participants were less likely to choose this reward. Moreover, individual differences in cartoon preference predicted cartoon choice at low levels of required effort, but not at high levels of required effort. These findings suggest that manipulating effort may be a valid method for dissociating the ‘liking’ from ‘wanting’ components of reward motivation in humans.

Towards a New Epistemology of Mathematics

In this introduction we discuss the motivation behind the workshop “Towards a New Epistemology of Mathematics” of which this special issue constitutes the proceedings. We elaborate on historical and empirical aspects of the desired new epistemology, connect it to the public image of mathematics, and give a summary and an introduction to the contributions to this issue.

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Are There Stable Factors in Preadolescent Girls’ Externalizing Behaviors?

Relatively little is known about the factor structure of disruptive behavior among preadolescent girls. The present study reports on exploratory and confirmatory factor analyses of disruptive girl behavior over four successive data waves as rated by parents and teachers in a large, representative community sample of girls (N = 2,451). Five factors were identified from parent ratings (oppositional behavior/conduct problems, inattention, hyperactivity/impulsivity, relational aggression, and callous-unemotional behaviors), and four factors were identified derived from teacher ratings (oppositional behavior/conduct problems/callous-unemotional behaviors, inattention, hyperactivityimpulsivity, and relational aggression). There was a high degree of consistency of items loading on equivalent factors across parent and teacher ratings. Year-to-year stability of factors between ages five and 12 was high for parent ratings (ICC = 0.70 to 0.88), and slightly lower for teacher ratings (ICC = 0.56 to 0.83). These findings are discussed in terms of possible adjustment to the criteria for children's disruptive behavior disorders found in the Diagnostic and Statistical Manual for Mental Disorders.

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Early Modern Intentionalism: Replies to LoLordo’s Comments

I clarify Locke’s intentionalism and explain what we might gain by paying more attention to the role of linguistic intentions in the work of the British empiricists.

Attentional training of the appetitive motivation system: Effects on sensation seeking preferences and reward-based behavior

Motivation is seen to guide selective attention in favor of motivation-consistent stimuli. However, such links may be bi-directional in nature, such that selective attention processes may also bias and determine one’s motivational state. In the present study, we examined the latter direction of influence by randomly assigning participants to one of two conditions designed to train selective attention either toward or away from rewarding word stimuli. The effects of this manipulation were examined in terms of approach-related intentions, emotional state, and reward-reactive behavior. It was found that the selective attention manipulation influenced preferences and behavior, but not conscious emotional state. Findings are discussed in relation to implications for motivation, cognition, and emotion.

Die Geschichte der „Stellungnahme zur psychoanalytischen Therapie“

Ohne Zusammenfassung

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Increasing well-being through teaching goal-setting and planning skills: results of a brief intervention

Many factors are known to be associated with psychological well-being. However, it is much less clear whether those factors actually cause well-being and, hence, whether there is any practical value in trying to manipulate those factors to increase well-being. The proposed study addresses both the theoretical and practical issues by testing the effectiveness of an empirically-derived, brief psychological intervention to increase well-being in a non-clinical, unselected sample. The intervention focused on developing goal setting and planning (GAP) skills, which are known to be linked to well-being, potentially have widespread effects, and are amenable to intervention. Within a quasi-experimental design, participants received three, 1-h, group sessions (Study 1) or completed the programme individually in their own time (Study 2). Those taking part in the intervention, both individually and in a group, showed significant increases in subjective well-being, compared to their respective control groups not receiving the intervention. The results provide preliminary support for the view that (a) goal setting and planning skills have a causal link to subjective well-being and (b) that such skills can be learned to enhance well-being.

Carl Friedrich von Weizsäcker

Ohne Zusammenfassung

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Sentences with Strong Psychological Impact in Psychotherapy: Research in Progress

After a brief exposition of Elementary Pragmatic Model about changes in dyadic interactions, the validity and clinical usefulness of the model was evaluated with a newly created test, called SISCI-Sentences. This test is composed of 90 Sentences with strong psychological impact. Administration of this test to non-clinical and clinical participants produced statistically significant differences between the choices of participants in the two groups. Implications of these results for the use of these Sentences in the course of psychotherapy are discussed.

Bootstrapping and knowledge of reliability

This is a critical discussion of a paper on the problem of bootstrapping by Jose Zalabardo.

Visualizations in Mathematics

In this paper we discuss visualizations in mathematics from a historical and didactical perspective. We consider historical debates from the 17th and 19th centuries regarding the role of intuition and visualizations in mathematics. We also consider the problem of what a visualization in mathematical learning can achieve. In an empirical study we investigate what mathematical conclusions university students made on the basis of a visualization. We emphasize that a visualization in mathematics should always be considered in its proper context.

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The Effects of Multisensory Imagery in Conjunction with Physical Movement Rehearsal on Golf Putting Performance

A multiple-baseline design was used to evaluate the effects of a pre-shot putting routine on the putting performance of four NCAA Division I golfers. The routine involved a combination of multisensory imagery and simulated putting movements. Results suggested that the intervention was effective for some participants. Discussion focuses on directions for future research and the use of single-subject design procedures in sport psychology and related disciplines.

In the mood to face the facts: When a positive mood promotes systematic processing of self-threatening information

Two experiments tested the hypothesis that a positive mood can increase attendance to, and systematic processing of, threatening health information, particularly when the information is self-relevant. In Study 1, a positive mood increased differentiation between strong and weak arguments in a threatening health message about RSI only for participants who had received false feedback regarding their high vulnerability to RSI. Mood had no effects under conditions of low vulnerability. In Study 2, a positive mood speeded up responses to self-threatening words—compared with neutral words—for smokers who had just read a threatening health message about smoking. The authors conclude that fostering a positive mood may promote attendance to and systematic processing of information that threatens the self, and hence contribute to the success of health campaigns targeted at individuals who are vulnerable to specific health risks.

Goal Motives, Well-Being, and Physical Health: Happiness and Self-Realization as Psychological Resources Under Challenge

An integrative model of goal motives, well-being, and physical health was tested within three studies. Study 1 demonstrated that pursuing autonomous goals was positively associated with both happiness and self-realization, whereas pursuing controlled goals was negatively associated with self-realization, but unrelated to happiness. Study 1 further revealed that self-realization was negatively associated with physical symptoms, whereas happiness was unrelated to the symptoms. Study 2 replicated the findings of Study 1 while showing that academic stress mediated the relationship between self-realization and physical symptoms. Finally, Study 3 replicated the findings of Studies 1 and 2 and additionally demonstrated that academic coping mediated the relationship between self-realization and academic stress. These findings are discussed in terms of their theoretical implications and directions for future research are proposed.