Effects of emotion regulation strategies on anxiety during job interviews in Chinese college students

Background and objectives: Few studies related to the impact of different emotion regulation strategies on anxiety have used externally and ecologically valid emotion-eliciting stimuli or Eastern populations. The present study compares the effects of reappraisal, suppression, and acceptance on anxiety induced by a simulated job interview in a Chinese sample. Methods: Eighty-two subjects were randomly assigned to one of four instructions: reappraisal, suppression, acceptance, or no-regulation strategies during a simulated job interview. Anxiety was assessed with an observer-based behavior rating scale during the interview and the State Anxiety Inventory before, during, and after the interview. Results: A repeated-measures MANOVA indicated a significantly greater reduction in anxiety in the reappraisal and acceptance groups compared to the control group during the interview (reappraisal: d = 1.42; acceptance: d = 1.30; each p < .001), but not during the recovery stage. The suppression and control group did not differ in any stage. Suppression led to a higher (p_max < .04) anxiety than reappraisal/acceptance in the anticipation (d = 0.65/0.68), interview (d = 0.87/0.79), and recovery stages (d = 0.94/1.03). No significant differences were found between reappraisal and acceptance. Conclusions: In Chinese students reappraisal and acceptance seem to be more effective anxiety regulation strategies than suppression.     

Individual Pooling for Group-Based Modeling Under the Assumption of Ergodicity

Psychology principally utilizes nomothetic, interindividual approaches to model phenomena of interest. However, it is the case that these approaches do not always capture the processes for each individual in the sample. If the research is focused on individual processes, confining analysis to the idiographic level may be more appropriate. One way to overcome the nomothetic inability to capture idiographic processes is to identify those participants who meet the criteria of ergodicity and restrict analysis to the resulting sample. Under these conditions it is quantitatively justifiable to create a group model without concern that it may fail to represent each member's idiographic process. In this study we explore the utility of such a method by (a) applying an ergodic pooling test to a sample of dyads (N = 128) who provided daily (T = 50) self-reports of affect, (b) applying an ergodic pooling test to samples (N = 4) of simulated ergodic time series data (T = 50, 250, and 1,000), (c) modeling dyads and simulated subgroups identified as ergodic, and (d) comparing the results from a model specified at the group level with those from models specified at the individual level.     

Repeated Auditory Stimulation of the Startle Response in the Guinea Pig

Simulated and behavioral personal space measures and the Sensation Seeking Scale were administered to 20 males and 20 females. In the simulated measures Ss positioned male and female top profiles relative to a top profile representing themselves at each of nine equally spaced angles. For the behavioral measure Ss were approached by a male or female at each of the nine angles.

The female “swinger” had greater simulated personal space. Males who liked new and interesting experiences had greater side and diagonal simulated personal space, and females high on the same scale had a closer behavioral personal space toward males except at the sides. Males and females responded similarly to males and females approaching from various directions. However, there was no relation between front and side simulated personal space for males. Size of personal space relative to females tended to be highly correlated with size of personal space toward males. However, for male Ss there was little relation between front personal space toward males and females. For male Ss simulated personal space and behavioral personal space were highly correlated. For female Ss the two measures were almost completely unrelated.     

Emotions are not always contagious: Longitudinal spreading of self-pride and group pride in homogeneous and status-differentiated groups

The members of task groups are emotionally more similar to each other than to others outside the group; yet, little is known about the conditions under which this emotional similarity emerges. In two longitudinal studies, we tested the idea that emotions only spread when they contain information that is relevant to all group members. We compared the spreading of group pride (relevant) with self-pride (not relevant). The first study followed emotions in 68 task groups (N = 295) across 4 moments. Multilevel cross-lagged path analyses showed that group members mutually influenced each other's group pride, but not self-pride. The second study followed emotions in 27 task groups (N = 195) across 3 moments in time. Longitudinal social network analyses showed that group members adjusted their group pride, but not their self-pride, to members they perceived to be more influential. Findings from both studies are consistent with a social referencing account of emotion spreading.     

What is the Social Impact of ADHD in Girls? A Multi-Method Assessment

This study explores the social impact of ADHD, with and without opposition-defiant behaviour (ADHD+ODD (n= 22) and ADHD-only (n= 18)), in 9- to 12- year old girls compared to girls without ADHD (n= 40). Girls played a computer game involving simulated players, and mothers and teachers completed rating scales. In general, mothers and teachers saw girls with ADHD+ODD as more overtly and relationally aggressive and less prosocial than girls with ADHD-only, who were seen as more overtly and relationally aggressive and less prosocial than control girls. On the computer game, girls with ADHD+ODD were more overtly aggressive, more directly relationally aggressive, and showed less skilled behaviour than the other groups. Girls with ADHD-only showed less covert, indirect relational aggression and more socially awkward interactions than girls in the control group on the computer game. In all, the results indicate that girls with ADHD, with and without ODD behaviour, engage in socially detrimental behaviours.     

The development of ethnic identity and ethnic role taking skills in children from different school settings

The current studies were designed to investigate the influence of variations in type of school setting on the development of role-taking skills and ethnic identity. We were interested in groups of school children in grades 1 to 5 inclusive from three different types of language programs: (1) instruction in the native language (English in this case); (2) total instruction in a second language (French); and (3) partial instruction in a second language (French). All children were native-English speaking, and came from perdominantly middle class families with monolingual English-speaking parents. The children from each program were equated at each grade level on age, and verbal and non-verbal I.Q. It was expected that (1) children in the second language programs would develop identity with their native language reference group later and less consistently than children in the native language programs; because (2) the second language children would identify more with the second language ethnic group; (3) the second language children would be able to understand at an earlier grade level than the native language group the principle of reciprocity in role-taking; and (4) these difference would be more pronounced for the totally than for the partially immersed second language children. The children were required to rate a number of ethnic dolls on a 20 point rating scale according to (1) how much each would be desired as a personal friend, (2) how much each would be desired as a friend for a member of another specific ethnic group, and (3) how similar each doll was to the child. The results indicated general support for hypotheses (1), (2) and (4), particularly among the primary school samples (1, 2), but a lack of support for hypothesis (3). These results demonstrate the influence of socio-cultural factors on the development of ethnic identity and ethnic role-taking skills.     

Emotion regulation in violent conflict: Reappraisal,hope, and support for humanitarian aid to the opponent in wartime

An Internet survey revealed that day-of-the-week (DOW) stereotypes (i.e., “Monday blues”, “Wednesday hump day”, “TGIF”, etc.) were pronounced when subjects predicted their moods for each day of the upcoming week, less obvious when they remembered their moods from each day of the preceding week, and least apparent in the momentary moods they actually experienced on each day. In a second study involving 2-hour, in-home interviews, subjects reporting looking forward to weekends because of the lack of structure and discipline and the freedom to choose activities, yet much of their weekend time was spent fulfilling a need to be productive, which often involved activities that, in many ways, simulated paid work. The content of these interviews suggested that people tend to overvalue future discretionary time on the weekend, assuming that two days of uninterrupted idle time will be more enjoyable than it actually is. In a more general sense, these results suggest that the predicted and remembered moods in the initial survey were driven by DOW stereotypes, which facilitated rapid judgements given the simple scaled response format. However, the depth interviews revealed that moods experienced throughout the week are more nuanced in terms of how they are remembered, described, and linked to recently passed, current, and immediately anticipated events, perhaps explaining why DOW stereotypes were less obvious in the reported momentary moods.     

A sequential analysis of the mother-adolescent interactions of ADHD,ADHD/ODD,and normal teenagers during neutral and conflict discussions

The sequential interactions of three groups of teenagers conversing with their mothers during both neutral and conflict discussion situations were evaluated. Groups consisted of (1) attention deficit hyperactivity disorder (ADHD) alone (n =21), (2) ADHD with comorbid oppositional defiant disorder (ADHD/ODD; n =40), and (3) a community control group of adolescents (n =49). All groups had been followed concurrently for the past 8 to 10 years before being reevaluated in this study. Results indicated that (1) teens and parents in all groups interacted in a tightly linked manner, with the behavior of each member being significantly related only to the immediate antecedent behavior of the other; (2) mothers in all groups were more likely than teens to initiate positive behaviors; (3) teen interactions could be characterized as tit-for-tat while mothers could be typified as be-nice-and-forgive; (4) mother-teen dyads in the ADHD/ODD group displayed significantly higher rates of conflict behaviors than dyads in the other two groups, who did not differ significantly from each other on most measures; and (5) mothers in the ADHD/ODD group responded in a manner similar to their teens (greater negativity) and less like that of mothers in the other groups. The majority of conflict between ADHD children and their parents seemed due to comorbid ODD and such ODD is a family, not just a teen, characteristic.     

Self-implication and heart rate variability during simulated exposure to flight-related stimuli

In the present study, the relationship between self-implication during simulated exposure to feared stimuli and Heart Rate Variability (HRV) was explored within the framework of the dynamical systems model of emotion regulation proposed by Thayer and Lane (Thayer, J.F., and Lane, R.D. (2000). A model of neurovisceral integration in emotion regulation and dysregulation. Journal of Affective Disorders, 61, 201–216.). An analogue sample of flight phobics (n=15) and a matched non-phobic control group (n=15) were presented with flight-related pictures, flight-related sounds or flight-related pictures and sounds. Significant differences on self-implication during exposure to flight-related sounds were found between low and high HRV fearful flyers, the former being more self-implied. However, the expected HRV decreases in the phobic participants exposed to feared stimuli were not found. These results emphasize the need to distinguish between high and low HRV fearful flyers in order to make a better use of the simulated exposure treatments.     

TEACHING CONVERSATION-RELATED SKILLS TO PREDELINQUENT GIRLS1

The use of conversation-related skills by youthful offenders can influence social interactions with adults. These behaviors are also likely to be useful to adolescents after their release from a treatment program (Journal of Applied Behavior Analysis, 1972, 5 , 343–372). Four girls, aged 13 to 15 yr, residing at Achievement Place for Girls in Lawrence, Kansas, received training on conversation-related behaviors. A multiple-baseline design across youths and across behaviors was used. Youth answer-volunteering in response to questions and three youth nonverbal components (“hand on face”, “hand at rest”, and “facial orientation”) were measured during daily 10-min sessions with a simulated guest in the group home's living room. Answer-volunteering was scored each session as the per cent of 13 “secondary” questions that the simulated guest did not have to ask following 10 “primary” questions. The three nonverbal components were scored according to their occurrence during 10-sec intervals and the resultant scores were averaged per session for an overall appropriate nonverbal score. The girls individually earned points within the home's token economy for participating in each session and additional points were awarded after training if preselected behavioral criteria were achieved for each of the two behavior categories per girl. Some of the training sessions were led by a “teaching-parent” (specially trained houseparent) while others were led by individual girls. Point consequences were administered by both the teaching-parent and by the “peer-trainers”. The average observed rate of answer-volunteering by the girls during pretraining sessions was 30% for S₁, 30% for S₂, 23% for S₃, and 68% for S₄. The average rate of answer-volunteering during posttraining sessions was: S₁ = 92%, S₂ = 89%, S₃ = 90%, and S₄ = 98%. The average nonverbal score during pretraining sessions was 82% for S₁, 53% for S₂, 60% for S₃, and 82% for S₄. The average nonverbal score during posttraining sessions was: S₁ = 98%, S₂ = 98%, S₃ = 98%, and S₄ = 100%. Videotapes of the sessions were shown in a random sequence to four adults (probation officer, social worker, etc who represented “significant others” for the youths' future success in the community. The adults judged posttraining tapes on the average as more appropriate 100% of the time for S₁, 100% of the time for S₂, 90% of the time for S₃, and 70% of the time for S₄. The study demonstrated that training of conversation-related skills is feasible with predelinquent girls, that the girls can help train each other, and that social validation of the training results is possible.     

On more powerful tests of judge agreement with a known standard

To establish the existence of his abilities, a judge is given the task of classifying each ofN=rs subjects into one ofr known categories, each containings of the subjects. An incomplete design is proposed whereby the judge is presented withb groups, each one containingn=rs/b<r subjects. Then different categories corresponding to members of the group are known. Using the total number of correct classifications, this method of grouping is compared to that in which the group size is equal to the number of categories. The incomplete grouping is shown to yield a more powerful test for discriminating between the null hypothesis that the judge is guessing the classifications and the alternative hypothesis that he has some definite abilities. The incomplete design is found to be most effective (powerful) when the number of subjects in a group is limited to two or three.The author is grateful for the suggestions of the referees and the editor, which greatly improved the paper.     

An Experimental Study of Black-White Negotiations1

One hundred and forty variables tapping aspects of the subjective culture (characteristic way or perceiving the social environment) of 300 white male students were subjected to two-mode factor analysis. Five subject types emerged from the similarities in the responses of the students to these variables. In the next phase of the study, 88 representatives of these subject types participated in experimental negotiations. Before the negotiations, caucus groups, consisting of six students homogeneous in their pretest scores, decided what positions should be upheld during the negotiations. Following the caucuses, three two-member teams were formed, from each caucus group. The teams negotiated with two-member black teams of confederates of the experimenters. Negotiations focused on three issues, each of which was represented by 10 Thurstone successive-interval method scaled positions. Negotiation outcomes were predicted from the subjective culture measures (r= .42; p < .005). The negotiation outcomes tended to be more predictable from the reference group (caucuses) preferred positions (r= .65) than from individual preferences (r= .36). Negotiators tended to overconform to caucus positions. Behavioral differential scale ratings of black negotiators predicted the outcomes better than semantic differential ratings of these stimuli. The more specific the attitude measured the more predictive it was of negotiation outcomes. Discussion focused on implications for understanding the relationship between attitudes and behavior and the process of black/white negotiations.     

Malingering,Perceptions of Illness,and Compensation Seeking in Whiplash Injury: A Comparison of Illness Beliefs Between Individuals in Simulated Compensation Scenarios and Litigation Claimants1

This paper compares beliefs about whiplash injury between individuals in simulated compensation/no compensation scenarios and actual litigant claimants. Comparisons between simulators and the clinical sample revealed that chronic patients reported significantly more symptoms than all simulator groups. The beliefs of the real compensation claimants in the acute phase of the condition were similar to those in the ‘injury only’ simulator group. The analyses identified a trend towards beliefs in the expected timeline of the illness becoming more negative with time, whilst feelings of control over the symptoms improve. The paper discusses indicators of malingering behavior and the possible involvement of litigation and treatment processes in the transition to a chronic state of ill health.     

Wisdom of the social versus non-social crowd in face identification

Face identification is more accurate when people collaborate in social dyads than when they work alone (Dowsett & Burton, 2015, Br. J. Psychol., 106, 433). Identification accuracy is also increased when the responses of two people are averaged for each item to create a ‘non-social’ dyad (White, Burton, Kemp, & Jenkins, 2013, Appl. Cogn. Psychol., 27, 769; White et al., 2015, Proc. R. Soc. B Biol. Sci., 282, 20151292). Does social collaboration add to the benefits of response averaging for face identification? We compared individuals, social dyads, and non-social dyads on an unfamiliar face identity-matching test. We also simulated non-social collaborations for larger groups of people. Individuals and social dyads judged whether face image pairs depicted the same- or different identities, responding on a 5-point certainty scale. Non-social dyads were constructed by averaging the responses of paired individuals. Both social and non-social dyads were more accurate than individuals. There was no advantage for social over non-social dyads. For larger non-social groups, performance peaked at near perfection with a crowd size of eight participants. We tested three computational models of social collaboration and found that social dyad performance was predicted by the decision of the more accurate partner. We conclude that social interaction does not bolster accuracy for unfamiliar face identity matching in dyads beyond what can be achieved by averaging judgements.     

Music's Effect on Exercise Participants by Exercise Session

We identified exercise participants’ music preferences in three exercise sessions and clarified how preferred or randomly assigned music affects perceived psychological helpfulness of exercise. There were 292 fitness center members in Korea who were selected as participants. Participants’ preferred music was assessed using frequency analysis and participants were grouped by preferences. Similar percentages were observed for sedative (45.2%) and stimulative (54.8%) music during warm-up, whereas participants preferred stimulative (91.4%) and sedative (75.7%) music during workout and cooldown, respectively. During the warm-up session, sedative music was found to be more psychologically helpful for the sedative music preferred group (t = 4.86, p <.001), whereas stimulative music was found to be significantly more psychologically helpful than sedative music for the stimulative music–preferred group (t = –6.47, p <.001). During the workout sessions, the sedative music was found to be more helpful for the sedative music–preferred group, albeit with no statistical difference from stimulative music, whereas the stimulative music had similar effects to the warm-up session (t = ?18.37, p <.001). Finally, during the cool-down sessions, sedative music was found to be more psychologically helpful for the sedative music­–preferred group (t = 7.97, p <.001), whereas stimulative music was found to be more psychologically helpful to the stimulative music–preferred group (t = ?2.10, p <.05). The results of this study provide basic information for music usage in health management centers and other interested organizations to improve physical activity.     

Infant exposure to domestic violence predicts heightened sensitivity to adult verbal conflict

The current study examined whether one‐year‐old infants whose mothers had been victims of domestic violence during the infant's lifetime (exposed; n = 30), compared to those who had not (not exposed; n = 59), would be more likely to experience distress in response to a simulated verbal conflict and whether amount of distress expressed would be influenced by infant temperament. Infants were videotaped during and for five minutes after an experimenter pretended to have a telephone argument. Exposure to domestic violence was related to infant distress following the episode of simulated adult verbal conflict. Temperamental activity, adaptability, and negative mood predicted greater distress only among non‐exposed infants. Findings suggest that while only temperamentally more reactive infants would typically display distress in response to verbal conflict, infants exposed to domestic violence may be likely to display distress in response to verbal conflict regardless of temperament.     

A Comparison of the SVIB Basic Interest Scales with the Regular Occupational Scales

The purpose of this study was to determine whether the recently developed Basic Scales for the SVIB would provide more generalizable and psychologically meaningful information than the regular SVIB Occupational Scales. Four groups of students were used, two entering contrasting four-year curricula (Science, N-282, vs Non-Science, N = 142) and two entering contrasting two-year curricula (Art, N = 45 vs Technical, N = 62). Basic and regular SVIB scale means were calculated for each group. Those scales with large (approximately one-half a standard deviation or more) and statistically significant differences were identified for both the four-year and the two-year group comparisons.     

Cognitive specificity and affective confounding in social anxiety and dysphoria in children

Cognitive features of social anxiety and dysphoria were examined with a design that allowed for evaluation of each state alone and in combination. From a community sample of 211 8 to 12 year olds, four groups of children were defined based on previous researcher's criteria: mixed (high socially anxious-dysphoric;n= 14), socially anxious (high socially anxiousnondysphoric;n= 14), dysphoric (non-socially anxious-dysphoric;n= 13), and control (non-socially anxious-nondysphoric;n= 14). The negative cognitive triad and negative cognitions pertaining to the self were associated with both dysphoria and social anxiety. Both dysphoric and socially anxious groups reported significantly more cognitive distortions than the control group, yet cognitive distortions of overgeneralizing and personalizing were specific to social anxiety and not dysphoria. Both dysphoric and socially anxious groups reported significantly more depressive cognitions than the control group, and evidence of cognitive content-specificity emerged only for anxiety, although there was some evidence for depressive content-specificity in the mother's ratings. The mixed group was the most dysfunctional on all of the cognitive measures. This study provided some evidence of cognitive-specificity as well as the confounding between the affective states of dysphoria and social anxiety. Methodological, theoretical, and treatment implications are highlighted.     

Consistency of Response to Personality Inventory Items as a Function of Length of Interval Between Test and Retest

Summary

Four member discussion groups (N = 80 male and female college students) were set up in which two members favored each side of the issue. In half the groups, the involvement of the members in the issue under discussion was relatively high; in the other half it was relatively low. While the potential for intragroup tension was greater in the high involvement group, this threat was successfully dealt with by a significantly larger number of tension reducing statements and statements deflecting hostility towards objects outside the group. These defensive maneuvers were particularly marked for one of the two discussion topics which appeared to be intrinsically more involving.