#SocialMediaWellness: Exploring a research agenda and conceptualization for healthy social media consumption

The crossroads of scholar and marketer concerns related to healthy social media usage is where this study extends the burgeoning literature on consumer well-being in the digital area by exploring the topic of social media wellness, made more salient during the pandemic era. Consumers spend increasing amounts of time on social media despite experiencing numerous negative repercussions. Various disciplines have contributed to the examination of this topic; however, scant research has been conducted within the consumer research or marketing disciplines. Therefore, this paper aims to shed light on the need for social media wellness by (1) highlighting issues related to social media consumption, (2) introducing a conceptual definition of social media wellness, (3) exploring consumers' perceptions and experiences of social media usage through topic analysis, and (4) providing a research agenda for scholars to pursue. Following an exploratory observation of common topics surrounding social media wellness, specific hashtags and their corresponding posts were gathered from Twitter and then examined using the topic modeling method Latent Dirichlet Allocation (LDA). Implications and future research are discussed accordingly.     

Integrating analogical mapping and general problem solving: the path-mapping theory

This article describes the path-mapping theory of how humans integrate analogical mapping and general problem solving. The theory posits that humans represent analogs with declarative roles, map analogs by lower-level retrieval of analogous role paths, and coordinate mappings with higher-level organizational knowledge. Implemented in the ACT-R cognitive architecture, the path-mapping theory enables models of analogical mapping behavior to incorporate and interface with other problem-solving knowledge. Path-mapping models thus can include task-specific skills such as encoding analogs or generating responses, and can make behavioral predictions at the level of real-world metrics such as latency or correctness. We show that the path-mapping theory can successfully account for the major phenomena addressed by previous theories of analogy. We also describe a path-mapping model that can account for subjects' incremental eye-movement and typing behavior in a story-mapping task. We discuss extensions and implications of this work to other areas of analogy and problem-solving research.     

Reliability and Validity of Three Measures of Multicultural Competency

The purpose of this study was to examine the reliability and validity of 3 measures of multicultural competency, the Multicultural Counseling Awareness Scale: Form B (MCAS), the Multicultural Awareness‐Knowledge‐and‐Skills Survey (MAKSS), and the Survey of Graduate Students' Experiences with Diversity (GSEDS). Data were collected from 120 master's‐level students from counseling programs accredited by the Council for Accreditation of Counseling and Related Educational Programs or the equivalent. The findings generally support the psychometric soundness of these surveys, with some important exceptions. Guidelines for their use and directions for additional research are provided.     

Evaluation of a participatory,competency‐based model of staff training in a community habilitative setting

This study evaluated a participatory model of staff training within a community habilitative setting for adults with developmental disabilities. The objectives were to formulate an approach to training that was not time intensive, included multiple instructional methods, and incorporated all levels of staff involvement. Senior administrative, middle‐level supervisory, and direct‐care personnel comprised a committee that designed and implemented a training program that targeted performance and verbal report competencies required by ‘on‐line’ staff. Training consisted of corrective feedback, modeling, rehearsal, and practice procedures that were carried out with three individuals in a multiple baseline design across sets of target competencies. The training program was effective in establishing staff competencies although individual learning effects were revealed. The implications of these findings for the design of staff training programs within human service agencies are discussed. Copyright © 2001 John Wiley & Sons, Ltd.     

Help from faculty: Findings from the acadia institute graduate education study

Doctoral students receive many kinds of assistance from faculty members, but much of this support falls short of mentoring. This paper takes the perspective that it is more important to find out what kinds of help students receive from faculty than to assume that students are taken care of by mentors, as distinct from advisors or role models. The findings here are based on both survey and interview data collected through the Acadia Institute's project on Professional Values and Ethical Issues in the Graduate Education of Scientists and Engineers. The paper describes various kinds of assistance that students receive (or do not receive) from faculty members in their roles as teacher/coach, sponsor, and counselor, It concludes with a section on advisors assigned to doctoral students, notably the extent of their contact with and influence on students.     

Effects of frustration justification on hostile aggression

The present study tested Berkowitz' [1989: Psychological Bulletin 106:59-73] reformulation of the frustration-aggression hypothesis which states that any negative or aversive stimulus such as frustration, even if justified, will result in some measurable tendency to aggress, Participants' attainment of an expected gratification was either blocked in an unjustified manner, blocked in a justified manner, or not blocked at all. Degree of hostile aggression directed at the frustrating individual was measured. As predicted, justified frustration produced less hostile aggression than unjustified frustration, but even justified frustration produced more hostile aggression than no frustration at all. Results support Berkowitz' frustration-aggression reformulation. © 1995 Wiley-Liss, Inc.     

Cued repetition of self-directed behaviors in macaques (Macaca nemestrina)

Two macaques (Macaca nemestrina) were trained to perform 3 self-directed behaviors on signal and to repeat behaviors after a 'repeat' signal. The cognitive processes underlying the monkeys' repeat performance were evaluated via multiple repetitions of the repeat signal, extended delay periods between target behavior and repeat signal, and by transferring the repeat signal to novel behaviors. The monkeys seemed to use representations of their own past behaviors as a basis for repetition performance, but they mostly failed to correctly repeat target behaviors after extended delays and during transfer tasks. Implications for episodic memory abilities are discussed.     

Reginald L. Jones (1931-2005)

Reginald Lanier Jones (1931-2005), known as "Reg" or "Reggie" to many, was a tireless worker for social justice and equity within psychology and education. His career focused on children with special needs, the gifted, and especially the psychological experiences of the African American community. Many generations of Black psychologists owe their career success to his unswerving dedication, his insights as an elder, his acumen as a publisher, and his genuineness as a mentor and friend.     

The effect of video game violence on physiological desensitization to real-life violence

Past research shows that violent video game exposure increases aggressive thoughts, angry feelings, physiological arousal, aggressive behaviors, and decreases helpful behaviors. However, no research has experimentally examined violent video game effects on physiological desensitization, defined as showing less physiological arousal to violence in the real world after exposure to video game violence in the virtual world. This experiment attempts to fill this gap. Participants reported their media habits and then played one of eight violent or nonviolent video games for 20 min. Next, participants watched a 10-min videotape containing scenes of real-life violence while heart rate (HR) and galvanic skin response (GSR) were monitored. Participants who previously played a violent video game had lower HR and GSR while viewing filmed real violence, demonstrating a physiological desensitization to violence. Results are interpreted using an expanded version of the General Aggression Model. Links between desensitization, antisocial, and prosocial behavior are discussed.