Optimism and Self-Mastery Predict More Rapid Disengagement from Unsolvable Tasks in the Presence of Alternatives

Do favorable beliefs about the self, the future, and one's degree of control over events compromise one's ability to recognize what one cannot accomplish? Previous studies indicating that people with favorable self-beliefs spend more time on unsolvable tasks typically examined persistence with respect to a single unsolvable task or set of tasks. To test whether such seemingly maladaptive persistence would occur in the presence of alternative tasks, we varied whether an initial set of seven unsolvable anagrams was followed by 14 solvable anagrams and examined problem-solving efforts among college students (N = 96) given a 20-min time limit. In the absence of alternatives, most participants worked on the unsolvable trials until the end of the time limit; however, in the presence of alternatives, participants high in optimism or self-mastery beliefs who were not allowed to return to previous trials disengaged from the unsolvable anagrams nearly 4 min sooner than participants low in such beliefs. Additionally, optimists tended to outperform participants low in optimism on the subsequent solvable trials when these trials were said to test an aspect of verbal intelligence different from the initial set. These results suggest that people high in optimism and self-mastery are able to disengage from unsolvable tasks in order to allocate effort to solvable tasks. Implications for the study of nonproductive persistence, the adaptiveness of positive beliefs, and the modification of coping efforts are discussed.

     

The EMBU project--a multinational study of the importance of parental child rearing behavior for the development of psychopathologic phenomena

The influence of childhood experience on psychological development is discussed from various scientific viewpoints. Against this background, the origin of the cross-cultural, multinational EMBU Project on the relationship between upbringing in the family and psychopathology is described. It becomes obvious that a systematic, cross-cultural, and theory-orientated approach can bring significant material for the development of psychiatric theory.     

Partition and revision: The semantics of counterfactuals

Conclusion The last section made it clear that an analysis which at first seems to fail is viable after all. It is viable if we let it depend on a partition function to be provided by the context of conversation. This analysis leaves certain traits of the partition function open. I have tried to show that this should be so. Specifying these traits as Pollock does leads to wrong predictions. And leaving them open endows counterfactuals with just the right amount of variability and vagueness.     

The roles of expectancy and aftereffects in alternation

In each of three experiments rats were pretreated in straight alleys to discriminate the brightness of an alley as signal for the magnitude of reward. Then the rats were tested in E-shaped mazes in which reward varied across trials and in which the brightness of the stem signaled the magnitude of reward. In all three experiments the rats alternated more on trials following a small reward on the previous trial, and in the third experiment the rats alternated more on those trials where a small reward was signaled. Rats choice responses on Trial n were also affected by the stimulus/reward and choice on Trial n − 2 and by the relationship between stimuli/rewards on Trials n − 2 and n. These results were interpreted as a tendency by the rat to change a less satisfactory situation by varying its response, and to retain a more satisfactory situation by perseverating in its choice response.     

The efficacy of relaxation training with children

This paper reviews studies that have examined the efficacy of relaxation training techniques in the treatment of childhood disorders. Methodological problems encountered in doing research in this area resemble those found in working with an adult population: imprecise definitions of subject populations and use of a variety of dependent variables from one study to another. Findings suggest that relaxation training is at least as effective as other treatment approaches for a variety of learning, behavioral, and physiological disorders when it is continued over an extended period of time and is augmented by other supportive measures. Needs for future research include better follow-up studies and further investigations with a behaviorally disruptive population.The author would like to express his appreciation to Tricia O'Malley, Shirley Vickery, and Jim Evans for their useful suggestions in an earlier version of this paper, and particularly to Kathy Paget and two anonymous reviewers for their valuable editorial assistance and comments in preparing the final draft.     

Sleep Problems and Separation Anxiety in Preschool-Aged Children: A Path Analysis

Sleep problems occur frequently in young children, possibly causing detrimental effects on their development. Parental marital difficulties are known to put a burden on children’s sleep and adjustment. However, research concerning the relation between the parental relationship quality and children’s sleep difficulties is rare for preschool-aged children. This study aims to fill in the gap. Initially, caregivers of 94 preschoolers (41 girls and 53 boys, aged 2–6 years) filled in questionnaires providing information on their children’s sleep and anxiety as well as on their own sleep and relationship quality. A path model approach was used to examine two competing theoretical models linking these factors. The conducted path analysis indicated that children’s separation anxiety, β = ?.134, p = .017, as well as their anxiety in general, β = ?.177, p = .024, partially mediated the relation between the parental relationship quality and children’s sleep problems. Parental sleep problems correlated with the relationship quality, r = ?.371, p = .030, but had no significant influence on children’s sleep. The results of our study suggest that children growing up with parents who state a low relationship quality might thus be concerned about the stability of their family system. As a result children’s sleep quality might be compromised due to irritation and feelings of insecurity. The study highlights the importance of the parental relationship as an influence factor in children’s sleep quality.     

Bayesian power equivalence in latent growth curve models

Longitudinal studies are the gold standard for research on time-dependent phenomena in the social sciences. However, they often entail high costs due to multiple measurement occasions and a long overall study duration. It is therefore useful to optimize these design factors while maintaining a high informativeness of the design. Von Oertzen and Brandmaier (2013,Psychology and Aging, 28, 414) applied power equivalence to show that Latent Growth Curve Models (LGCMs) with different design factors can have the same power for likelihood-ratio tests on the latent structure. In this paper, we show that the notion of power equivalence can be extended to Bayesian hypothesis tests of the latent structure constants. Specifically, we show that the results of a Bayes factor design analysis (BFDA; Schönbrodt & Wagenmakers (2018,Psychonomic Bulletin and Review, 25, 128) of two power equivalent LGCMs are equivalent. This will be useful for researchers who aim to plan for compelling evidence instead of frequentist power and provides a contribution towards more efficient procedures for BFDA.     

Acquiring experiential traces in word-referent learning

In two experiments, we investigated the activation of perceptual representations of referent objects during word processing. In both experiments, participants learned to associate pictures of novel three-dimensional objects with pseudowords. They subsequently performed a recognition task (Experiment 1) or a naming task (Experiment 2) on the object names while being primed with different types of visual stimuli. Only the stimuli that the participants had encountered as referent objects during the training phase facilitated recognition or naming responses. New stimuli did not facilitate the processing of object names, even if they matched a schematic or prototypical representation of the referent object that the participants might have abstracted during word-referent learning. These results suggest that words learned by way of examples of referent objects are associated with experiential traces of encounters with these objects.