Why do some students want to be actively involved as peer educators,while others do not? Findings from NoTrap! anti-bullying and anti-cyberbullying program

The present study aims to explore if students who voluntarily decide to become peer educators in an anti-bullying program differ from their classmates who don’t take on this role. 524 Italian students (age 13–18; males = 57%), completed self-report questionnaires at the pre-test measure of the NoTrap! anti-bullying program. In a following step, 118 of them voluntarily decided to become peer educators. Probit regression separate for gender, showed that male peer educators have a higher level of victimization, perceived support from friends and prosocial behaviour. On the other hand, female peer educators are characterized by a higher level of defending behaviours. These findings may guide further investigation about the role of peer educator in regards to bullying and cyberbullying prevention and intervention programs.     

The Effect of African American Skin Color on Hiring Preferences1

The role of African American skin color in hiring decisions was investigated in a 2 × 2 × 2 (Participant Sex × Applicant Sex × Applicant Skin Color) design. College‐age participants (N= 107) were presented with stimuli and asked to make 8 employment‐related decisions. An interaction of applicant skin color and participant sex and a skin‐color main effect were predicted. Fair‐skinned applicants were expected to receive better ratings from men, while dark‐skinned applicants were expected to receive better ratings from women or ratings from women would not differ. Additionally, in general, fair‐skinned individuals were expected to receive better ratings than dark‐skinned individuals. The results were consistent with the hypotheses. Results are discussed in terms of the “what is beautiful is good” stereotype and prior research.     

A visit paid to Jung by Alwine von Keller

In the winter of 1943-1944, Jung had suffered a coronary thrombosis which almost cost him his life. During his illness, Jung experienced a series of visions, described in his Memories, Dreams, Reflections, which were also to influence significantly the development of his theoretical thinking. On 27(th) September 1944, Alwine von Keller (1878-1965) paid a visit to Jung, while he was still convalescing, in Zurich and documented her meeting with him in a series of notes, recently discovered, which testify to the fact that, at the time of their meeting, Jung was engaged in writing the 'Salt' chapter of Mysterium coniunctionis and investigating the alchemistic symbolism of the 'sea'. This theme seems to testify to a continuity of interests on Jung's part with the seminar he held at Eranos the previous year on the cartographic art of Opicinus de Canistris (1296-c.1352). With its addition of many unpublished details, Alwine von Keller's notes supplement the report which Jung made of his visions experienced during his sickness in MDR. In particular, these attest to the fact that Jung had attributed the terrible experience which he had endured to the problem of the conjunctio, which was confronting him from the theoretical point of view in his writing of Mysterium coniunctionis.     

An Apple microcomputer system in physiological psychology

The use of microcomputers in physiological psychology has allowed many investigators to conduct experiments that previously required more costly devices. We describe some of the research requirements that led to our selection of an Apple II/FIRST microcomputer system (Scandrett & Gormezano, 1980) for investigations of the neurophysiological correlates of classical and instrumental conditioning.     

Challenging the transcendental position: the holism of experience

Taking the problem of perception and illusion as a leading clue, this article presents a new phenomenological approach to perception and the world: “holism of experience.” It challenges not only Husserl’s transcendentalism, but also what remains of it in Heidegger’s early thought, on the grounds that it is committed to the skeptical inference: “Since we can always doubt any perception, we can always doubt perception as a whole.” The rejection of such an implicit inference leads to a relational paradigm of Being-in-the-World that differs from Heidegger’s on many points.     

The effects of imagery instructions on total congenital blind recall

Abstract

Research on the performance of total congenital blind subjects in imagery tasks is of particular interest because it helps to evaluate the consequences of their lack of visual experience. The present paper examines some points which remained unclear in the preceding research on the effects of imagery instructions on the recall of blind subjects. In Experiment 1 it is shown that, in a free recall task of unrelated nouns, the blind may take advantage of imagery instructions, independently of the particular requirement to form either common or bizarre images. In Experiment 2 the multiple image processing deficit of the blind found by De Beni and Cornoldi (1988) was again observed, but the effect was not found when the same quantity of material had to be processed verbally. Results are interpreted as showing that, although the blind may follow imagery instructions, their visual handicap creates specific difficulties in creating interactive images involving several items at the same time.     

Alexithymia in Young people’s academic career: The mediating role of anxiety and resilience

Alexithymia prevents people from understanding and adopting verbal language to describe and regulate one’s emotions. Recent studies have found that alexithymia symptoms also impact on young people’s academic achievement. Nevertheless, it is worth investigating risk and protective roles played by students’ academic anxiety and resilience, respectively. The authors expected that students’ anxiety and resilience mediated the effect of alexithymia symptoms on students’ academic burnout and performance. A sample of 257 university students answered self-report questionnaires about alexithymia, academic anxiety and resilience, and academic burnout and performance. Mediation analyses were performed by the structural equation model. Anxiety acted as a mediator between alexithymia and academic burnout and performance. Furthermore, resilience mediated the effect of alexithymia on burnout, but not on academic performance. The study provides support for preventing alexithymia consequences on young people’s academic career by reducing their anxiety and promoting academic resilience. Implications of intervention programs were discussed.     

Differential activity profile of cAMP-dependent protein kinase isoforms during long-term memory consolidation in the crab Chasmagnathus

The isoforms of cAMP-dependent protein kinase (PKA) show distinct biochemical properties and subcellular localization, suggesting different physiological functions, and conferring the fine-tuning between the activation of cAMP-PKA cascade and the cellular response. The critical role of PKA in memory and synaptic plasticity has been extensively demonstrated both in vertebrates and invertebrates, but the role of PKA isoforms is a matter of debate. Here we present experimental data showing differential PKA activation profiles after two different experiences: an instance of associative contextual learning (context-signal learning) and a single exposure to a novel context, both in the learning and memory model of the crab Chasmagnathus. Differences were found in the temporal course of activation and in the involvement of PKA isoforms. We found increased PKA activity immediately and 6 h after context-signal training correlating with the critical periods during which pharmacological inhibition of PKA disrupts memory formation. In contrast, PKA activity increased immediately but not 6 h after single exposure to a novel context. The amounts of PKA I and PKA II holoenzymes were analyzed to determine changes in holoenzyme levels and/or differential activation induced by both experiences. Results indicate that context-induced PKA activation is at least in part due to PKA II, and that PKA activation 6 h after context-signal learning coincides with an increase in the total level of PKA I. Considering the higher sensitivity of PKA I to cAMP, its increment can account for the PKA activation found 6 h after training and is proposed as a novel mechanism providing the prolonged PKA activation during memory consolidation.