Sartre’s Dessin,Literature and the Ambiguities of the Representing Word

Phenomenology and the Cognitive Sciences - Seemingly a minor part of L’Imaginaire, Sartre’s literary examples therein are of great significance especially in the way they highlight the...     

Coping and Post-traumatic Growth Among COVID-19 Patients: A Qualitative Study

Journal of Adult Development - Pandemic diseases have caused dramatic changes in people’s lives throughout history. Today, the COVID-19 virus spreads rapidly and affects human beings around...     

Examining Positive Performance Implications of Role Stressors by the Indirect Influence of Positive Affect: A Study of New Business Managers

This article examines whether managers' performance in new businesses improves when they are exposed to role stressors. In a 3‐year longitudinal survey, we drew on the challenge–hindrance framework and Karasek's (1979 ) job demand‐control model to acknowledge direct and interaction effects of role stressors (i.e., role conflict, role ambiguity, role overload) on positive affect. In addition to finding support for such influences, our results support that positive affect facilitates performance, thus suggesting that role stressors can be indirectly positive for performance. This study encourages research to go beyond the traditional stressor–strain perspective, to incorporate positive affect in role‐stress models, and pay more attention to interaction effects between role stressors.     

Women Assimilate Across Gender,Men Don't: The Role of Gender to the Own‐Anchor Effect in Age,Height, and Weight Estimates1

This paper reports 2 studies of the own‐anchor effect (i.e., assimilation in age, height, and weight estimates) in same‐ and cross‐gender age, height, and weight estimates. The own‐anchor effect is believed to be stronger for same‐gender estimates, but the investigation reported here is the first to test this hypothesis with participants and target persons of both genders. Several own‐anchor effects were found in females' same‐ and cross‐gender estimates, whereas males only showed own‐anchor effects in same‐gender estimates. These results lean toward the possibility that women assimilate across gender, whereas men do not. Explanations of these results with reference to Krueger's ( Krueger & Zeiger, 1993 ; Robbins & Krueger, 2005 ) theory of social projection and the consequences for witness reliability are discussed.     

Associations of self‐esteem and temperament traits to self‐ and teacher‐reported social status among classmates

Hintsanen, M., Alatupa, S., Pullmann, H., Hirstiö‐Snellman, P. & Keltikangas‐Järvinen, L. (2010). Associations of self‐esteem and temperament traits to self‐ and teacher‐reported social status among classmates. Scandinavian Journal of Psychology 51, 488–494. The present study examined the validity of self‐ and teacher‐reported social status and its relations to self‐esteem and temperament in a geographically representative cohort of Finnish adolescents (N = 3941, mean age 15.1 years). High agreement was found between self‐ and teacher‐rated social status (r = 0.42). Different aspects of self‐esteem were differently related to social status. When other temperament and self‐esteem variables were included in the analyses, strongest predictor for self‐rated social status in both genders was social self‐esteem (p < 0.01) and for teacher‐rated social status general self‐esteem (p < 0.01). The strongest temperamental predictors of social status were lower inhibition in girls (p < 0.01, self‐ and teacher‐rated) and higher impulsivity (p < 0.01, self‐rated) and activity (p < 0.01, teacher‐rated) in boys. The present findings are consistent with the view that social functioning and peer relations are associated with individual differences in self‐concept and temperament dimensions.     

Modal Logic,Truth, and the Master Modality

In the paper (Braüner, 2001) we gave a minimal condition for the existence of a homophonic theory of truth for a modal or tense logic. In the present paper we generalise this result to arbitrary modal logics and we also show that a modal logic permits the existence of a homophonic theory of truth if and only if it permits the definition of a so-called master modality. Moreover, we explore a connection between the master modality and hybrid logic: We show that if attention is restricted to bidirectional frames, then the expressive power of the master modality is exactly what is needed to translate the bounded fragment of first-order logic into hybrid logic in a truth preserving way. We believe that this throws new light on Arthur Prior's fourth grade tense logic.     

Grade effects on teacher ratings of ADHD symptoms among primary school students

Several studies have reported that being younger for grade increases the risk of having attention deficit hyperactivity disorder (ADHD) diagnosis and being on ADHD medication among students. The aim of this study was to investigate this association in a low‐middle income country setting. Sample included 2,627 children from first to fourth grades. We compared students who were older than the 75th and younger than the 25th percentiles in consecutive grades. Teachers completed SNAP‐4 scale. Results indicated that teacher rated ADHD symptoms were 2.5 to 3.6 times more common in students who were younger for their grade, after age, gender, and Fluid IQ scores were controlled. Teacher SNAP‐4 scores were also significantly associated with grade. Our results suggested that the phenomenon of higher rates of teacher rated ADHD symptoms among younger for grade students was not limited to Western countries and that the teacher reported symptom loads were higher in these children.     

The dynamics of embodiment: a field theory of infant perseverative reaching

The overall goal of this target article is to demonstrate a mechanism for an embodied cognition. The particular vehicle is a much-studied, but still widely debated phenomenon seen in 7-12 month-old-infants. In Piaget's classic "A-not-B error," infants who have successfully uncovered a toy at location "A" continue to reach to that location even after they watch the toy hidden in a nearby location "B." Here, we question the traditional explanations of the error as an indicator of infants' concepts of objects or other static mental structures. Instead, we demonstrate that the A-not-B error and its previously puzzling contextual variations can be understood by the coupled dynamics of the ordinary processes of goal-directed actions: looking, planning, reaching, and remembering. We offer a formal dynamic theory and model based on cognitive embodiment that both simulates the known A-not-B effects and offers novel predictions that match new experimental results. The demonstration supports an embodied view by casting the mental events involved in perception, planning, deciding, and remembering in the same analogic dynamic language as that used to describe bodily movement, so that they may be continuously meshed. We maintain that this mesh is a pre-eminently cognitive act of "knowing" not only in infancy but also in everyday activities throughout the life span.