A normative perspective on the linguistic intergroup bias: How intragroup approval of ingroup members who use the linguistic intergroup bias perpetuates explicit intergroup bias

The present research examined from a normative perspective how intragroup normative processes regulate the consequences of the linguistic intergroup bias (LIB). Results of three studies supported our hypothesis that intragroup approval of an ingroup member who uses the LIB plays a key role in perpetuating pro-ingroup bias. In Study 1, ingroup members who used pro-ingroup (vs. pro-outgroup) LIB elicited more intragroup approval and this effect was mediated by the perception of the speaker as being biased in favor of the ingroup. In Studies 2 and 3, intragroup approval (vs. disapproval) of an ingroup member who used the LIB enhanced the expression of pro-ingroup bias. By providing the first demonstration of how the LIB relates to intragroup normative processes, our studies highlight a new path by which the LIB helps perpetuate intergroup bias.     

Specificity and Abstraction of Examples: Opposite Effects on Fixation for Creative Ideation

Fixation is one of the major obstacles that individuals face in creative idea generation contexts. Several studies have shown that individuals unintentionally tend to fixate to the examples they are shown in a creative ideation task, even when instructed to avoid them. Most of these studies used examples formulated with high level of specificity. However, no study has examined individuals’ creative performance under an instruction to diverge from given examples, when these examples are formulated with a high level of abstraction. In the present study, we show that (a) instructing participants to avoid using common examples when formulated with a high level of specificity increases fixation; whereas (b) instructing participants to avoid such examples while using a more abstract level for stating these common examples—such as a categorization of these examples—mitigates fixation and doubles the number of creative ideas generated. These findings give new insights on the key role of categorization in creative ideation contexts.     

Belief-level markers of physical activity among young adult couples: Comparisons across couples without children and new parents

The health benefits of regular moderate–vigorous intensity physical activity (MVPA) are well established, yet young adults, particularly parents, often show declines in MVPA and may represent a critical population for intervention. Theory-based correlates used to guide future interventions are scant in this population. The purpose of this study was to examine theory of planned behaviour (TPB) belief-level constructs as correlates of directly assessed MVPA across cohorts of couples without children and with their first child over the initial 12?months. Participants were 238 adults (102 not expecting a child, 136 expecting first child) who completed baseline demographics, belief measures of the TPB and seven-day accelerometry, followed by assessments at 6 and 12 months. Results showed select medium-sized belief-PA correlations with sex and cohort interactions. Overall, women had larger affect-based behavioural belief associations with MVPA than men (e.g. PA relieves stress), and among new parents, mothers showed larger associations with control over MVPA than fathers. Mothers also had larger associations between control beliefs and MVPA compared to women without children (e.g. domestic duties, bad weather). Extremely high means and low variability on the behavioural beliefs show limited room for possible changes in intervention while control beliefs had low means suggesting room for change. Interventions targeting control among new mothers may be paramount for increasing MVPA, yet the TPB yielded less insight into the targets for promoting MVPA among young men.     

Perception-action coupling and expertise in interceptive actions

The goal of this experiment was to show that expertise in interceptive actions can be explained by a shorter delay in movement regulation. In this contribution, we tested tennis experts and non-experts using a simulated interceptive task. The experimental device simulated linear motion of an object toward a target on a horizontal runway. Participants had to intercept the simulated moving object with their right hand holding a cart that could slide along a horizontal track perpendicular to the runway. Three different velocity conditions were used: a constant velocity condition that maintained the initial velocity (2m/s) constant until arriving on the target; the decelerated and accelerated velocity conditions, in which the velocity suddenly changed (400 ms before its arrival on the target) from 2 to 1m/s or 3m/s, respectively. Timing accuracy and movement correction after the unexpected velocity change were analysed. The experts were more accurate in the decelerative case (-29 and -124 ms respectively), in the accelerative case (69 and 116 ms respectively), but not in the constant velocity case (2 and 13 ms respectively). Findings can be explained by the shorter visuo-motor delay (VMD: the time required to adapt the movement to the new velocity) for the experts (162 ms) than for the non-experts (221 ms). This shorter VMD offers more time to adapt the interceptive movement to the new velocity. These results can be interpreted as an optimization of the perception-action coupling with expertise.     

A Parent–Child Interactional Model of Social Anxiety Disorder in Youth

In this paper, one of the most common disorders of childhood and adolescence, social anxiety disorder (SAD), is examined to illustrate the complex and delicate interplay between parent and child factors that can result in normal development gone awry. Our parent–child model of SAD posits a host of variables that converge to occasion the onset and maintenance of this disorder. Specifically, five risk factors—temperamental characteristics of the child, parental anxiety, attachment processes in the parent–child dyad, information processing biases, and parenting practices—will be highlighted. While it is acknowledged that other factors including genetic influences and peer relationships may also be important, they are simply not the focus of this paper. Within these constraints, the implications of our parent–child interaction model for prevention, treatment, research, and practice will be explored.     

The Impact of Type of Examples on Originality: Explaining Fixation and Stimulation Effects

There are obstacles to creativity: one of them is called fixation effect, the fact that some knowledge about existing or obvious solutions is spontaneously activated and constrains the generation of new solutions. Converging evidence in cognitive psychology has indicated that the ability to generate original ideas can be limited by recently activated knowledge, such as examples of solutions. On the other hand, neuroimaging studies have recently demonstrated that exposure to examples could, on the contrary, have a stimulating effect on originality. To make sense of what seems to be contradictory studies, we hypothesized that two types of examples could have opposite effects on originality: (1) restrictive examples—within the fixation effect—could lead to a reduction in the originality of the solutions, whereas (2) expansive examples—outside the fixation effect—could provoke solutions of higher originality. Results from a total of 160 participants confirmed that the solutions proposed by the group exposed to restrictive examples were less original than those given by the group exposed to expansive examples.     

Be Too Kind to a Woman, She’ll Feel Incompetent: Benevolent Sexism Shifts Self-construal and Autobiographical Memories Toward Incompetence

The present study investigated how benevolent (BS) and hostile sexism (HS) shift women’s self-construal and autobiographical memory. Belgian undergraduates (only women, N?=?45, mean age?=?21.8) were confronted either by BS, HS or neutral comments in the context of a job interview. After performing a cognitive task, participants reported the intrusive thoughts that came to their mind during the task. Later, autobiographical memory for self-incompetence was assessed. Performance response latencies were slower after BS than HS. Also, BS generated more disturbing mental intrusions related to the idea of being incompetent than HS. Autobiographical memory similarly indicated greater access for incompetence after BS. Although HS was more aggressive in tone, it did not shift women’s self-construal and autobiographical memories toward incompetence.     

Judging the 'passability' of dynamic gaps in a virtual rugby environment

Affordances have recently been proposed as a guiding principle in perception–action research in sport (Fajen, Riley, & Turvey, 2009). In the present study, perception of the ’passability’ affordance of a gap between two approaching defenders in rugby is explored. A simplified rugby gap closure scenario was created using immersive, interactive virtual reality technology where 14 novice participants (attacker) judged the passability of the gap between two virtual defenders via a perceptual judgment (button press) task. The scenario was modeled according to tau theory (Lee, 1976) and a psychophysical function was fitted to the response data. Results revealed that a tau-based informational quantity could account for 82% of the variance in the data. Findings suggest that the passability affordance in this case, is defined by this variable and participants were able to use it in order to inform prospective judgments as to passability. These findings contribute to our understanding of affordances and how they may be defined in this particular sporting scenario; however, some limitations regarding methodology, such as decoupling perception and action are also acknowledged.