Bullies, Victims, and Antipathy: The Feeling is Mutual

In this study we consider whether bullies and victims are disliked by most of their classmates, or whether antipathy is concentrated among the occupants of these roles. Antipathy nominations were collected from a community sample of 699 Finnish adolescents (14 to 17 years of age), who described their own bullying and victimization, as well as problem behaviors and school engagement. Victimization was associated with antipathy, but the strength of the association differed according to characteristics of the nominator. Victimization was related to antipathy when the nominator was high on bullying but not low. Similarly, bullying was related to antipathy when the nominator was high on victimization, but not low. The findings indicate that although bullies and victims have elevated mean levels of rejection, they are not disliked by most peers but rather by those who report themselves to be high on these attributes.     

When getting angry is smart: emotional preferences and emotional intelligence

People who prefer to feel useful emotions, even when they are unpleasant to experience, must understand emotions and seek to regulate them in strategic ways. Such people, therefore, may be more emotionally intelligent compared with people who prefer to feel emotions that may not be useful for the context at hand, even if those emotions are pleasant to experience. We tested this hypothesis by measuring emotional intelligence and preferences to feel pleasant and unpleasant emotions in contexts in which they are likely to be useful or not. We found significant positive associations between emotional intelligence and preferences for useful emotions, even when controlling for trait emotional experiences and cognitive intelligence. People who prefer to feel anger when confronting others tend to be higher in emotional intelligence, whereas people who prefer to feel happiness in such contexts tend to be lower in emotional intelligence. Such findings are consistent with the idea that wanting to feel bad may be good at times, and vice versa.     

The antecedents and correlates of agreeableness in adulthood

Data from a 25-year prospective study of 194 individuals indicated that teacher and peer reports of aggression, compliance, and self-control at age 8 distinguished high-agreeable from low-agreeable adults at age 33. Profile analyses revealed two behavioral types in childhood and two personality types in adulthood, with considerable continuity in the composition of these high- and low-agreeable types over time. High-agreeable childhood types had fewer disobedience and concentration problems than low-agreeable childhood types, and among boys, high-agreeable childhood types had better school grades and fewer behavior problems than their low-agreeable counterparts. High-agreeable adulthood types reported less alcoholism and depression, fewer arrests, and more career stability than did low-agreeable adulthood types.     

Youth Negative Affect Attenuates Associations Between Compromise and Mother–Adolescent Conflict Outcomes

The study of conflict processes often focuses on the manner in which disagreements are resolved, such that relationship deterioration is a product of the failure to negotiate. However, conflict management tactics may not be the most salient feature of parent–adolescent conflicts because these relationships are obligatory, with power unevenly distributed, and negotiated resolutions unanticipated. Instead, parent–adolescent relationships may be more sensitive to the affective tenor of the interchange than the manner in which the dispute is resolved. In two studies, we examined the premise that relationship damage arising from disagreements between mothers and adolescent children is a product of negative affect and failure to compromise. Concurrent analyses involved reports from 101 (33 boys, 68 girls) adolescents (M = 13.89 years old) about conflict with mothers. Longitudinal analyses involved reports from 271 (112 boys, 159 girls) adolescents (M = 11.6 years old at the outset) about conflict with mothers at two time points 1 year apart. Compromise and youth negative affect were moderately correlated; when both were included as predictors of adverse relationship consequences arising from conflict, negative affect accounted for almost all of the variance, concurrently and prospectively. Scholars and practitioners who advise families that negotiated resolutions to disagreements help to avoid relationship disruption may be discouraged in their efforts unless a similar emphasis is placed on minimizing negative affect.     

Neurophysiology and neuroanatomy of reflexive and volitional saccades: evidence from studies of humans

This review provides a summary of the contributions made by human functional neuroimaging studies to the understanding of neural correlates of saccadic control. The generation of simple visually guided saccades (redirections of gaze to a visual stimulus or pro-saccades) and more complex volitional saccades require similar basic neural circuitry with additional neural regions supporting requisite higher level processes. The saccadic system has been studied extensively in non-human (e.g., single-unit recordings) and human (e.g., lesions and neuroimaging) primates. Considerable knowledge of this system’s functional neuroanatomy makes it useful for investigating models of cognitive control. The network involved in pro-saccade generation (by definition largely exogenously-driven) includes subcortical (striatum, thalamus, superior colliculus, and cerebellar vermis) and cortical (primary visual, extrastriate, and parietal cortices, and frontal and supplementary eye fields) structures. Activation in these regions is also observed during endogenously-driven voluntary saccades (e.g., anti-saccades, ocular motor delayed response or memory saccades, predictive tracking tasks and anticipatory saccades, and saccade sequencing), all of which require complex cognitive processes like inhibition and working memory. These additional requirements are supported by changes in neural activity in basic saccade circuitry and by recruitment of additional neural regions (such as prefrontal and anterior cingulate cortices). Activity in visual cortex is modulated as a function of task demands and may predict the type of saccade to be generated, perhaps via top-down control mechanisms. Neuroimaging studies suggest two foci of activation within FEF - medial and lateral - which may correspond to volitional and reflexive demands, respectively. Future research on saccade control could usefully (i) delineate important anatomical subdivisions that underlie functional differences, (ii) evaluate functional connectivity of anatomical regions supporting saccade generation using methods such as ICA and structural equation modeling, (iii) investigate how context affects behavior and brain activity, and (iv) use multi-modal neuroimaging to maximize spatial and temporal resolution.     

REM restriction persistently alters strategy used to solve a spatial task

We tested the hypothesis that rapid eye movement (REM) sleep is important for complex associative learning by restricting rats from entering REM sleep for 4 h either immediately after training on an eight-box spatial task (0-4 REMr) or 4 h following training (4-8 REMr). Both groups of REM-restricted rats eventually reached the same overall performance level as did nonrestricted controls, but 0-4 REMr animals were delayed in their improvement in the first few days and lagged behind controls in the middle portion of the training period. More importantly, performance gains of 0-4 REMr rats depended more on simple local cues throughout the 15-d study since, unlike control and 4-8 REMr animals, their error rate increased after daily disruption of the relationship between local (intramaze) cues and the food reward. Thus, although overall performance was only subtly and transiently impaired, due to the ability to use alternate, nonspatial behavioral strategies, complex associative (spatial) learning was persistently impaired by restricting REM for a short critical period each day.