Prosocial behaviour mediates the relation between empathy and aggression in primary school children

ABSTRACT

The negative association between empathy and aggression has been widely investigated in the literature. However, the role of potential mediators and the extent to which their effects are gender-specific have been given considerably less attention. The present cross-sectional study was therefore aimed at examining the direct and indirect relations between empathy (differentiated into perspective taking and empathic concern), prosocial behaviour and aggression in a sample of 240 primary school children between 8 and 12 years of age. The results showed that perspective taking and empathic concern had indirect (rather than direct) negative effects on aggression by enhancing prosocial behaviour. These indirect paths applied equally well to boys and girls, although significant gender differences were observed in empathic concern, prosocial behaviour and aggression. Possible explanations and differences with previous studies are discussed.     

An O(n log n)-Space Decision Procedure for the Relevance Logic B+

In previous work we gave a new proof-theoretical method for establishing upper-bounds on the space complexity of the provability problem of modal and other propositional non-classical logics. Here we extend and refine these results to give an O(n log n)-space decision procedure for the basic positive relevance logic B⁺. We compute this upper-bound by first giving a sound and complete, cut-free, labelled sequent system for B⁺, and then establishing bounds on the application of the rules of this system.     

Recall of mental sleep experience with or without prior verbalization.

We investigated whether verbalization of contents of mental sleep experience (MSE), just after awakening provoked during rapid eye movement (REM) sleep, facilitates subsequent recall in the morning. Twelve subjects were awakened four times in each of two experimental nights and alternately asked to recall, with or without concurrent verbalization, MSE contents preceding the awakening. In the morning, the subjects were asked to report MSEs both verbalized and nonverbalized during the night. If subjects were unable to provide a spontaneous morning report, they were prompted using a probe, which was the title given by the subjects to each MSE at the end of its verbalization or covert recall at night. Frequencies of spontaneous reports were high, regardless of whether MSEs had been previously verbalized or not. The proportions of spontaneous and probed reports were similar for verbalized and nonverbalized MSEs, but spontaneous morning reports were longer than probed ones, regardless of their previous verbalization. Spontaneous and probed morning reports corresponding to night reports shared similar linguistic structures (i.e., length of sentences and proportions of waking-related utterances, which are indicative of difficulty of retrieval for MSE contents) and had similar percentages of contents common to night and morning reports. These findings support the hypothesis that verbalization does not directly influence the further accessibility of MSE contents.     

Peer violence in the School Environment and Its Relationship with Subjective Well-Being and Perceived Social Support Among Children and Adolescents in Northeastern Brazil

The general aim of this study was to analyse the relationship between peer violence in the school environment (bullying), subjective well-being and perceived social support from the perspective of 910 children and adolescents in Years 6 and 7 of primary school (M = 11.90 years old; SD = 1.21). The participants were taken from 27 primary schools—both state-run and private, urban and rural—in Cearà state (Brazil). The following instruments were used: the Peer Victimization and Aggression Scale (EVAP); the Social Support from Family and Friends Scale (SSA); an index of satisfaction with different developmental contexts (home, school, neighbourhood); and as indicators of subjective well-being, three scales (Single item on Overall Life Satisfaction, Personal Well-Being Index School Children, Students’ Life Satisfaction Scale). Results indicated that aggression and victimization behaviours correlated negatively with the three well-being indicators used, while social support and satisfaction with different developmental contexts correlated positively. When considering type of involvement in bullying, victims, perpetrators and perpetrator–victims all scored lower on subjective well-being than those not involved in bullying. A model is also presented that explains 42 % of well-being. Understanding how bullying relates to well-being and how social support and favourable developmental contexts can act as protective factors are particularly important when designing public policies aimed at intervening in violence prevention and promoting well-being in childhood and adolescence.     

Exercise motivation in university community members: a behavioural intervention

The purpose of this study was to examine how exercise level, exercise motives, and barriers changed from the baseline phase to the follow-up phase after a behavioural and cognitive intervention aimed at increasing exercise. Seventy-five members of our university community (43 subjects in the control group and 32 in the experimental group), all of whom received cognitive feedback, agreed to complete the baseline phase. Only the experimental group received behavioural feedback and a free-access gym ticket with personal training in order to facilitate their adherence to exercise. The results suggest that a combination of behavioural and psychological techniques is an efficient strategy for increasing exercise level. In addition, the results showed that extrinsic motivation predominates the early stages of change-of-exercise behaviour, and that intrinsic motivation is important for progression towards maintenance. Subjects who decreased their exercise level increased their extrinsic exercise motivation and subjects who increased their exercise level decreased the barriers related to intrinsic motivation. These findings indicate that, in order to facilitate exercise adherence, feedback about motives for undertaking exercise is needed, combined with advice about how to improve physical condition. This combination could help eliminate certain barriers that hinder engaging in an active and healthy life-style.     

How to separate coordinate and categorical spatial relation components in integrated spatial representations: A new methodology for analysing sketch maps

Spatial relations between landmarks can be represented by means of categories and coordinates. In the present research, this paradigm was applied to sketch maps based on information acquired in goal-directed behaviour of exploration of a university campus area. The first aim was to investigate whether categorical and coordinate information can be considered conceptually independent in sketch maps. The second aim was to assess which kind of distance measure served better to represent coordinate information in the present case study, and finally to assess the factorial structure of coordinate and categorical data. Analytic methodology as well as statistical analysis were found to confirm that separating coordinate and categorical components was formally as well as empirically appropriate. A series of confirmatory factor analyses showed the best fit for the model with two correlated components, as well as an acceptable reliability of measures emerged. The two components were moderately correlated. Moreover, the adoption of Manhattan distance seemed to be the most effective method to represent coordinate spatial relations in spatial sketch maps of areas acquired through navigation.     

Modifications to the Technique of Analysis of BPD Adolescents

In this article I discuss certain modifications in technique that I applied working with borderline adolescents that enabled me to preserve the therapeutic bond and which, in my opinion, allowed me to obtain successful results. The differences with classical analysis are clear cut and concern, for example, the setting, the frequency of sessions, the nature of the transference, and modes of interpretation. It is important to keep our dialogue with the adolescent alive and avoid long silences that can be destructive. Part of the analyst’s work, in fact, consists in loaning his/her “images” (the product of his/her mind or imagination) to the concreteness of the patient. In the session these images seize something that is already present in the adolescent’s narrative as a creative hint to be developed that the analyst sees in the dialogue and deposits as a seed in his/her mind and which gives rise to a fruit produced by the analytical couple.     

Individuals with intellectual and developmental disabilities: Do educators assign them a fully human status?

The present research investigates the humanity attributions to individuals with intellectual and developmental disabilities (IDD). In three studies, professional educators, who worked in day‐care or community centers, were examined. Humanity attributions were assessed using emotion‐based and trait‐based measures. As expected, individuals with IDD were denied a fully human status: they were perceived as having more non‐uniquely than uniquely human attributes. Furthermore, a lower human status was assigned to individuals with IDD in relation to educators. We also discovered that humanity attributions, but not attitudes, were related to approach/avoidance responses. Altogether, findings show the importance of considering humanity perceptions in the study of social relationships of individuals with IDD. Dehumanizing perceptions can explain the differential treatment these individuals face in various social settings.     

BRIEF REPORT Set‐shifting and sensitivity to reward: A possible dopamine mechanism for explaining disinhibitory disorders

The objective of this study was to investigate personality correlates of set‐shifting behaviour using a task sensitive to dopaminergic activity. As expected, set‐shifting behaviour was positively correlated with scores on the Sensitivity to Reward scale, a measure of Gray's impulsivity. Discussion is focused on the relationship between this greater ability for set‐shifting and the proneness to disinhibition.