Self-Regulation and Performance in High-Fidelity Simulations: An Extension of Ego-Depletion Research

This article extends the research literature related to “ego-depletion.” Although numerous studies have focused on the self-regulatory failure associated with ego-depletion, the extant literature is generally characterized by relatively simple behavioral manipulations and dependent measures. Two studies are described that extend previous ego-depletion findings by employing a high-fidelity, customer service simulation as an ego-depleting manipulation (Study 1) and by using performance on a cognitively demanding naval combat simulator as a dependent measure (Study 2). Results of both studies show the generalizability of the effects of ego-depletion; the implications for self-regulatory failure in more naturalistic settings are discussed.     

The Effects of Cognitive Ability and Conscientiousness on Performance Over Time: A Censored Latent Growth Model

This study examined the extent to which cognitive ability and conscientiousness predicted initial academic performance (i.e., grade point average) and changes in performance over the course of college students' careers. A censored latent growth model that controlled for initial performance was used. Results showed positive effects of cognitive ability and conscientiousness on initial performance, but only positive effects of conscientiousness on performance change. However, because initial performance negatively affected performance change, cognitive ability and conscientiousness negatively indirectly affected performance change through initial performance. In addition, results revealed cognitive ability accounted for more variance in initial performance than conscientiousness, and conscientiousness accounted for more variance in performance change than cognitive ability. Finally, results show that, beyond the third semester, conscientiousness is a better predictor of student performance than cognitive ability.     

Considering the Knowledge You Have: Effects on Realism in Confidence Judgements

In three experiments, the hypothesis was tested that the realism of subjects' item-specific confidence judgements of their own answers to general knowledge questions would be improved by making the subjects heed content which might be expected to lower their confidence ratings. In each experiment, all subjects answered knowledge questions and then rated their confidence in their chosen answer. Before each question, the subjects in the experimental condition assessed the extent of their knowledge in a knowledge-area encompassing the knowledge question. Experiments 1 and 2 differed only in the design of the knowledge-area assessment scale. In Experiment 3, when making knowledge-area assessments, the subjects were asked to find examples of knowledge they lacked in the knowledge-area. Both Experiments 2 and 3 showed significantly improved realism in the subjects' confidence judgements. An aggregate assessment of the total number of questions believed to be answered correctly, given by the subjects at the end of Experiments 2 and 3, showed underconfidence in the experimental condition, particularly in Experiment 3. The results support the idea that the content active in subjects' memory at the time when confidence judgements are made affects their realism. Furthermore, our results show that the realism of subjects' item-specific confidence judgements can be improved without giving feedback.     

Motor Development During the First Year: A Comparative Study

This investigation of the motor development characteristics of Brazilian infants during the 1st year of postnatal life compared the findings with those of a widely used U.S. sample (N. Bayley, 1993). Analysis of the 12 monthly assessments indicated that Brazilian infants' scores increased with age, with the greatest increase occurring over the first 8 months. As a general comparison, the results are similar to the U.S. patterns of development. However, the Brazilian sample exhibited mean scores significantly lower than the U.S. sample's in the 3rd, 4th, and 5th months. More specific analyses indicated that the difference within these months was on tasks of sitting and grasping. Possible explanations for the differences focus on variations in child-rearing practices and the influence of biological maturation in early movement behaviors.     

Time Doesn’t Change Everything: The Longitudinal Course of Distress Tolerance and its Relationship with Externalizing and Internalizing Symptoms During Early Adolescence

Although distress tolerance is an emerging construct of empirical interest, we know little about its temporal change, developmental trajectory, and prospective relationships with maladaptive behaviors. The current study examined the developmental trajectory (mean- and individual-level change, and rank-order stability) of distress tolerance in an adolescent sample of boys and girls (N?=?277) followed over a four-year period. Next we examined if distress tolerance influenced change in Externalizing (EXT) and Internalizing (INT) symptoms, and if EXT and INT symptoms in turn influenced change in distress tolerance. Finally, we examined if any of these trends differed by gender. Results indicated that distress tolerance is temporally stable, with little mean- or individual-level change. Latent growth models reported that level of distress tolerance is cross-sectionally associated with both EXT and INT symptoms, yet longitudinally, only associated with EXT symptoms. These results suggest that distress tolerance should be a focus of research on etiology and intervention.     

THE RELATION BETWEEN PSYCHOANALYSIS AND ITS METASCIENCE

This paper deals, first theoretically with the concepts of trauma, narcissism, and conflict causality, then clinically with the recurrent sequences of compromise formations which form characteristic vicious circles of a narcissistic, masochistic, and addictive kind, and ends with some technical conclusions and a psychological and philosophical reconsideration of the concept of repetition compulsion. The repetition compulsion, reflected in those “vicious cycles”, is viewed as an attempt to attain in symbolic ways affect regulation and conflict resolution which proves blocked because the affects and the drive needs evoked by them and closely connected with them, the forms of defense, and the superego demands, are all of a global quality and therefore irreconcilable with each other. Therefore, the consistent endeavors to express them in symbols also have to be defeated. Narcissistic crises, loyality conflicts, and shame-guilt dilemmas have a commanding position in the triggering of those sequences, of the ensuing impulsive actions, and of the splitting of consciousness and identity.     

I don't believe but I pray: spirituality,instrumentality, or paranormal belief?

These three studies are among the first to systematically compare five Chinese religious groups on intrinsic (spiritual) and extrinsic (instrumental and paranormal) orientation. In Study 1, a Chinese version of the Index of Core Spiritual Experiences was developed. In Studies 2 and 3, spirituality and religious involvement was found to be greatest among Christians, followed in order by Buddhists, Taoists, traditional nones, and other nones. An instrumental purpose for religious activities and paranormal belief was found to be highest among Taoists, followed in order by Buddhists, traditional nones, other nones, and Christians. The results are consistent with the conclusion that Christianity offers the least support for an extrinsic religious orientation and the most support for an intrinsic religious orientation.     

The Tempo of Verbal Interaction in an Open Therapy Group Conducted in Rotation by Three Different Therapists

This article examines the experience of new members joining an ongoing psychotherapy group. The group's stage of development and the new member's personality development are suggested to be important variables in this significant event. The experience of joining is found to share some things in common with the beginning phase of group for the group as a whole, but also noted are some unique elements. The process of joining is viewed as a highly anxious event for the new member, with antecedents in the individual's life experience. The new member is compromised by not knowing the group members, nor their shared history, norms, and dynamics. Concurrently, the group may experience a range of fears, wishes, and anxieties about the new member. Developmental considerations for the new member and the stage of group help to inform intervention strategies.