I.P. Pavlov and W. B. Cannon: Founders of modern physiological thought relative to behavior and the autonomic nervous system

It was almost a half century ago that I last attended an International Congress in Moscow and Leningrad—the IUPS Congress of 1935. My wife and I traveled far and saw the majesty of this land and its peoples. Here I met the great Pavlov and heard him present his thoughts concerning the conditioning of behavior. Cannon presented his concepts of transmitters and receptors. There were many other famous physiologists present, A. V. Hill and Lord Adrian; Kato of Japan demonstrated single nerve fiber studies. Someone talked of conditioned diuresis; I read a paper on hypothalamic control of the hypophysis. That was the dawn of neuroendocrinology, studies of hypothalamic function, sensory receptors, and the transmitter-receptor era. It was, like now, a time of great scientific endeavor, but there were clouds in the sky—Stalin and Hitler were coming to power, but the U.S.S.R. and America were friends, and in science it is still so. I wonder what some young man here will be able to report 50 years from now.     

Online and On My Mind: Temporary and Chronic Accessibility Moderate the Influence of Media Figures

To investigate the influence of media figures on self-perception, online gamers reported how central their main videogame character (avatar) is to their own identity and answered questions about their avatar's body size either before or after questions about their own body size. When the avatar was not central to the gamer's identity, the avatar's body size influenced gamer's own body judgments only when the avatar was brought to mind by preceding questions. When the avatar was central to the gamer's identity, it influenced gamers' own body judgments independent of question order. In both cases, accessible avatars elicited assimilation effects on self-judgment. We conclude that media figures exert a chronic influence on self-judgment when they are central to the self.     

The effects of intrinsic and extrinsic sources of motivation on well-being depend on time of day: The moderating effects of workday accumulation

Using self-determination theory and research on temporal aspects of work (e.g., time of day), this study investigates dynamic effects of task-specific motivation on well-being throughout the workday. We argue that the effects of task-specific intrinsic and extrinsic motivations on well-being outcomes (psychological vitality, job satisfaction) depend on the time of day in which the task is encountered, referred to here as workday accumulation. Our results showed that time of day interacted with intrinsic sources of motivation to predict job satisfaction, such that the relation was strong and positive early in the day and weak and positive later in the day. Time of day did not moderate the relationship of intrinsic task motivation with vitality, which was consistently positive throughout the day. The effects of extrinsic reasons for task pursuit on satisfaction and vitality were moderated by time of day, with extrinsic motivation having positive effects early in the day, but negative effects later in the day.     

American and British college students' epistemological beliefs about research on psychological and biological development

Epistemological beliefs about the nature, sources, and limits of knowledge are often assumed to be similar across different domains of knowledge. This assumption was tested by comparing beliefs about scientific research on psychological and biological development. Undergraduates from the United States and the United Kingdom responded to a set of epistemologically relevant statements about each field and then compared the two fields directly in terms of their confidence in the conclusions and advice of experts. On all measures, more negative beliefs were expressed about research on psychological development. Although U.S. students were more skeptical about both fields, U.S. and U.K. students displayed similar response patterns. To justify their skepticism toward scientific research as a valid source of knowledge about psychological development, students in both countries gave similar reasons (e.g., the difficulty in accurately measuring psychological variables). These results demonstrate that epistemological beliefs can differ substantially between two closely related fields. They also highlight issues that must be addressed to make education about the validity of research in developmental psychology more effective.     

Effects of Integrating Physical Activities Into a Science Lesson on Preschool Children's Learning and Enjoyment

Summary: This study investigated the effects of physical activities that were integrated into a science lesson on learning among preschool children. A total of 90 children from seven childcare centres (M_age = 4.90, SD = 0.52; 45 girls) were randomly assigned across an integrated physical activity condition including task‐relevant physical activities, a nonintegrated physical activity condition involving task‐irrelevant physical activities, or a control condition involving the predominantly conventional sedentary style of teaching. Children learned the names of the planets and their order, based on the distance from the sun. For both the immediate and delayed (6 weeks after the programme) assessments, results showed that learning outcomes were highest in the integrated condition and higher in the nonintegrated condition than in the control condition. Children in the integrated condition scored higher on perceived enjoyment of learning than children in the control condition. Implications of integrated physical activity programmes for preschool children's health, cognition, and learning are further discussed. Copyright © 2017 John Wiley & Sons, Ltd.     

The construction of self-injury in the clinical literature: a sociological exploration

This article presents a sociologically informed critique of a range of academic literatures relating to self-injury. It is noted how a lack of consensus on definitional issues, together with the inaccurate portrayal of the "typical self-injurer" in the clinical literature, has impeded the development of a sound understanding of self-injury. Some of the more problematic explanations for self-injury are explored. The individualistic focus of existing research is found to be inadequate, since it fails to account for the social context in which self-injury occurs. Social scientific approaches critically examine psychiatric and psychological constructions of self-injury, explore wider social and cultural meanings of the behavior, and examine its distribution across different social groups. The inclusion of social scientific perspectives into current debates will greatly improve understanding of self-injury.     

Disentangling the course of epistemic development: parsing knowledge by epistemic content

Over the past three decades, research into the developmental course by means of which persons come to an increasingly mature conception of the knowing process has yielded an highly defracted picture. Despite some concert of opinion about the general bill of particulars, what remains deeply problematic is the increasingly radical disagreement that has arisen regarding the ages at which major milestones in the course of epistemic development are said to be reached. As a way of making some sense of these competing claims, it is argued that the emerging insight that knowledge is ineluctably shaped by those doing the knowing (i.e., that there is an unavoidable “world-to-mind direction of fit” (J.R. Searle, Intentionality: An Essay in the Philosophy of Mind, Cambridge University Press, Cambridge, 1983) between things in the world and the manner of their understanding) does not arrive in a single piece. Instead, as the data presented here help to illustrate, an appreciation of the constructed character of knowledge more commonly arrives piecemeal and at different ontogenetic moments, the times of which are governed by the place that different objects of knowledge occupy along an envisioned continuum of diverse epistemic contents. On this account, not all “facts of the matter” are ordinarily seen to occupy the same epistemic footing. Rather, some so-called facts are commonly understood to be of an “institutional” sort, where “representational” diversity is early expected and widely tolerated. By contrast, other objects of knowledge are imagined to be more like “brute” facts that, on some less mature readings, fully escape the clutches of subjective opinion. Viewed against the backcloth of this proposed continuum, a developmental sequence hypothesized according to which growing persons first come to view “institutional” facts as humanly constructed before subsequently coming to a similar view about presumptively “brute” facts. To test this hypothesis, 242 young persons were administered a paper and pencil measure of epistemic reasoning (the EDQ). Results strongly support the hypothesis that respondents understood the interpretive nature of beliefs about “institutional” facts at an earlier age than so-called “brute” facts.