LearningRx Cognitive Training Effects in Children Ages 8–14: A Randomized Controlled Trial

In a randomized controlled study, we examined the effects of a one‐on‐one cognitive training program on memory, visual and auditory processing, processing speed, reasoning, attention, and General Intellectual Ability (GIA) score for students ages 8–14. Participants were randomly assigned to either an experimental group to complete 60 h of cognitive training or to a wait‐list control group. The purpose of the study was to examine changes in multiple cognitive skills after completing cognitive training with ThinkRx, a LearningRx program. Results showed statistically significant differences between groups on all outcome measures except for attention. Implications, limitations, and suggestions for future research are examined. © 2016 The Authors Applied Cognitive Psychology Published by John Wiley & Sons Ltd.     

The positive contributions of hope to maintaining and restoring health: An integrative,mixed-method approach

A link between hope and physical well-being has long been suspected. To shed further light on this issue, an integrative theory of hope was used to design three health-related studies. In studies one and two, an integrative hope scale was used. In study one, greater hope was associated with depth of commitment to a healthier diet and regular exercise. In study two, the integrative hope scale was associated with a wider array of health behaviors as compared to a standard goal-oriented hope scale. In study three, a hope-centered content analysis of testimonies provided by long-term breast cancer survivors revealed a strong reliance on attachment and spirituality, dimensions typically neglected in psychological studies of this [hope] construct. An integrative approach to hope offers a framework for further research on hope and health as well as a blueprint for developing positive interventions to sustain and restore physical well-being.     

Bullying as a group process: Participant roles and their relations to social status within the group

Bullying was investigated as a group process, a social phenomenon taking place in a school setting among 573 Finnish sixth-grade children (286 girls, 287 boys) aged 12–13 years. Different Participant Roles taken by individual children in the bullying process were examined and related to a) self-estimated behavior in bullying situations, b) social acceptance and social rejection, and c) belongingness to one of the five sociometric status groups (popular, rejected, neglected, controversial, and average). The Participant Roles assigned to the subject were Victim, Bully, Reinforcer of the bully, Assistant of the bully, Defender of the victim, and Outsider. There were significant sex differences in the distribution of Participant Roles. Boys were more frequently in the roles of Bully, Reinforcer and Assistant, while the most frequent roles of the girls were those of Defender and Outsider. The subjects were moderately well aware of their Participant Roles, although they underestimated their participation in active bullying behavior and emphasized that they acted as Defenders and Outsiders. The sociometric status of the children was found to be connected to their Participant Roles. © 1996 Wiley-Liss, Inc.     

Taking Time to Incubate: The Moderating Role of ‘What You Do’ and ‘When You Do It’ on Creative Performance

We explore how the choices available to individuals planning multi‐task work can facilitate the incubation of ideas and enhance creative performance. Using opportunistic assimilation theory, we hypothesize that two considerations can determine the effectiveness of incubation and creative performance. First, we argue that having the discretion to switch tasks when needed, as well as the timing of this discretionary switch between tasks (i.e., earlier versus later in the work process on the main task) is important. Second, the scope of the intervening task (i.e., in the same knowledge domain as the main task versus in a different domain) can lead to more effective incubation and creativity. Results of a laboratory study indicate that participants who made a discretionary switch to an intervening task later in their work process on the main task benefited significantly more in terms of creative performance than those who chose to switch earlier in their work process or chose not to switch tasks. Additionally, participants who worked on an in‐domain intervening task exhibited significantly higher creativity on the main task than those who worked on an out‐of‐domain intervening task. Furthermore, focus of attention on the main task partially mediated these results.     

A Regression Framework for Causal Mediation Analysis with Applications to Behavioral Science

We introduce and extend the classical regression framework for conducting mediation analysis from the fit of only one model. Using the essential mediation components (EMCs) allows us to estimate causal mediation effects and their analytical variance. This single-equation approach reduces computation time and permits the use of a rich suite of regression tools that are not easily implemented on a system of three equations. Additionally, we extend this framework to non-nested mediation systems, provide a joint measure of mediation for complex mediation hypotheses, propose new visualizations for mediation effects, and explain why estimates of the total effect may differ depending on the approach used. Using data from social science studies, we also provide extensive illustrations of the usefulness of this framework and its advantages over traditional approaches to mediation analysis. The example data are freely available for download online and we include the R code necessary to reproduce our results.     

Too good to be true? Psychological responses to uncommon options in risk–reward environments

Risks and rewards, or payoffs and probabilities, are inversely related in many choice environments. We investigated people's psychological responses to uncommon combinations of risk and reward that deviate from learned regularities (e.g., options that offer a high payoff with an unusually high probability) as they evaluated risky options. In two experiments (N = 183), participants first priced monetary gambles drawn from environments in which risks and rewards were negatively correlated, positively correlated, or uncorrelated. In later trials, they evaluated gambles with uncommon combinations of risk and reward—that is, options that deviated from the respective environment's risk–reward structure. Pricing, response times, and (in Experiment 2) pupil dilation were recorded. In both experiments, participants took more time when responding to uncommon compared to foreseeable options or when the same options were presented in an uncorrelated risk–reward environment. This result was most pronounced when the uncommon gambles offered higher expected values compared to the other gambles in the set. Moreover, these uncommon, high‐value options were associated with an increase in pupil size. These results suggest that people's evaluations of risky options are based not only on the options' payoffs and probabilities but also on the extent to which they fit the risk–reward structure of the environment.     

The relationship between religion and health-related behaviours in patients with borderline personality disorder

With addictive disorders frequently co-occurring among patients with borderline personality disorder (BPD), exploring factors that may influence health-related behaviours, like religious involvement, is important. This study assesses whether religious involvement is associated with smoking and alcohol use disorders (AUDs) in BPD subjects. This study used data from Wave 2 of the National Epidemiological Survey on Alcohol and Related Conditions (NESARC), which used the Alcohol Use Disorder and Associated Disabilities Interview Schedule–DSM-IV (AUDADIS-IV) as its assessment instrument. The AUDADIS-IV assessed personality disorders, tobacco usage, the presence of AUDs, and religious involvement. Attending a place of worship and weekly or more frequent worship attendance were significantly associated with reduced likelihood of current smoking and AUDs among BPD subjects. AUDs were also significantly less common in those reporting higher subjective religiousness. In conclusion, people with BPD who are religiously inclined are less likely to engage in addictive behaviours, specifically smoking and AUDs.     

Talking about science interests: the importance of social recognition when students talk about their interests in STEM

Although interest development is often conceptualized as a process that occurs within an individual, interest can be developed through various social mechanisms. Messages that suggest that one is or is not welcome within a context may serve to bolster or attenuate interest in those contexts. In a sample of first semester freshmen undergraduate science students, we tested whether or not talking with close others about one’s interests, and receiving social recognition during those conversations, was related to having a greater science career interest over time. Our findings suggest that the way in which students perceive others’ reactions to their scientific interests (social recognition) during these conversations may have the greatest impact on students that face greater external barriers to persisting. We found that positive social recognition appraisals that convey that a listener understands and encourages one’s interest in science predicted a greater science career interest over time for women, but not men. The impact of positive social recognition appraisals on interest in a science career was greatest among women with relatively low or average science identities, but not for women with a relatively high science identity. The implications for the development of students’ interest and for broadening participation in science are discussed.