Stress management and exercise training in chronic stable angina pectoris

Abstract

Patients suffering from chronic stable angina pectoris were allocated to one of four conditions: stress management training, exercise training, combined stress management and exercise, or waiting list control. Patients undertook an exercise tolerance test before and after intervention, and at follow-up assessment eight weeks later. They also kept a daily diary of the frequency, duration and intensity of all angina episodes, and recorded the amount of medication taken, for the week preceding and the week following intervention, as well as for the eighth week of follow-up. Patients who undertook the combined stress management and exercise programme faired best. They showed sustained gains in achieved workload on the exercise tolerance test at no cost in terms of ischaemia, as measured by ST-segment depression. They also registered less frequent angina attacks following intervention than the exercise only and waiting list control patients, and reported reduced reliance on medication; the latter benefit was sustained at follow-up. These clinical dividends invite further study of combined stress management and exercise training in angina pectoris.     

Building Bridges with Accessible Care: Disability Studies,Feminist Care Scholarship,and Beyond

This article uses elements of autoethnography to theorize an in/formal support relationship between a friend with a physical disability, who uses attendant services, and me. Through thinking about our particular “frien‐tendant” relationship, I find the common scholarly orientations toward “care” are inadequate. Starting from the conversations between feminist and disability perspectives on care, I build on previous work to further develop the theoretical framework of accessible care. Accessible care takes a critical, engaged approach that moves beyond understanding “accessibility” as merely concrete solutions to create more inclusive forms of care. Care, in this context, is positioned as an unstable tension among competing definitions, including that it is a complex form of oppression. Accessible care draws on feminist disability perspectives and the feminist political ethic of care to build bridges in four areas: from daily experiences of disability and support to theoretical discussions; across feminist care research and disability perspectives; across divisions and anxieties within disability communities; and from the local to transnational applications. These bridges do not aim to resolve debates but allow us to travel back and forth between differing perspectives and demonstrate the tenuous possibility of accessible practices and concepts of care.     

How Implicit–Explicit Consistency of the Intelligence Self‐Concept Moderates Reactions to Performance Feedback

At present, it is not well understood which individual characteristics determine whether individuals will benefit or suffer from feedback about suboptimal performance. Three separate studies tested the idea that individuals' reactions to (neutral versus negative; positive versus negative) feedback as either improving or deteriorating performance in intelligence tests depended on their explicit and implicit self‐concept of intelligence (eSCI and iSCI). In all studies (Study 1, N = 177; Study 2, N = 165; Study 3, N = 132), persons with low eSCI/high iSCI showed a boost in performance after negative feedback, whereas persons with any other combination showed a decline in performance. The studies also provide an explanation for these effects in terms of mediating mechanisms. Whereas the performance boost of individuals with low eSCI/high iSCI can be best explained by achievement‐related reactance (Studies 2 and 3) and decrease in ruminative thinking (Study 3), the performance declines in the other configurations were mediated by decreased achievement motivation, increased frustration and increased outrage (Study 3). All these mediating mechanisms proved independent and incremental in a bootstrapping‐based moderated meditation analysis. The results are discussed in light of the construct validity of our Implicit Association Test (IAT) and IATs in general. Copyright © 2013 John Wiley & Sons, Ltd.     

Factorial validity of the Behavior Rating Inventory of Executive Function (BRIEF)-Teacher form

Deficits in executive function (self-regulatory mechanisms) have been linked with many childhood disorders including attention deficit/hyperactivity disorder (ADHD), autism spectrum disorder, and conduct disorder. Executive functioning is typically assessed by individually administering performance-based measures in a clinical setting. However, performance-based methods are inefficient for school psychologists. A more feasibly implemented measure for applied settings is the Behavior Rating Inventory of Executive Function (BRIEF), but researchers have raised questions about the internal validity and the proposed factors. In this study, we examined the factor structure of the teacher form of the BRIEF in a sample of 2,044 general education elementary students and 131 teachers in a multilevel design. Results revealed support for a model with three factors at Level 1 and one general factor at Level 2. The results of our study do not support the current two-factor model of the published BRIEF protocol.     

The effects of happy and angry expressions on identity and expression memory for unfamiliar faces

We investigated the influence of happy and angry expressions on memory for new faces. Participants were presented with happy and angry faces in an intentional or incidental learning condition and were later asked to recognise the same faces displaying a neutral expression. They also had to remember what the initial expressions of the faces had been. Remember/know/guess judgements were made both for identity and expression memory. Results showed that faces were better recognised when presented with a happy rather than an angry expression, but only when learning was intentional. This was mainly due to an increase of the "remember" responses for happy faces when encoding was intentional rather than incidental. In contrast, memory for emotional expressions was not different for happy and angry faces whatever the encoding conditions. We interpret these findings according to the social meaning of emotional expressions for the self.     

Facial expressions,smile types,and self-report during humour,tickle, and pain

The nature of ticklish smiling and the possible emotional state that accompanies it have been pondered since the ancient Greeks. The present study is arguably the first to systematically examine facial behaviour and self-reports of emotion in response to tickling. Using a within-participants design, 84 participants' responses to being tickled were compared to their responses when experiencing a painful stimulus and their responses to comedy. Overall results for both self-report and facial action coding showed that the tickle condition elicited both pleasure and displeasure. Facial action during tickling included “Duchenne” smiles plus movements associated with negative emotions. Results suggest that tickle-induced smiling can be dissociated from positive affect. Accounts of tickle are discussed.     

A New David Preparing for a New Goliath: A Question of Corporate Competence

Like the biblical David practicing his skill in defense of his flock, small companies are now gearing up their resident competencies in redesigning their organization in order to be flexible with changing needs. Like David, the day of facing Goliath may come without warning. This article tells the story of a small company engaged in rapid growth. The participative redesign of the organizational structure is presented as a narrative against the background of a simplified model of organizational design and the method of implementation. Key success factors are illustrated not only through anecdotes but also through measurements of results at the end of the first year.     

In Search of Complexity: Seeking to Integrate Feminist and Evolutionary Perspectives in Psychology

This Special Section of Sex Roles, “Commentaries on the Special Issue: Feminist Reappraisals of Evolutionary Psychology” (Smith and Konik 2013), continues the interchange among researchers who are approaching psychology from evolutionary and/or feminist perspectives that began in the May 2011 issue. This introduction to the current Special Section focuses on two themes: (1) constraints caused by both disciplinarity and the researcher’s location need to be transcended, and (2) nature and nurture must be recognized as interrelated concepts when utilizing evolutionary and feminist frameworks. In addressing these themes, we highlight how they are apparent in the collection of works published in this Special Section. It is clear that both feminist and evolutionary scholarship has matured to the point where, given appropriate conceptual complexity, both can continue to develop.     

The Illusion of Transparency: Assessment of Sex Differences in Showing and Hiding Disgust

The illusion of transparency occurs when one overestimates the ability of others to discern one's internal states, including emotions. Two experiments demonstrated this illusion using the emotion of disgust. Male and female tasters were given drinks, including one that was very unpleasant tasting. Tasters either displayed spontaneous facial expressions (Experiment 1) or tried to conceal their expressions (Experiment 2). Male and female observers rated tasters' expressions and tried to identify the disgusting drink based on the tasters' facial expressions. Results demonstrated the illusion of transparency (e.g., tasters overestimated the percentage of observers who correctly identified the disgusting drink) and suggested that the illusion was partly attributable to the inability of people to set aside their own knowledge when considering the perception of others who do not share this knowledge. Females were less successful than males at hiding their disgust but there was no sex difference in the susceptibility to the illusion.     

The Benefits of Stepping Into Others' Shoes: Perspective Taking Strengthens Transactive Memory

Perspective taking is an important requirement for effective communication. Teams working on knowledge-intensive tasks should benefit particularly. In a laboratory study, we examined whether perspective taking (vs. egocentrism) facilitated transactive memory when team members' knowledge was either different or similar. Perspective taking led teams to form more accurate transactive memory and agree more regarding each other's knowledge assessments. Corresponding effects were found when knowledge was similar. However, no interaction emerged. Our study shows that perspective taking is a cognitive state that can be induced with a short intervention and that can positively influence team-level outcomes such as transactive memory.