Family Allocentrism and Adolescent Depressive Symptoms: The Role of Self-Identity Style

Recent research has found that a strong family allocentrism relates to reduced adolescent depressive symptoms. Besides providing continuous support for this relation, this research extended the scope by exploring whether there was a U-shaped association between family allocentrism and depressive symptoms and testing the mediation effect of identity style among Italian adolescents (N?=?387, 183 boys, 204 girls, M_age?=?16.38 years). Result of hierarchical regression model showed that the association between family allocentrism and depressive symptoms was linear rather than U-shaped. More importantly, this linear relation was mediated by normative and diffuse-avoidant style. In sum, the current findings suggest that adolescents who are allocentric toward family tend to follow family members’ expectations to establish self-identity and deal with identity issues more proactively, and thus they are less likely to experience depressive symptoms. Moreover, there is no significant evidence that too much family allocentrism would lead to elevated depressive symptoms.     

The Power of Analogies for Imagining and Governing Emerging Technologies

The emergence of new technologies regularly involves comparisons with previous innovations. For instance, analogies with asbestos and genetically modified organisms have played a crucial role in the early societal debate about nanotechnology. This article explores the power of analogies in such debates and how they could be effectively and responsibly employed for imagining and governing emerging technologies in general and nanotechnology in particular. First, the concept of analogical imagination is developed to capture the explorative and anticipatory potential of analogies. Yet analogies do not simply stimulate imagination, they also restrict it by framing emerging technologies in specific ways. Thus, second, the article argues that tracing the rhetorical and persuasive power of analogical arguments is essential for understanding how analogies are constructed to legitimise assessments, funding policies, and governance approaches. Third, the article addresses factors that account for the persuasiveness of analogies in debates about emerging technologies. The article concludes with reflections on how analogical imagination and an enhanced analogical sensibility for framing and persuasive effects can foster responsible research and innovation (RRI).     

Hospitality and Embodied Encounters in Educational Spaces

This short paper responds to the essays by Shilpi Sinha, Shaireen Rasheed, and Lyudmila Bryzzheva. It considers how racial inequality between teachers and students affects the possibilities of educational hospitality, both in cases of white teachers teaching racialized students and in cases of racialized teachers teaching white students. The response takes a phenomenological turn, considering the relative vulnerability of bodies that encounter each other in educational spaces which, themselves, are not neutral.     

Beliefs about group malleability and out‐group attitudes: The mediating role of perceived threat in interactions with out‐group members

Recent research suggests that inducing fixed (rather than malleable) beliefs about groups leads to more negative attitudes toward out‐groups. The present paper identifies the underlying mechanism of this effect. We show that individuals with a fixed belief about groups tend to construe intergroup settings as threatening situations that might reveal shortcomings of their in‐group (perceived threat). In the present research, we measured (Study 1) and manipulated (Study 2) participants' lay theories about group malleability. We found that the extent to which individuals had an entity (versus an incremental) group theory influenced the level of threat they felt when interacting with out‐group members, and that perceived threat in turn affected their level of ethnocentrism and prejudice. These findings shed new light on the role of lay theories in intergroup attitudes and suggest new ways to reduce prejudice. Copyright © 2015 John Wiley & Sons, Ltd.     

Learning to Manipulate and Categorize in Human and Artificial Agents

This study investigates the acquisition of integrated object manipulation and categorization abilities through a series of experiments in which human adults and artificial agents were asked to learn to manipulate two‐dimensional objects that varied in shape, color, weight, and color intensity. The analysis of the obtained results and the comparison of the behavior displayed by human and artificial agents allowed us to identify the key role played by features affecting the agent/environment interaction, the relation between category and action development, and the role of cognitive biases originating from previous knowledge.     

Commentary on Three Articles on Self‐practice/Self‐reflection in Cognitive‐Behavioural Therapy

The commentary embraces three valuable contributions to the development of professional practice: (a) engagement with self‐practice/self‐reflection as a professional self‐development: the role of therapist beliefs; (b) spontaneous self‐practice of cognitive‐behavioural therapy (CBT) by aboriginal counsellors during and following CBT training: a retrospective analysis of the facilitating conditions and impact; (c) developing metacompetence in low intensity CBT interventions: evaluating a self‐practice/self‐reflection programme for experienced low intensity CBT practitioners. Each article provides different perspectives of the self‐practice and self‐reflection benefits for efficient therapy and their use as powerful resources in therapeutic training skills in general and CBT in particular. Conclusions of their contributions close the commentary.     

Due process model of procedural justice in performance appraisal: promotion versus termination scenarios

In a laboratory study, 318 student participants (148 male, 169 female, and one who did not report sex; M age 25.0, SD = 6.0) in introductory organizational behavior classes responded to scenarios in which performance appraisal resulted in either employee promotion or termination. Each scenario had varying levels of three procedural justice criteria for performance appraisal. For both promotion and termination outcomes, analysis showed that, as the number of criteria increased, perceptions of procedural fairness increased. A comparison between the two outcomes showed that perceptions of fairness were significantly stronger for the promotion outcome than for termination.     

A new model of sportive cooperation and its evaluation by means a questionnaire

We present in this paper the sportive cooperation as a theoretical framework for the teams' dynamics, and as an alternative to others theories, specially the sportive cohesion. This theory has a double basis: 1) The rational and utilitarist decision taking upon the personal cooperation or not, with the team's goal, based on the internal teammates interaction, and the environmental stimuli; and 2) A personal, and more stable, disposition to cooperate, despite the possibility of obtain any counterparts for this behavior. From this framework, we have build--in a three phase process--a questionnaire addressed to evaluate the sportive cooperation. The final version--composed of 15 items with standard psychometric propierties--shows two kinds of factors. First, we have two dispositional, traitlike, factors: The Conditional cooperation, and the Unconditional cooperation. Second, we have three situational factors: the Cooperation with the Coach, with the teammates, and the Cooperation outside the game and the training. Lastly, we discuss the maining of this theory respect to the sportive team's dynamics, and its relevance for the applied psychology, both for the evaluation and the interventions on the teams.     

Is belief reasoning automatic?

Understanding the operating characteristics of theory of mind is essential for understanding how beliefs, desires, and other mental states are inferred, and for understanding the role such inferences could play in other cognitive processes. We present the first investigation of the automaticity of belief reasoning. In an incidental false-belief task, adult subjects responded more slowly to unexpected questions concerning another person's belief about an object's location than to questions concerning the object's real location. Results in other conditions showed that responses to belief questions were not necessarily slower than responses to reality questions, as subjects showed no difference in response times to belief and reality questions when they were instructed to track the person's beliefs about the object's location. The results suggest that adults do not ascribe beliefs to agents automatically.