Eyes as windows to the soul: Gazing behavior is related to personality

Gazing is a fundamental human behavior with important cognitive, affective, motivational, and social underpinnings that is likely to have produced individual differences linking it to major personality traits. If traits play a substantial role in gazing, they should predict eye movement parameters above and beyond stimuli without meaningful and topical information. The current eye-tracking study (N = 242) demonstrated with linear mixed models that personality (Big Five, Behavioral Inhibition System/Behavioral Activation System) predicts number of fixations, mean fixation duration, and dwelling time in two different abstract animations. Specifically, neuroticism, extraversion, openness, and the Behavioral Activation System were related to eye movement parameters. Prospective research in studying links between dispositions and gazing is discussed.     

A psychophysiological investigation of mourning: There are two sides to the story

Motivation and Emotion - Mourning constitutes an important human emotion, which might cause—among other things—major depressive symptoms when lasting for too long. To date, no study...     

When and why is helping others good for well‐being? The role of belief in reciprocity and conformity to society's expectations

This research investigates the relation between informal help and subjective well‐being and its underlying mechanisms using a cross‐national perspective. We focus on two potential mechanisms derived from the self‐determination theory and conformity to the social norms literature. From the standpoint of self‐determination theory, helping others is good for well‐being if it is intrinsically motivated, rather than driven by the expectation of reciprocity. On the other hand, from the perspective of the conformity literature, helping others is associated with a higher well‐being when it is linked to the benefits of social conformity, such as social approval. We tested these hypotheses using the data from a total of 23 countries. The results provided support for both mechanisms. First, we found that the lower individuals' beliefs in reciprocity are, the stronger is the positive effect of self‐reported helping behavior on their well‐being. Second, helping behavior was more strongly related to life satisfaction in countries where providing help represents a strong social norm (measured with two different cultural indicators). We conclude that both individual‐ and culture‐level mechanisms account for the relation between prosocial behavior and well‐being. Copyright © 2015 John Wiley & Sons, Ltd.     

Punitive versus compensatory reactions to injustice: Emotional antecedents to third-party interventions

The almost exclusive focus on punishment and inattention to compensatory alternatives in studies involving experimental games may yield patterns that do not accurately reflect how and when people respond to injustice, particularly if punishment and compensation are not psychologically equivalent approaches to justice restoration. In the current study, we examined participants' preference for punitive and compensatory actions, while also exploring emotional determinants and boundary conditions. Our results indicated that participants actually compensated victims more than they punished offenders and that the majority of participants assigned both. Furthermore, although both interventions were associated with emotional experiences of moral outrage toward the offender, self-focused emotions reflecting feelings of threat only predicted compensation and only when victims were aware that they had been victimized. These findings augment our understanding of third-party interventions, emphasizing the importance of considering response alternatives when studying the psychology of justice.     

Focussing on overexcitabilities: Studies with intellectually gifted and academically talented adults

The concept of “overexcitability” has recently become popular within the field of giftedness and talent research. Some authors argue that overexcitability questionnaires can be used to identify gifted/talented individuals. A sample of intellectually gifted adults (n = 96; mean age: 31.4; SD = 0.3) was compared to a sample of adults of average intelligence (n = 91; mean age: 31.4; SD = 0.4). Additionally, a sample of 123 high achievers (mean age = 30.5; SD = 0.3) was compared to 97 average achievers (mean age: 30.5; SD = 0.3). The “Overexcitability Questionnaire-Two” was used to assess emotional, imaginational, intellectual, psychomotor, and sensual overexcitability. The gifted adults scored statistically significantly higher on “intellectual overexcitability” (d = .42). High and average achievers differed statistically significantly in “intellectual overexcitability” (d = .56) and “sensual overexcitability” (d = .32). For the giftedness sample, the accuracy of group membership prediction (gifted/non-gifted) via discriminant analyses was 60.4%. For the performance sample, the accuracy was 63.4%. The observed differences in the overexcitabilities were small; the risk of misclassification is too big to attempt to identify gifted or high achieving adults solely on the basis of overexcitability scores.     

Cerebellar structure and function: making sense of parallel fibers

Many parts of the brain have to cooperate in a finely tuned way in order to generate coordinated motor output. Parameters of these cooperations are adjusted during early childhood development and years of motor learning later in life. The cerebellum plays a special role in the concert of these brain structures. With the unusual geometrical arrangement of its neuronal elements, especially of parallel fibers and Purkinje cells the cerebellum is a selective and sensitive detector of a specific class of spatio-temporal activity patterns in the mossy fiber system: sequences of excitatory input which 'move' along the direction of parallel fibers at about 0.5 m/s, i.e. the speed of spike conductance in parallel fibers. Precise spatio-temporal neuronal activity patterns have been shown to occur in two major sources of afference to the cerebellum, the neocortex and the sensory feedback system. Based on our own experimental work and the above-mentioned findings we suggest that the cerebellum detects specific spatio-temporal activity patterns which trigger learned cerebellar output related to motor control and which contributes to the control of precise timing of muscle contraction.     

Body-related film clip triggers desire to binge in women with binge eating disorder

Previous research suggests that excessive influence of shape or weight concern on self-evaluation is strongly associated with psychological functioning in women with binge eating disorder (BED). However, little is known so far about its direct influence on binge episodes. In an experimental study, 27 women with BED (DSM-IV) and 25 overweight healthy controls watched a body-related film clip. Ratings of the desire to binge and mood were assessed prior to and at the end of the film clip. Additionally, measures of heart rate, finger pulse and electrodermal activity were obtained. Main results revealed a significant increase in the desire to binge, sadness and anxiety, as well as a significant increase in non-specific skin conductance fluctuation on the body-related clip in the group of BED only. The results underline the importance of shape and weight concerns in BED.     

Does betrayal aversion really guide trust decisions towards strangers?

Trust is a double-edged sword. When warranted, it leads to positive and rewarding interactions. When not, it leads to disappointment and anger. Therefore, it has been argued that people will display “betrayal aversion” in trust situations (i.e., avoid trusting to avoid betrayal). Yet, people also feel tense and uneasy when they signal distrust to another person and thus show signs of “principled trustfulness” (i.e., choosing to trust others although being skeptical of their trustworthiness). These two theoretical orientations imply directly opposite influences on trust behavior. Thus, we conducted two laboratory studies (with a total of 841 participants) with binary trust games (implying a risk of being betrayed) and extended lottery games (implying no such risk). In both studies, we varied the payoff structures of both games. Further, we made sure that the average perceived likelihood of winning or losing money when choosing the risky option was identical in both games, as was the distribution of these likelihoods. Neither study showed any sign of betrayal aversion. Rather, participants were more willing to risk their money in the trust game than they were to invest their money in a lottery, supporting the principled trustfulness view. We discuss possible explanations why, unlike previous studies, we did not find any indication of betrayal aversion.     

Effects of wakeful resting versus social media usage after learning on the retention of new memories

Communication and information sharing via social media platforms is a common and popular activity. The majority of existing studies indicate that social media usage has detrimental effects on learning and memory. However, it is an open question as to whether social media usage affects memory even after learning. To test this, healthy young adults learned and immediately recalled a vocabulary list. Subsequent to recall, participants either wakefully rested for 8 min or used social media for 8 min. A delayed recall test took place after the wakeful resting condition and the social media condition and again after 1 day. Our results showed that social media usage, compared with wakeful resting, had detrimental effects on memory performance over both retention intervals. We assume that social media usage interfered with memory consolidation of learned vocabularies and suggest that learners opt for wakeful resting over social media usage as a learning-break activity.     

Handwriting or Typewriting? The Influence of Pen- or Keyboard-Based Writing Training on Reading and Writing Performance in Preschool Children

Digital writing devices associated with the use of computers, tablet PCs, or mobile phones are increasingly replacing writing by hand. It is, however, controversially discussed how writing modes influence reading and writing performance in children at the start of literacy. On the one hand, the easiness of typing on digital devices may accelerate reading and writing in young children, who have less developed sensory-motor skills. On the other hand, the meaningful coupling between action and perception during handwriting, which establishes sensory-motor memory traces, could facilitate written language acquisition. In order to decide between these theoretical alternatives, for the present study, we developed an intense training program for preschool children attending the German kindergarten with 16 training sessions. Using closely matched letter learning games, eight letters of the German alphabet were trained either by handwriting with a pen on a sheet of paper or by typing on a computer keyboard. Letter recognition, naming, and writing performance as well as word reading and writing performance were assessed. Results did not indicate a superiority of typing training over handwriting training in any of these tasks. In contrast, handwriting training was superior to typing training in word writing, and, as a tendency, in word reading. The results of our study, therefore, support theories of action-perception coupling assuming a facilitatory influence of sensory-motor representations established during handwriting on reading and writing.