Early activity in the lateralized readiness potential suggests prime-response retrieval as a source of negative priming

Negative priming (NP) refers to increased response time (RT) for a probe target that was a distractor in a preceding prime presentation (distractor-target shift, DT), compared to novel targets. The present study used the lateralized readiness potential (LRP) to investigate, in a four-choice identification task, a novel episodic-retrieval explanation of NP introduced by Rothermund, Wentura, and de Houwer (2005). This theory proposes that retrieval reactivates the prime response which interferes with selection of the correct probe response, thereby producing NP. 20 participants responded to pairs of red and blue digits, contingent on the identity of the digit presented in the target color. Behavioral NP involved RT increase by 16 ms. With shift trials (different hands used for prime and probe responses), in the DT condition LRP onset was delayed relative to control. By contrast, earlier LRP onset was observed for DT relative to control with no-shift trials (same hand used for prime and probe responses). Behavioral NP effects showed similar magnitude for shift and no-shift trials. Results support the Rothermund et al. (2005) theory of prime-response retrieval.     

Stressed organizations and organizational stressors: A systemic analysis of workplace injury

The experiences of five injured workers from one workplace which had been identified as having a very poor workers' compensation claims experience were analyzed using a systemic theory framework. It was predicted that the fundamental stress-producing conflict between safety and profit that exists in industry between workers and their employers is exacerbated when a worker is injured; furthermore, the degree of stress experienced by both the injured worker and the employer is related to the impact of the injury on the organization and on the productivity of the workplace. The increased stress in both the injured worker and the employer results in increased rigidity in responding to the change or threat in the organization caused by workplace injury. A systemic approach to rehabilitation was recommended in which the employer as well as the injured worker were viewed as clients who required varying levels of support and intervention in managing workplace injury.     

Teachers’ Perceptions of Creativity in the Classroom

Teachers’ implicit understandings of creativity may not align with current research-based understanding of creativity and characteristics associated with creative students. Even teachers who say they value creativity may actually find creative characteristics undesirable. Participating teachers (n = 371) rated student characteristics on a scale of very undesirable to very desirable. Participants also completed a brief self-assessment of personal creativity and rank-ordered a set of educational objectives based on what they perceived as most important. Results indicated that teachers found student characteristics associated with creativity less desirable than those characteristics contraindicative to creativity (d = 2.70). No effects were found based on the grade level (d = 0.07) and small effects were found for subjects taught (η² = 0.023). Similarly, no effects were found for the teachers’ level of experience (η² = 0.004) or age (η² = 0.002). Teachers’ level of personal creativity was related (r = .248) to how desirable they rated student characteristics associated with creativity, but the importance with which teachers ranked creative thinking had small effects (η² = 0.04) on how desirable they found characteristics associated with creativity. These results generally confirm previous studies and suggest that teachers’ grade level, subject, experience, and age have no effect on their perception of creative characteristics. However, some evidence suggests that teachers who are more creative find student characteristics associated with creativity more desirable in class.     

Cortisol and behavioral reaction of low and high sensation seekers differ in responding to a sport-specific stressor

Background/objectives: Sensation seeking is closely related to practicing high-risk sports. This domain offers individuals an opportunity to achieve an increased level of arousal. Moreover, stress reactivity implies interindividual differences in the capacity to respond to a stressor. The purpose of this study was to examine whether high sensation seekers (HSS) compared to low sensation seekers (LSS) experience lower levels of stress on a physiological and psychological basis. Stress was induced in a sport-specific experimental paradigm with a climbing task through a jump into the rope.

Methods: Two extreme groups (n?=?28 male athletes) were examined in a mixed-factorial design (between: HSS vs. LSS; within: repeated measurements of several variables related to stress reactivity - cortisol, heart rate, anxiety).

Results: In response to the stressor HSS compared to LSS released a significantly lower amount of cortisol and needed less time for the climbing task. Heart rate and anxiety were not significant.

Conclusions: Individuals seem to react physiologically differently to a sport-specific stressor, depending on their level of sensation seeking. HSS seem to be less strained, and seem to perform better. These findings might be relevant not only for the evaluation of (sport-) psychological interventions but also for other contexts (e.g., special forces).     

Basic psychological need satisfaction across the retirement transition: Changes and longitudinal associations with depressive symptoms

Motivation and Emotion - Drawing on self-determination theory, the present study examined how satisfaction of the basic psychological needs (autonomy, competence, and relatedness) changes across...