Punitive emotions and norm violations

The recent literature on social norms has stressed the centrality of emotions in explaining punishment and norm enforcement. This article discusses four negative emotions (righteous anger, indignation, contempt, and disgust) and examines their relationship to punitive behavior. I argue that righteous anger and indignation are both punitive emotions strictly speaking, but induce punishments of different intensity and have distinct elicitors. Contempt and disgust, for their part, cannot be straightforwardly considered punitive emotions, although they often blend with a colder form of indignation to favor low-cost, indirect, and collective forms of punishment such as mockery, exclusion, and ostracism.     

Dynamics of learning new postural patterns: influence on preexisting spontaneous behaviors

In stance, rotations around the hips and ankles typically exhibit a relative phase close to 20 degrees or 180 degrees . In 2 experiments, the authors studied the reciprocal influence of those coordination tendencies with learning an ankle-hip relative phase of 135 degrees . Before, during, and after learning a new mode of coordination, they assessed participants' (N = 24 in each experiment) spontaneous postural patterns with a tracking task in which no specific coordination was required. Learning the 135 degrees phase relation led to persistent modifications of the spontaneous in-phase and antiphase modes. Contrary to the theoretical predictions of the dynamical approach, the initial stability of the preexisting patterns did not influence the difficulty of producing the new mode or the improvement in performance during learning. Initial stability did, however, influence the rate and type of modification of spontaneous patterns. The authors discuss the results in relation to conclusions drawn from bimanual studies.     

First graders' literacy and self-regulation gains: The effect of individualizing student instruction

We examined the effect of individualizing student instruction (ISI; N = 445 students, 46 classrooms) on first graders' self-regulation gains compared to a business-as-usual control group. Self-regulation, conceptualized as a constellation of executive skills, was positively associated with academic development. We hypothesized that the ISI intervention's emphasis on teacher planning and organization, classroom management, and the opportunity for students to work independently and in small groups would promote students' self-regulation. We found no main effect of ISI on self-regulation gains. However, for students with weaker initial self-regulation, ISI was associated with greater self-regulation gains compared to peers in control classrooms. The ISI effect on self-regulation was greater when the intervention was more fully implemented.     

Stance Width Influences Postural Stability and Motion Sickness

We examined the influence of stance width (the distance between the feet) on postural sway and visually induced motion sickness. Stance width influences the magnitude of body sway, and changes in sway precede the subjective symptoms of motion sickness. Thus, manipulation of stance width may influence motion sickness incidence. Participants (healthy young adults) were exposed to complex, low-frequency oscillation of a moving room. Participants stood with their feet 5 cm, 17 cm, or 30 cm apart. During exposure to visual motion, the widest stance (30 cm) was associated with reduced incidence of motion sickness. For all stance widths, motion sickness was preceded by significant changes in motion of the head and torso. The results support the postural instability theory of motion sickness and suggest practical implications for the prevention of motion sickness. Adoption of wider stance may decrease the risk of motion sickness in operational situations.     

Role of Researchers in the Ethical Conduct of Research: A Discourse Analysis From Different Stakeholder Perspectives

The ethical conduct of research rests largely on researchers, and as such, an understanding of how they perceive and enact their role in research is paramount. However, the literature around ethics and research mostly focuses on researchers’ perception of Research Ethics Boards (REB; also known as Institutional Review Boards) roles and functions. To fill that gap, we analyzed the perceptions of researchers, REB members, and influential parties (n = 40) about researchers’ role in the ethical conduct of research through discourse analysis. Three discourses emerged: researchers as reflective practitioners, protectors of participants, and technicians. Understanding the commonalities and differences among the discourses may foster a shared and compelling institutional research culture.     

Investigating the Effects of a Persuasive Digital Game on Immersion,Identification, and Willingness to Help

Abstract

Recent years have seen a tremendous rise in the development and distribution of persuasive games: digital games that are used to influence players’ attitudes and/or behavior. Three studies (N_{Study 1}?=?134; N_{Study 2}?=?94; N_{Study 3}?=?161) tested the effects of a persuasive game on immersion, identification, and willingness to help. The results showed that playing the persuasive game did not result in substantially stronger willingness to help, relative to the control conditions. Video and printed text resulted in more immersion than the digital game, but playing the game resulted in substantially higher perceptions of embodied presence.     

The Whole is Greater: Reflective Practice,Human Development and Fields of Consciousness and Collaborative Creativity

Because Western experiments assume creativity is an individual phenomenon and rarely investigate how trust and openness might build collective resonance, flow, and creativity, the creative whole typically amounts to less than the sum of the parts. The author argues, however, that group creativity increases as members develop, especially through Wilber's (in press) transpersonal stages. He illustrates how organizational leaders have facilitated creativity through reflective practice. Presenting evidence regarding the field effects of collective consciousness, he suggests that our minds and hearts interact in subtle yet powerful ways, which leaders can intuit, to support the emergence of collaborative creativity.