Appreciation of Beauty and Excellence: Relationship with Personality,Prosociality and Well-Being

Appreciation of beauty and excellence (ABE) is one of the least studied character strengths. Therefore, this study aims at advancing the knowledge in this area by (1) developing a scale that measures the three categories of appreciation (i.e., beauty, moral excellence, and non-moral excellence), (2) assessing many of its psychometric properties, and (3) examining the relationship of ABE with personality, prosociality, and well-being. In Study 1, we create and assess an initial set of items measuring ABE. In Study 2, we examine the dimensionality of ABE, and test the internal consistency and validity of the scale. Moreover, we assess the relationships between ABE and personality, prosociality and well-being. In Study 3, we test the temporal stability of the scale. Results revealed that a three-dimensional model of ABE showed the best fit to the data. The scale showed good validity (construct, factorial, incremental) and reliability (internal and temporal). Finally, ABE yielded positive associations with prosociality and well-being, and demonstrated to be more than a linear combination of the Big Five factors of personality.     

Relations between teachers' judgments of girls' and boys' compliance and intellectual competence

This study examined the relation between teachers' perceptions of children's compliance to them and their evaluations of the children's intellectual competence. One hundred and nine boys and 94 girls from 25 preschools participated in the study. Evaluations of the children's intellectual competence and their compliance to teachers were provided by teachers from each preschool. The children were given measures of intelligence and problem solving, which together with age and compliance to teachers were used to predict the teachers' evaluations of the children's intellectual competence. Only IQ and age significantly predicted teachers' evaluations of boys' competence. Teachers' evaluations of girls' intellectual competence were significantly predicted by age, compliance to teachers, and problem-solving scores, with the less compliant girls being perceived as less competent. The results were interpreted as indicating the possible influence of sex role bias on teachers' judgments of girls' intellectual competence.This research was funded by a grant from the Quebec Department of Education and was performed while the second author was supported by a scholarship from the Quebec Department of Education.     

Problem-solving performance of young boys and girls as a function of task appropriateness and sex identity

The problem-solving performance of young boys and girls was examined in three conditions in which good performance was indicated as being appropriate for boys, for girls, or for both boys and girls. The relations between task scores and five sex-role measures were also examined. As predicted, the boys performed significantly more poorly when the task was indicated as one that girls did better. The girls' performance was not affected by the conditions of the study. The girls' problem-solving scores did not differ significantly from the boys' scores. There was some relationship between the task scores and the sex-role measures for boys, but not for girls. Associations among the sex-role measures were not high.This research was supported by a DGES-FCAC research grant from the government of Quebec, Canada.     

The socialization of sex-differentiated skills and academic performance: A mediational model

Using a multifactorial model, sex differences in academic performance were examined in a sample of 347 elementary school children. As expected, girls' academic performance averaged higher than boys'. Path analysis confirmed initial hypotheses that girls' advantage is partially due to their characteristic of greater responsiveness to social cues and compliance with adult direction. This advantage was partially offset in this model by boys' greater visual-spatial skill, which also was a predictor of academic success. Access to stereotypic masculine toys and activities at home was, for both sexes, a predictor of children's visual-spatial ability. As expected, socioeconomic variables, including mothers' occupation and fathers' level of education, also influenced the environmental, social, and cognitive factors predicting academic success. These results indicate that boys' and girls' differential development of specific cognitive and social skills may play an important role in establishing sex differences in academic performance.     

Common region wins the competition between extrinsic grouping cues: Evidence from a task without explicit attention to grouping

The competition between perceptual grouping factors is a relatively ignored topic, especially in the case of extrinsic grouping cues (e.g., common region or connectedness). Recent studies have examined the integration of extrinsic cues using tasks that induce selective attention to groups based on different grouping cues. However, this procedure could generate alternative strategies for task performance, which are non-related to the perceptual grouping operations. In the current work, we used an indirect task, i.e. repetition discrimination task, without explicit attention to grouping cues to further examine the rules that govern dominance between competing extrinsic grouping factors. This procedure allowed us to obtain an unbiased measure of the competition between common region and connectedness cues acting within the same display. The results corroborate previous data showing that grouping by common region dominated the perceived organization of the display, even though the phenomenological strength of the grouping cues was equated for each participant by means of a preliminary scaling task. Our results highlight the relevance of using indirect tasks as an essential tool for the systematic study of the integration of extrinsic grouping cues.     

Cognitive plasticity in Alzheimer's disease patients receiving cognitive stimulation programs

The main purpose of this article is to examine whether cognitive plasticity increases after cognitive training in Alzheimer's disease patients. Twenty six patients participated in this study, all of them diagnosed with mild Alzheimer's disease, 17 of them received a cognitive training program during 6 months, and the other 9 were assigned to the control group. Participants were assigned to experimental or control conditions for clinical reasons. In order to assess cognitive plasticity, all patients were assessed before and after treatment with three subtests from the "Bateria de Evaluación de Potencial de Aprendizaje en Demencias" [Assessment Battery of Learning Potential in Dementia] (BEPAD). After treatment, Alzheimer's disease patients improved their performance in all the tasks assessing cognitive plasticity: viso-spatial memory, audio-verbal memory and verbal fluency. However, the cognitive plasticity scores of the patients in the control group decreased. In conclusion, this study showed that cognitive stimulation programs can improve cognitive functioning in mildly demented patients, and patients who do not receive any cognitive interventions may reduce their cognitive functioning.     

Increasing and decreasing motor and cognitive output: a model of general action and inaction goals

General action and inaction goals can influence the amount of motor or cognitive output irrespective of the type of behavior in question, with the same stimuli producing trivial and important motor and cognitive manifestations normally viewed as parts of different systems. A series of experiments examined the effects of instilling general action and inaction goals using word primes, such as "action" and "rest." The first 5 experiments showed that the same stimuli influenced motor output, such as doodling on a piece of paper and eating, as well as cognitive output, such as recall and problem solving. The last 2 experiments supported the prediction that these diverse effects can result from the instigation of general action and inaction goals. Specifically, these last 2 studies confirmed that participants were motivated to achieve active or inactive states and that attaining them decreased the effects of the primes on behavior.     

The distortion of spatial relationships between local elements in hierarchical patterns decreases the global advantage effect

The present study examined the influence of perceptual organization on the processing of global and local information in hierarchical patterns. In two experiments, we examined whether disturbing the spatial relationships between local elements by introducing between-element distance and size heterogeneity affected global processing dominance. The effects on global processing dominance of undistorted compound stimuli with equidistant and homogeneous local elements were compared with those of compound stimuli which presented between-element distance heterogeneity (Experiment 1) or heterogeneity in size (Experiment 2). The results showed that the global advantage effect decreased similarly under conditions of between-element distance and size heterogeneity that disturbed the spatial relationships between local elements. The results provide new evidence on the role of perceptual organization in hierarchical patterns processing.     

Burnout syndrome in secondary school teachers: a systematic review and meta-analysis

Social Psychology of Education - Secondary school teachers are one of the occupational groups presenting the highest levels of sick leave due to stress in the workplace. This form of stress can...     

Testing the properties of the triarchic model of psychopathy in a community sample: Self‐reported trait aggression and drug consumption associations

The triarchic model of psychopathy encompasses different conceptions of psychopathic personality characterized by three phenotypic components: boldness, disinhibition, and meanness. Psychopathy is a complex construct at both emotional and behavioral level. The aim of this study was to determine the core elements of psychopathic personality in a community sample and analyze the relation between these elements and other personality traits such as aggression, and certain specific behavioral manifestations such as substance use. The study sample comprised 1,159 participants aged between 17 and 74 years, who were administered the Triarchic Psychopathy Questionnaire, the Impulsive‐Premeditated Aggression Scale, and the Aggression Questionnaire. The results show that the constructs of meanness and disinhibition are more highly associated with different forms of both impulsive and premeditated aggression. Furthermore, men scored higher on all three components of the triarchic model compared to women. Finally, higher substance use (tobacco and drugs) was associated with higher scores in meanness, boldness, and disinhibition. These findings demonstrate the importance of assessing psychopathy in a community sample, and the detection of possible risk factors for the disorder.