Profile Analysis of Psychological Symptoms Associated With Misophonia: A Community Sample

Misophonia is characterized by extreme aversive reactions to certain classes of sounds. It has recently been recognized as a condition associated with significant disability. Research has begun to evaluate psychopathological correlates of misophonia. This study sought to identify profiles of psychopathology that characterize misophonia in a large community sample. A total of N = 628 adult participants completed a battery of measures assessing anxiety and anxiety sensitivity, depression, stress responses, anger, dissociative experiences, obsessive-compulsive symptoms and beliefs, distress tolerance, bodily perceptions, as well as misophonia severity. Profile Analysis via Multidimensional Scaling (PAMS) was employed to evaluate profiles associated with elevated misophonia and those without symptoms. Three profiles were extracted. The first two accounted for 70% total variance and did not show distinctions between groups. The third profile accounted for 11% total variance, and showed that misophonia is associated with lower obsessive-compulsive symptoms for neutralizing, obsessions generally, and washing compared to those not endorsing misophonia, and higher levels of obsessive-compulsive symptoms associated with ordering and harm avoidance. This third profile extracted also showed significant differences between those with and without misophonia on the scale assessing physical concerns (that is, sensitivity to interoceptive sensations) as assessed with the ASI-3. Further research is called for involving diagnostic interviewing and experimental methods to clarify these putative mechanisms associated with misophonia.     

Cell phone-induced ostracism threatens fundamental needs

Cell phones are useful tools with both practical and social benefits. However, using them in the context of face-to-face conversations may be problematic. We consider this behavior a form of ostracism and test its effects on the satisfaction of basic psychological needs for belonging, self-esteem, control, and meaningful existence. In Study 1 participants who recalled a time in which a friend was checking a cell phone during a serious conversation reported feeling more ostracized (ignored and excluded), greater pain, and threat to basic needs than participants recalling a conversation without a cell phone interruption or a control event. Study 2 replicated and extended this effect: Cell phone-induced ostracism’s effects were partially mediated by decreased feelings of relational evaluation, and threatened basic needs both in serious and casual conversation contexts. Findings from both studies also indicated that cell phone-induced ostracism hurts women more so than men.     

Fundamental failure to think logically about scientific questions: An illustration of tunnel vision with the application of Wason's Card Selection Test to criminal evidence

Logic and science are in some respects fundamentally different disciplines, in that for example, application of rules of logic can yield conclusions that are at odds with physical reality. Not surprisingly, people have ample difficulty with logical thinking. Nonetheless, in some instances, logical thinking can fuel empirical decision making. In the current research, it was established that applying rules of logic to a particular area of empirical decision making, that is, criminal fact finding, is indeed quite difficult (Study 1). Furthermore, the ability to think logically was found to be associated with superior evaluation of criminal evidence (Study 2). Implications of these findings are discussed.     

Salience Versus Proportional Reasoning: Rethinking the Mechanism Behind Graphical Display Effects

Two experiments examined predictions from two separate explanations for previously observed display effects for communicating low‐probability risks: foreground:background salience and proportional reasoning. According to foreground:background salience, people's risk perceptions are based on the relative salience of the foreground (number of people harmed) versus the background (number of people at risk), such that calling attention to the background makes the risk seem smaller. Conversely, the proportional reasoning explanation states that what matters is whether the respondent attends to the proportion, which conveys how small the risk is. In Experiment 1, we made the background more salient via color and bolding; in contrast to the foreground:background salience prediction, this manipulation did not influence participants' risk aversion. In Experiment 2, we separately manipulated whether the foreground and the background were displayed graphically or numerically. In keeping with the proportional reasoning hypothesis, there was an interaction whereby participants given formats that displayed the foreground and background in the same modality (graphs or numbers, thereby making the proportion easier to form) saw the probability as smaller and were less risk averse than participants given the information in different modalities. There was also a main effect of displaying the background graphically, providing some support for foreground:background salience. In total, this work suggests that the proportional reasoning account provides a good explanation of many display effects related to communicating low‐probability risks, although there is some role for foreground:background salience as well. Copyright © 2018 John Wiley & Sons, Ltd.     

Developing a Learning Progression for Curriculum,Instruction, and Student Learning: An Example from Mathematics Education

Learning progressions have been demarcated by some for science education, or only concerned with levels of sophistication in student thinking as determined by logical analyses of the discipline. We take the stance that learning progressions can be leveraged in mathematics education as a form of curriculum research that advances a linked understanding of students learning over time through careful articulation of a curricular framework and progression, instructional sequence, assessments, and levels of sophistication in student learning. Under this broadened conceptualization, we advance a methodology for developing and validating learning progressions, and advance several design considerations that can guide research concerned with engendering forms of mathematics learning, and curricular and instructional support for that learning. We advance a two-phase methodology of (a) research and development, and (b) testing and revision. Each phase involves iterative cycles of design and experimentation with the aim of developing a validated learning progression. In particular, we gathered empirical data to revise our hypothesized curricular framework and progression and to measure change in students. thinking over time as a means to validate both the effectiveness of our instructional sequence and of the assessments designed to capture learning. We use the context of early algebra to exemplify our approach to learning progressions in mathematics education with a focus on the concept of mathematical equivalence across Grades 3-5. The domain of work on research on learning over time is evolving; our work contributes a broadened role for learning progressions work in mathematics education research and practice.     

Situational meaninglessness and state boredom: Cross-sectional and experience-sampling findings

Theories of boredom assert that boredom is a product of situational meaninglessness. We conducted two studies to test if the perceived meaningfulness of a situation is associated with state boredom, above and beyond sadness, personality traits, and boredom proneness. In Study 1, 105 participants (72.4% female: mean age?=?33.9 years, SD?=?17.5) described situations in which they experienced boredom, no boredom, engagement, or sadness. They then rated the level of state boredom, sadness, and meaninglessness that they experienced in that situation. As hypothesized, state boredom was associated with situational meaninglessness, before and after controlling for sadness. In Study 2, 148 participants (73.0% female; mean age?=?19.2 years, SD?=?1.8) first provided baseline data on personality traits and boredom proneness. Through a smartphone app-based experience-sampling method, they then responded to a brief questionnaire multiple times a day, across 7 days. The questionnaire asked about the nature of their current activity, whether the activity was done alone or with other people, and their affective state. Results from multilevel modelling of 3022 entries suggest that perceived meaningfulness of the activity was negatively associated with state boredom, above and beyond sadness, personality, and boredom proneness. We also found that being with others during the activity acted as a moderator; activities lower in perceived meaningfulness were associated with higher ratings of state boredom when done with others than when done alone. These results demonstrate that perceptions of meaninglessness characterize state boredom.     

The relevance of being “on the same page” to succeed as a project team: A moderated mediation model

Taking a motivational approach, this study deepens the role of team members’ shared understanding of the work to be done in a project team setting. More specifically, the goal of this study is to test a second stage moderated mediation model in which the mediating role of team members’ proactive behavior in the relationship between perceived shared understanding and team performance is moderated by team adaptability. Based on a multisource and multimethod approach, data were collected from 111 teams of undergraduate and graduate students (521 participants) participating in a project management simulation. Results support the hypothesized moderated mediation model. Indeed, the results indicate that the relationship between perceived shared understanding and team performance is mediated by proactive behavior. The results also show that the relationship between proactive behavior and team performance is moderated by team adaptability. Overall, results reveal that the indirect effect of perceived shared understanding on team performance is moderated by team adaptability, such that this indirect effect is stronger when the level of team adaptability is high. In terms of practical implications, the study highlights the importance of fostering the perception of being “on the same page” in order to motivate members to be proactive and to enhance project team performance.     

Object-Tool-Actor Interaction: Object Information Drives Intended Action

Tool use is typically explored via actor-tool interactions. However, the target-object (that which is being acted on) may influence perceived action possibilities and thereby guide action. Three different tool-target-object pairings were tested (Experiment 1). The hammering action demonstrated the greatest sensitivity and therefore subsequently used to further investigate target-object pairings. The hammer was removed as an option and instructions were provided using pictorial (Experiment 2), written (Experiment 3), and both pictorial and written formats (Experiment 4). The designed tool is chosen when available (Experiment 1) and when removed as a choice (i.e., the hammer), participants perform the same action associated with the designed tool (i.e., hammering) regardless of instruction method (Experiments 2, 3, and 4).     

Introducing Reality Play Therapy: Reactions and Perceptions From Elementary School Counselors

Many elementary school students lack school relationships required for positive personal, social, and academic interactions. Reality therapy and play therapy both seek to address these relationships through developmentally appropriate and effective interventions. Integrating these 2 approaches has the potential for elementary school counselors to provide students with opportunities to create positive relationships and develop problem-solving skills. In this study, 8 school counselors participated in a series of trainings introducing reality play-therapy techniques to assess this potential. A thematic analysis conducted on feedback sessions following the trainings yielded themes related to the participants’ positive perceptions to the training and possible application.