Validity of the Czech Version of the Therapeutic Factors Inventory – Short Form (TFI-S)

This study’s aim was to assess validity of the Czech translation of the Therapeutic Factors Inventory (TFI-S), which includes four factors: Instillation of Hope, Secure Emotional Expression, Awareness of Emotional Impact, and Social Learning. We assessed data from 220 patients who attended a daily three-month treatment program that used integrative group psychotherapy. TFI-S’s reliability was satisfactory: at week 12, Cronbach’s α was .93 and McDonald’s ω was .95. Confirmatory factor analysis showed acceptable fit to our data: at week 12, χ²(146) = 262.5, p < 0.001, CFI = .994, TLI = .992, RMSEA = .071 (90% CI = .057–.084), and SRMR = .063. Predictive validity showed significant correlations between TFI-S factors and pre/post-treatment change. In the conclusion, we discuss possible future potential of cross-cultural research.     

Group Treatment with French-Speaking African Survivors of Torture and Its Effects on Clinical Engagement: Can Hope Be Operationalized?

This study examines the clinical engagement of French-speaking African survivors of torture by measuring how often they utilize adjunctive programmatic services (i.e., mental health, social, and legal services) in relation to their involvement with the Francophone support group. Thirty-two clients who attended at least five Francophone group therapy sessions were identified and matched with their counterparts who never attended the Francophone group. We compared the number of services the clients in the Francophone group and the control group utilized, controlling for the number of services the clients utilized before attending the Francophone group. We found that the Francophone group showed significantly greater overall programmatic engagement. For the types of services utilized, the Francophone group sought out more mental health services, but there was no significant difference in social and legal services. These findings suggest that involvement with the Francophone group can be linked to increased levels of programmatic engagement.     

Self-Doubt Effects Depend on Beliefs about Ability: Experimental Evidence

Past research has shown negative effects of chronic self-doubt on psychological and performance outcomes. Recent correlational evidence suggests that incremental beliefs about ability ameliorate certain self-doubt effects. The current research examines whether these correlational findings are robust when subjected to experimental testing. In Experiment 1, we manipulated beliefs about ability (incremental vs. entity) and demonstrated that changing beliefs about ability altered responses to self-doubt. For individuals primed with entity beliefs, higher self-doubt was associated with greater nervousness and poorer anagram performance; for individuals primed with incremental beliefs, self-doubt had no significant effects. Experiment 2 was a 2 (manipulated belief: incremental vs. entity) × 2 (self-doubt: doubt induction vs. control) factorial design. The result showed that self-doubt induction lowered self-esteem relative to control when people were primed with entity beliefs but did not affect self-esteem when incremental beliefs were primed. However, Experiment 1 results on affect and performance were not replicated in Experiment 2. Thus, although we provide some causal evidence that inducing individuals to adopt an ability-is-malleable mindset reduces the negative effects of self-doubt, further experimental work is required to study the moderating role of mindsets for self-doubt effects.     

The relationship between social status and the components of agency

Building on the two fundamental dimensions of social judgment distinguishing communion from agency, the purpose of the present work was to show that the strength of the relationship between social status and agency depends on specific components at issue: assertiveness, competence, and effort. Four experimental studies were conducted using two complementary paradigms. In Studies 1 and 2, we manipulated social status, and participants had to rate the target on competence, assertiveness, and effort. In Studies 3 and 4, we reversed the design. Results consistently showed that social status was primarily related to assertiveness, somewhat related to competence, and only slightly related to effort. The present research provides a better understanding of how the dimensions of social judgment are used to explain differences in social status.     

Incivility at work,upset at home? Testing the cross‐level moderation effect of emotional dysregulation among female nurses from primary health care

Workplace incivility is a growing problem in nursing. However, most studies that explore this psychosocial risk and its consequences do so considering a single level and a between‐person perspective. The aims of the study were to explore whether the effects of experiencing incivility during work‐time could explain the daily levels of well‐being of nurses at home; and to analyze if that relationship could be moderated by their levels of emotional dysregulation as a trait. This is a multilevel study with diary methodology. The study was carried out in 18 primary health‐care centers belonging to Madrid and the Basque Country, in Spain. Ninety‐four nurses completed a general questionnaire and 54 of them a diary booklet over five consecutive working days in two different moments, immediately after work and at bedtime. The results showed that nurses’ emotional dysregulation moderated the relationship between daily workplace incivility and daily fatigue, and positive affect at night at home. However, there were no direct effects of daily incivility on these outcome variables. In conclusion, the presence of difficulties in emotional regulation among nurses can increase the negative effects of daily workplace incivility on their health and well‐being.     

Anaphoric Reference to Quantified Expressions in Swedish

Journal of Psycholinguistic Research - This paper presents the results from two studies on anaphoric reference to quantifying expressions (QEs) in Swedish, contributing to the current...     

Exposure to national flags reduces tax evasion: Evidence from the United States,Australia, and Britain

There have been numerous theories from numerous academic fields explaining why individuals engage in tax evasion. Drawing broadly on Social Identity Theory, we predict that exposure to one's national flag can reduce tax evasion by making salient one's national identity, motivating one to sacrifice one's self-interests for one's country—which would presumably include paying one's fair share of taxes. In three experiments, we found that exposure to American, Australian, and British flags reduced Americans', Australians', and Britons' tax evasion in financially incentivized tasks (Experiments 1, 3) and increased tax-paying attitudes (Experiment 2). The effects arose because flag primes made salient participants' national identities that then motivated them to help their country. We ruled out social norms and trust in authorities as alternative explanations. As such, flag primes might reduce tax evasion and in doing so improve the economic and societal welfare of a country.     

Emotion differentiation dissected: between-category,within-category,and integral emotion differentiation,and their relation to well-being

Emotion differentiation, the ability to describe and label our own emotions in a differentiated and specific manner, has been repeatedly associated with well-being. However, it is unclear exactly what type of differentiation is most strongly related to well-being: the ability to make fine-grained distinctions between emotions that are relatively closely related (e.g. anger and irritation), the ability to make larger distinctions between very distinct emotions (e.g. anger and sadness), or the combination of both. To determine which type of differentiation is most predictive of well-being, we performed a comprehensive meta-analysis across six datasets. We examined the correlations between these three types of differentiation and several indicators of well-being (depression, emotional clarity, and self-esteem). Results showed that individuals differentiated most between very distinct emotions and least between more related emotions, and that an index computed across emotions from both the same and different emotion categories was most strongly associated with well-being indicators.     

The test taker's fallacy: How students guess answers on multiple‐choice tests

Many students and applicants take multiple‐choice tests to demonstrate their competence and achievement. When they are unsure, they guess the most likely answer to maximize their score. Despite the impact of guessing on test reliability and individual performance, studies have not examined how patterns of answer sequences in multiple‐choice tests affect guessing. This research presents the test taker's fallacy, which refers to an individual's tendency to expect a different answer to appear for the next question given a run of the same answer choices. The test taker's fallacy exhibits negative recency, similar to the gambler's fallacy. However, extending the sequential judgment literature, the test taker's fallacy shows that negative recency arises even when sequences may or may not be randomly generated. In three studies, including a survey and experiments, the test taker's fallacy is robustly observed. The test taker's fallacy is consistent with the operation of the representativeness heuristic. This research explains what and how test takers guess given a streak of answers and extends judgment under uncertainty to the test‐taking context.     

Bilingual toddlers’ comprehension of mixed sentences is asymmetrical across their two languages

In bilingual language environments, infants and toddlers listen to two separate languages during the same key years that monolingual children listen to just one and bilinguals rarely learn each of their two languages at the same rate. Learning to understand language requires them to cope with challenges not found in monolingual input, notably the use of two languages within the same utterance (e.g., Do you like the perro? or ¿Te gusta el doggy?). For bilinguals of all ages, switching between two languages can reduce the efficiency in real‐time language processing. But language switching is a dynamic phenomenon in bilingual environments, presenting the young learner with many junctures where comprehension can be derailed or even supported. In this study, we tested 20 Spanish–English bilingual toddlers (18‐ to 30‐months) who varied substantially in language dominance. Toddlers’ eye movements were monitored as they looked at familiar objects and listened to single‐language and mixed‐language sentences in both of their languages. We found asymmetrical switch costs when toddlers were tested in their dominant versus non‐dominant language, and critically, they benefited from hearing nouns produced in their dominant language, independent of switching. While bilingualism does present unique challenges, our results suggest a united picture of early monolingual and bilingual learning. Just like monolinguals, experience shapes bilingual toddlers’ word knowledge, and with more robust representations, toddlers are better able to recognize words in diverse sentences.