A Late Antique Rabbinic Discourse on the Linguistic (In-)determinacy of the Law

Topoi - The late antique rabbis of Roman Palestine were seasoned jurists, experts on exegesis and legal interpretation. Yet rabbinic literature does not theorize. A positive account of rabbinic...     

Construal Level and Social Exclusion: Concrete Thinking Impedes Recovery From Social Exclusion

Social exclusion is a painful experience. Recent research has shown, however, that coping with exclusion can be facilitated by favorable conditions. In the current research, we investigated whether construal level affects recovery from social exclusion. We hypothesized that an abstract vs. concrete mindset would moderate coping with exclusion. Indeed, lower compared to higher concrete thinking (Study 1) and abstract compared to concrete thinking (Study 2) bolstered the basic need of belonging when excluded. Priming of abstract thinking, moreover, increased participants’ sense of belonging both in response to exclusion and inclusion relative to no priming (Study 3). Our results are the first to establish a relationship between construal level and social exclusion, thereby suggesting an alleviating “abstraction discount” effect for the consequences of social exclusion.     

Low self-esteem in differentiating fearful and self-conscious forms of shyness.

Differences between fearfully and self-consciously shy individuals in self-esteem were investigated. Analysis indicated that fearfully (n = 45) compared to self-consciously (n = 40) shy individuals self-reported lower self-esteem. This result suggests that the role of low self-esteem may be different for each shyness subtype. A possible explanation was proffered.     

Intra-individual variability in task performance after cognitive training is associated with long-term outcomes in children

The potential benefits and mechanistic effects of working memory training (WMT) in children are the subject of much research and debate. We show that after five weeks of school-based, adaptive WMT 6–9 year-old primary school children had greater activity in prefrontal and striatal brain regions, higher task accuracy, and reduced intra-individual variability in response times compared to controls. Using a sequential sampling decision model, we demonstrate that this reduction in intra-individual variability can be explained by changes to the evidence accumulation rates and thresholds. Critically, intra-individual variability is useful in quantifying the immediate impact of cognitive training interventions, being a better predictor of academic skills and well-being 6–12 months after the end of training than task accuracy. Taken together, our results suggest that attention control is the initial mechanism that leads to the long-run benefits from adaptive WMT. Selective and sustained attention abilities may serve as a scaffold for subsequent changes in higher cognitive processes, academic skills, and general well-being. Furthermore, these results highlight that the selection of outcome measures and the timing of the assessments play a crucial role in detecting training efficacy. Thus, evaluating intra-individual variability, during or directly after training could allow for the early tailoring of training interventions in terms of duration or content to maximise their impact.