Secondary distinctiveness effects: Orthographic distinctiveness and bizarreness effects make independent contributions to memory performance

The secondary distinctiveness effect means that items that are unusual compared to one's general knowledge stored in permanent memory are remembered better than common items. This research studied two forms of secondary‐distinctiveness‐based effects in conjunction: the bizarreness effect and the orthographic distinctiveness (OD) effect. More specifically, an experiment investigated in young adults a possible additive effect of bizarreness and OD effects in free recall performance. Results revealed that in young adults these two secondary‐distinctiveness‐based effects appear to be largely independent and can complement each other to enhance performance. Findings are discussed in light of current distinctiveness theory.     

The prospects of precision psychiatry

Theoretical Medicine and Bioethics - Since the turn of the twenty-first century, biomedical psychiatry around the globe has embraced the so-called precision medicine paradigm, a model for medical...     

Externalizing behaviors and attachment disorganization in children of different‐sex separated parents: The protective role of joint physical custody

The aim of this study was to examine the relationship between externalizing behaviors and the quality of attachment representations in preschool children, and to determine if family type and custody arrangement had a moderating effect on this relationship. The participants were 33 girls and 31 boys (n = 64) aged between three and six years (M = 4.75; SD = 0.87 years) and their mothers. Among them, 36 came from “intact” families, 13 were living mainly with their mothers and 15 were in joint physical custody. Children’s attachment representations were assessed with the Attachment Story Completion Task (Bretherton, Ridgeway & Cassidy, 1990). Mothers reported on their child’s behavior problems using the Child Behavior Checklist (Achenbach & Rescorla, 2001) and on their alliance with the father using the Parenting Alliance Inventory (Abidin & Brunner, 1995). Although children’s externalizing behaviors were found to be associated with the disorganization of their attachment representations, this relationship was significantly weaker and was non‐significant for children in joint physical custody. Thus, the results of this pilot study suggest that joint custody may protect children of separated parents from the effects of attachment disorganization on externalizing behaviors.     

Servant leadership,leader gender,and team gender role: Testing a female advantage in a cascading model of performance

We integrate the theory of gender role congruity with extant research on servant leadership to propose and test a moderated process model in which we hypothesize that servant leadership's effects on outcomes are stronger when implemented by women, and when it takes place within teams high in feminine gender role composition. Specifically, we theorize that servant leadership's communal emphases on stakeholders and relationships align with female role prototypes, which should lead to female advantages for job performance through the proposed serial mediators of prosocial motivation and follower servant leadership behaviors. We test this moderated, serial‐mediation model in a temporally lagged field study with a multi‐organizational sample including 109 teams. We find evidence that the mediated process model is moderated at the first stage such that in teams higher in feminine gender role composition, servant leadership has greater direct effects on prosocial motivation, as well as indirect effects on follower servant leadership and performance. We do not find support for our hypothesis that a similar moderated effect would emerge for leader sex; instead, we find that the effect of servant leadership on follower servant leadership, and subsequently to performance, is stronger for women leaders than it is for men. The implications of these findings for the servant leadership and role congruity literatures are discussed.     

Fairness in Knowing: Science Communication and Epistemic Justice

Science communication, as a field and as a practice, is fundamentally about knowledge distribution; it is about the access to, and the sharing of knowledge. All distribution (science communication included) brings with it issues of ethics and justice. Indeed, whether science communicators acknowledge it or not, they get to decide both which knowledge is shared (by choosing which topic is communicated), and who gets access to this knowledge (by choosing which audience it is presented to). As a result, the decisions of science communicators have important implications for epistemic justice: how knowledge is distributed fairly and equitably. This paper presents an overview of issues related to epistemic justice for science communication, and argues that there are two quite distinct ways in which science communicators can be just (or unjust) in the way they distribute knowledge. Both of these paths will be considered before concluding that, at least on one of these accounts, science communication as a field and as a practice is fundamentally epistemically unjust. Possible ways to redress this injustice are suggested.     

Self-consciousness in non-communicative patients

The clinical and para-clinical examination of residual self-consciousness in non-communicative severely brain damaged patients (i.e., coma, vegetative state and minimally conscious state) remains exceptionally challenging. Passive presentation of the patient's own name and own face are known to be effective attention-grabbing stimuli when clinically assessing consciousness at the patient's bedside. Event-related potential and functional neuroimaging studies using such self-referential stimuli are currently being used to disentangle the cognitive hierarchy of self-processing. We here review neuropsychological, neuropathological, electrophysiological and neuroimaging studies using the own name and own face paradigm obtained in conscious waking, sleep, pharmacological coma, pathological coma and related disorders of consciousness. Based on these results we discuss what we currently do and do not know about the functional significance of the neural network involved in "automatic" and "conscious" self-referential processing.     

A rule-based presentation order facilitates category learning

We investigated the mechanisms by which concepts are learned from examples by manipulating the presentation order in which the examples were presented to subjects. We introduce the idea of a rule-based presentation order, which is a sequence that respects the internal organization of the examples within a category. We find that such an order substantially facilitates learning, as compared with previously known beneficial orders, such as a similarity-based order. We discuss this result in light of the central distinction between rule-based and similaritybased learning models.     

When Legitimizing a Request Increases Compliance: The Legitimizing Object Technique

Earlier research reported that using pictures in a fundraising request increases donations by legitimizing the solicitation. The present study tested the effectiveness of a solicitation for money made in the street when an object that legitimated the request was present or not. Male confederates asked passersby for money to buy a stamp while either holding or not holding an envelope in one hand. With a high effect-size, it was reported that the presence of the envelope increased compliance with the request. The legitimation of the request associated with the presence of the envelope is used to explain the results.