Effect of ingroup membership on organizational meta-representation

The present study considers the importance of analyzing what very powerful or influential people think about their employees. We assumed that belonging to a specific category has a differential effect on the perception of others' thoughts in the organization ("meta-representation"). Therefore, experts in organization and human resources from diverse organizations and institutions assessed seven dimensions which structure the organizational image (context, structure, organizational processes, working climate, culture, satisfaction and efficacy). The results showed that belonging to a group (managers or leaders, academicians, consultants, technicians or employees' representatives) modulated the meta-representation, as the experts' opinion about what they think that the employees consider important was related to their group. This was specifically the case for the managers' and leaders' representations, which differed from the other groups and especially from that of the technicians and employees' representatives. The implications of the present findings are discussed.     

Influence of the sex and gender in the sexual behavior of adolescents

The aim of this study is to evaluate the relation between gender and sex with the sexual behavior of adolescents. The sample comprised 815 teenagers (M=15.65, Sd.=1.42). The assessment instruments were the BEM Sex Role Inventory, the Sexual Opinion Survey, the Questionnaire of Risk Perception of Bayés and a questionnaire designed for the study. The results revealed that the majority of adolescents do not match the traditional gender stereotypes, defining themselves as adrogynes (34.4%). The teenagers who are defined as adrogynes or masculine carry out more sexual behaviors, and who display more erotophilia. The need to include the variable "gender" as a category of analysis in research on sexual behavior is indicated.     

Compatibility between stimulated eye, target location and response location

Responses to stimuli are faster when the stimulus location spatially corresponds to the required response (standard Simon effect). Recently, a similar effect has been observed with monocular stimuli. Responses were faster when the response location and the stimulated eye corresponded (monocular Simon effect). It has been suggested that distinct mechanisms may underlie these two Simon effects. Here, we attempted to study these two mechanisms simultaneously. For mean reaction time, a finding of perfect additivity was obtained. These behavioral data coupled with surface electrophysiological measures support the view that two different mechanisms contribute independently to the monocular and standard Simon effect.     

Do the BSRI and PAQ really measure masculinity and femininity?

The two most used instruments to assess masculinity (M) and femininity (F) are the Bem Sex Role Inventory (BSRI) and the Personality Attributes Questionnaire (PAQ). Two hypotheses will be tested: a) multidimensionality versus bidimensionality, and b) to what extent the two instruments, elaborated to measure the same constructs, classify subjects in the same way. Participants were 420 high school students, 198 women and 222 men, aged 12-15 years. Exploratory factor analysis and internal consistency analysis were carried out and log-linear models were tested. The data support a) the multidimensionality of both instruments and b) the lack of full concordance in the classification of persons according to the fourfold typology. Implications of the results are discussed regarding the supposed theory behind instrumentality/ expressiveness and masculinity/femininity, as well as for the use of both instruments to classify different subjects into the four distinct types.     

Gene knockout of insulin-regulated aminopeptidase: Loss of the specific binding site for angiotensin IV and age-related deficit in spatial memory

The AT₄ ligands, angiotensin IV and LVV-hemorphin 7, elicit robust effects on facilitating memory by binding to a specific site in the brain historically termed the angiotensin AT₄ receptor. The identification of the AT₄ receptor as insulin-regulated aminopeptidase (IRAP) is controversial, with other proteins speculated to be the target(s) of these peptides. In this study we have utilized IRAP knockout mice to investigate IRAP in the brain. We demonstrate that the high-affinity binding site for angiotensin IV is absent in IRAP knockout mice brain sections in parallel with the loss of IRAP immunostaining, providing irrefutable proof that IRAP is the specific high-affinity binding site for AT₄ ligands. However, our characterization of the behavioural phenotype of the IRAP knockout mice revealed a totally unexpected finding. In contrast to the acute effects of IRAP inhibitors in enhancing memory, deletion of the IRAP gene resulted in mice with an accelerated, age-related decline in spatial memory that was only detected in the Y maze paradigm. Moreover, no alterations in behaviour of the IRAP knockout mice were observed that could assist in elucidating the endogenous substrate(s). Our results highlight the importance of analysing the behavioural phenotype of knockout mice across different ages and in distinct memory paradigms.     

Barriers perceived by teachers at work, coping strategies, self-efficacy and burnout

This study examines the relationships among stressors, coping strategies, self-efficacy and burnout in a sample of 724 Spanish primary and secondary teachers. We understood stressors as barriers perceived by teachers that interfere with their work meeting learning objectives and which cause them stress and burnout. An analysis of teacher responses using hierarchical regression revealed that pedagogical barriers had significant positive effects on the burnout dimensions. Furthermore, the results show not only the moderator role played by coping strategies in the pedagogical barriers-burnout dimensions relationship, but also the association between self-efficacy and the coping strategies used by teachers. Practical implications are discussed.     

Do Inferences about Age Differences in Emotional Experience Depend on the Parameters Analyzed?

Age differences in emotional experience are assessed through self-report scales or questionnaires referring to a specific period of varying length, and examining different parameters of emotional response. A recent meta-analysis suggests that the type of instrument and parameter used could account for some of the inconsistencies in the results. The present study shows comparisons between emotional experience in samples of younger (N = 120, aged 20–27) and older (N = 103, aged 55–75) participants. An Emotional Self-Monitoring record was administered every day for a week. The results show that emotional expression was highly stable over time. However, they also show that some theoretical assumptions about individual age differences in emotional experience and age depend on the parameters on which the analysis is based (occurrence, frequency and intensity, and emotional balance).     

On the mental representations originating during the interaction between language and vision

The interaction between vision and language processing is clearly of interest to both cognitive psychologists and psycholinguists. Recent research has begun to create understanding of the interaction between vision and language in terms of the representational issues involved. In this paper, we first review some of the theoretical and methodological issues in the current vision–language interaction debate. Later, we develop a model that attempts to account for effects of affordances and visual context on language-scene interaction as well as the role of sensorimotor simulation. The paper addresses theoretical issues related to the mental representations that arise when visual and linguistic systems interact.     

Phonological mediation in visual masked priming: evidence from phonotactic repair

In a series of 4 experiments, the authors show that phonological repair mechanisms, known to operate in the auditory modality, are directly translated in the visual modality. This holds with the provision that printed stimuli are presented for a very brief duration and that the effect of phonological repair is tested after a delay of some 100 ms has elapsed after that presentation. The case of phonological repair chosen to exemplify the parallelism between print and speech is the prosthesis of /e/ in utterances beginning with /s/ followed by a consonant in Spanish. Native speakers of Spanish hear a prothetic /e/ in auditorily presented pseudowords such as special (/speojal/, derived from "especial") as well as stuto (/stuto/, derived from "astuto"). It is shown here that they also hear that same vowel /e/ when presented with the printed pseudowords "special" and "stuto." This finding of a phonological repair effect in print has implications for the issue of phonological activation from print, as well as for the prelexical locus and mandatory nature of phonological repair mechanisms in general.     

Development and initial validation of the Classroom Motivational Climate Questionnaire (CMCQ)

Research on classroom goal-structures (CGS) has shown the usefulness of assessing the classroom motivational climate to evaluate educational interventions and to promote changes in teachers' activity. So, the Classroom Motivational Climate Questionnaire for Secondary and High-School students was developed. To validate it, confirmatory factor analysis and correlation and regression analyses were performed. Results showed that the CMCQ is a highly reliable instrument that covers many of the types of teaching patterns that favour motivation to learn, correlates as expected with other measures of CGS, predicts satisfaction with teacher's work well, and allows detecting teachers who should revise their teaching.