Exploring the Relationship Between Self-Isolation and Distress Among People with Gastrointestinal Disorders During the COVID-19 Pandemic

Journal of Clinical Psychology in Medical Settings - This study aimed to explore the association between perceived isolation and symptoms of distress in people with GI disorders at the time of the...     

Psychological Coping and Behavioral Adjustment Among Older Adults in Times of COVID-19: Exploring the Protective Role of Working Memory and Habit Propensity

Journal of Adult Development - The impact of the COVID-19 pandemic on mental health, well-being, and behavior is likely influenced by individual characteristics that determine one’s capacity...     

In Which Situations Do Adolescents Seek Parental Support and What Do They Need?

Journal of Child and Family Studies - Throughout development, the conditions that elicit children’s support seeking behaviour change hand in hand with maturation and changing developmental...     

Chronic Illness and Child Behavior Problems in Low-SES Families: The Mediation of Caregivers’ Mental Health

Journal of Child and Family Studies - Childhood chronic illness is associated with deleterious effects on caregivers’ mental health and children’s socio-emotional development. This...     

Where to sleep next? Evidence for spatial memory associated with sleeping sites in Skywalker gibbons (Hoolock tianxing)

Animal Cognition - Finding suitable sleeping sites is highly advantageous but challenging for wild animals. While suitable sleeping sites provide protection against predators and enhance sleep...     

Captivity and habituation to humans raise curiosity in vervet monkeys

Animal Cognition - The cognitive mechanisms causing intraspecific behavioural differences between wild and captive animals remain poorly understood. Although diminished neophobia, resulting from a...     

Egocentrism, allocentrism, and Asperger syndrome

In this paper, we attempt to make a distinction between egocentrism and allocentrism in social cognition, based on the distinction that is made in visuo-spatial perception. We propose that it makes a difference to mentalizing whether the other person can be understood using an egocentric ("you") or an allocentric ("he/she/they") stance. Within an egocentric stance, the other person is represented in relation to the self. By contrast, within an allocentric stance, the existence or mental state of the other person needs to be represented as independent from the self. We suggest here that people with Asperger syndrome suffer from a disconnection between a strong na?ve egocentric stance and a highly abstract allocentric stance. We argue that the currently used distinction between first-person and third-person perspective-taking is orthogonal to the distinction between an egocentric and an allocentric stance and therefore cannot serve as a critical test of allocentrism.     

Lipread-induced phonetic recalibration in dyslexia

Auditory phoneme categories are less well-defined in developmental dyslexic readers than in fluent readers. Here, we examined whether poor recalibration of phonetic boundaries might be associated with this deficit. 22 adult dyslexic readers were compared with 22 fluent readers on a phoneme identification task and a task that measured phonetic recalibration by lipread speech (Bertelson, Vroomen, & De Gelder, 2003). In line with previous reports, we found that dyslexics were less categorical in the labeling of the speech sounds. The size of their phonetic recalibration effect, though, was comparable to that of normal readers. This result indicates that phonetic recalibration is unaffected in dyslexic readers, and that it is unlikely to lie at the foundation of their auditory phoneme categorization impairments. For normal readers however, it appeared that a well-calibrated system is related to auditory precision as the steepness of the auditory identification curve positively correlated with recalibration.     

Artifacts and natural kinds: children's judgments about whether objects are owned

People's behavior in relation to objects depends on whether they are owned. But how do people judge whether objects are owned? We propose that people expect human-made objects (artifacts) to be more likely to be owned than naturally occurring objects (natural kinds), and we examine the development of these expectations in young children. Experiment 1 found that when shown pictures of familiar kinds of objects, 3-year-olds expected artifacts to be owned and inanimate natural kinds to be non-owned. In Experiments 2A and 2B, 3-6-year-olds likewise had different expectations about the ownership of unfamiliar artifacts and natural kinds. Children at all ages viewed unfamiliar natural kinds as non-owned, but children younger than 6 years of age only endorsed artifacts as owned at chance rates. In Experiment 3, children saw the same pictures but were also told whether objects were human-made. With this information provided, even 3-year-olds viewed unfamiliar artifacts as owned. Finally, in Experiment 4, 4- and 5-year-olds chose unfamiliar artifacts over natural kinds when judging which object in a pair belongs to a person, but not when judging which the person prefers. These experiments provide first evidence about how children judge whether objects are owned. In contrast to claims that children think about natural kinds as being similar to artifacts, the current findings reveal that children have differing expectations about whether they are owned.     

Arousing "gentle passions" in young adolescents: Sustained experimental effects of value affirmations on prosocial feelings and behaviors

When people reflect on their important values, they may become more attuned to the needs of others. Two longitudinal field experiments examined whether a subtle value-affirmation manipulation can initiate relatively enduring increases in young adolescents' prosocial feelings (Study 1; Mage = 12.9) and prosocial behaviors (Study 2; Mage = 12.9). Participants completed a brief writing exercise that affirmed the values they deemed either most important (value-affirmation group) or unimportant (control group). As predicted, the value affirmation, coupled with a booster affirmation 6 weeks later, caused increases in prosocial feelings and behaviors over the 3-month study period. Antisocial students who were value-affirmed showed especially strong increases in prosocial behavior. These results suggest that "gentle passions" can be aroused in youth by cost- and time-efficient means. The practical utility of value affirmations will need to be evaluated in future work.