Altering mindset can enhance motor learning in older adults

Beliefs about personal capability have been shown to affect performance. Lowered ability expectations due to older age may themselves contribute to a decline in performance. In the present study, we investigated whether enhancing older adults' performance expectancies would facilitate the learning of a novel balance task. In Experiment 1, providing older women (71 years) with fabricated feedback indicating that their performance was above average reduced their ability-related concerns and nervousness, and resulted in more effective balance learning, compared with a control group. In Experiment 2, also involving older women (64 years), a simple statement made at the beginning of practice, suggesting that their peers usually do well on that task, enhanced participants' self-efficacy and learning of the task. These results demonstrate that motor performance and learning in older age can be influenced quickly and positively by enhancing individuals' ability perceptions.     

Emotion and control in the planning of goals

By planning the what, where, and when of pursuing a goal, people improve the likelihood that they will ultimately attain that goal. Whereas research to date has explored the breadth of this planning effect and its underlying processes, contextual variables that influence the formation and execution of plans have mostly gone unexplored. In light of the central role played by emotional experience in goal pursuit, its impact on planning remains an open question of both theoretical and practical importance. Here, we suggest that anger and sadness—and their corresponding, distinct cognitive appraisal patterns regarding control—differentially impact (1) the tendency to plan and (2) the implementation of plans. Anger (greater control) led to the formation of more plans for goal-directed behavior (Studies 1 and 2) and faster execution of real behavior as prescribed by predetermined plans (Study 3). Broader implications for theories of emotion and goal pursuit are discussed.     

The Psychometric Properties of the Italian Translation of the Francis Scale of Attitude toward Christianity: A Study among Catholic Adolescents

The Italian translation of the Francis Scale of Attitude toward Christianity was developed and tested among a sample of 575 young people between 16 and 17?years of age attending secular secondary schools in Rome, Italy. The data supported the unidimensionality, internal consistency reliability and construct validity of this instrument and commend it for further use in contributing to comparative empirical research within the psychology of religion.     

Effects of an Auditory Model on the Learning of Relative and Absolute Timing

The effects of an auditory model on the learning of relative and absolute timing were examined. In 2 experiments, participants attempted to learn to produce a 1,000- or 1,600-ms sequence of 5 key presses with a specific relative-timing pattern. In each experiment, participants were, or were not, provided an auditory model that consisted of a series of tones that were temporally spaced according to the criterion relative-timing pattern. In Experiment 1, participants (n = 14) given the auditory template exhibited better relative- and absolute-timing performance than participants (n = 14) not given the auditory template. In Experiment 2, auditory and no-auditory template groups again were tested, but in that experiment each physical practice participant (n = 16) was paired during acquisition with an observer (n = 16). The observer was privy to all instructions as well as auditory and visual information that was provided the physical practice participant. The results replicated the results of Experiment 1: Relative-timing information was enhanced by the auditory template for both the physical and observation practice participants. Absolute timing was improved only when the auditory model was coupled with physical practice. Consistent with the proposal of D. M. Scully and K. M. Newell (1985), modeled timing information in physical and observational practice benefited the learning of the relative-timing features of the task, but physical practice was required to enhance absolute timing.     

“Ablation of the Parental Images”: A Secret Core in Charles Rycroft’s Psychoanalytic Thought

This article arises from the need to “present” (that is, to read again in a “present and actual” light) the paper, “Why Analysts Need Their Patients' Transferences” by Charles Rycroft (which first appeared in 1993 and is re-published in this Special Issue), and is therefore strictly connected to the ideas the latter contains. The authors, on the one hand, outline the stages of the journey that took Rycroft to elaborate the concept of “ablation of the parental images”, and on the other, retrace his personal “analytic genealogy” and discover a “missing forefather”, Sándor Ferenczi, who has represented for a long time a direct “missing link” in the history of psychoanalysis.     

Ambulante Psychotherapie in Deutschland aus Sicht der Patienten

This study analyzed the provision of outpatient psychotherapy services in Germany in typical practice settings. In a representative survey (from June 2008 to September 2009) 1,212 subjects who received outpatient psychotherapy during the past 6 years were questioned about their experiences with outpatient psychotherapy via telephone interviews. Socio-economic data, reasons for seeking treatment, access paths, financial resources and psychosocial support data were collected. Therapeutic settings and modalities and concomitant medication treatment are described. The findings illustrate the problem of multiple psychiatric morbidity in the clinical practice and confirm the urgent need for patient access to professional psychotherapeutic services. Improving access to these services requires close cooperation between care providers.     

Self‐regulation of time management: Mental contrasting with implementation intentions

Mental contrasting with implementation intentions (MCII) has been found to improve self‐regulation across many life domains. The present research investigates whether MCII can benefit time management. In Study 1, we asked students to apply MCII to a pressing academic problem and assessed how they scheduled their time for the upcoming week. MCII participants scheduled more time than control participants who in their thoughts either reflected on similar contents using different cognitive procedures (content‐control group) or applied the same cognitive procedures on different contents (format‐control group). In Study 2, students were taught MCII as a metacognitive strategy to be used on any upcoming concerns of the subsequent week. As compared with the week prior to the training, students in the MCII (vs. format control) condition improved in self‐reported time management. In Study 3, MCII (vs. format control) helped working mothers who enrolled in a vocational business program to attend classes more regularly. The findings suggest that performing MCII on one's everyday concerns improves time management. Copyright © 2015 John Wiley & Sons, Ltd.     

Contextual Interference in Motor Learning: Dissociated Effects Due to the Nature of Task Variations

The contextual interference effect in motor learning refers to the interference that results from practising a task within the concept of other tasks in a practice session. Several studies have shown that practice under conditions of high contextual interference (i.e. with a random practice order) degrades performance during acquisition trials, compared to low contextual interference conditions (i.e. with a blocked order, where practice is completed on one task before practice on another task is undertaken). In contrast to acquisition performance, random practice usually leads to more effective learning than blocked practice, as measured by retention and transfer tests. One of the hypotheses regarding the effect suggests that a random practice schedule induces more extensive planning operations during practice than a blocked practice condition. If so, then differences between these two conditions should emerge to the degree that the set of tasks requires complete reconstruction of these planning operations on each trial. To address this issue, we compared four groups of subjects: a blocked and random group that practised three timing tasks that shared a common characteristic (same relative timing), and a blocked and random group that practised three tasks that each had different relative timing structures. Subjects practised these tasks on each of two days, with a retention test and two transfer tests that required either a relative timing structure that had been practised previously or had not previously been practised. No random/ blocked differences occurred regardless of the relative timing of the patterns during acquisition or retention. However, for both transfer tests, random practice enhanced learning only for the group that had practised with tasks that each had different relative timing during acquisition. Implications of these results for an explanation of contextual interference are discussed.     

Self-efficacy moderates the relationship between stress appraisal and quality of life among rescue workers

Abstract

Rescue workers are frequently exposed to highly stressful situations during their everyday work activity. Stress and coping theory emphasizes the interaction between primary and secondary appraisal in determining coping responses to stressful events and quality of life. According to Social Cognitive Theory, stress reactions depend on self-appraisal of coping capabilities.

The present study investigated whether self-efficacy moderates the relationship between stress appraisal and professional quality of life. A self-administered questionnaire was submitted to a sample of 451 Italian rescue workers (firefighters, paramedics, and medical technicians), including the Professional Quality of Life Scale, which measures three dimensions of emergency workers' quality of working life: compassion fatigue, burnout, and compassion satisfaction. Multiple regression analyses indicated that the relationship between stress appraisal and professional quality of life was significant only among rescue workers with low levels of self-efficacy but not among those with higher levels of self-efficacy. These results confirmed the expectations based on Social Cognitive Theory that self-efficacy buffers the impact of perceived stressful encounters on professional quality of life. Results suggest the usefulness of interventions aimed at increasing rescue workers' psychosocial skills.