The role of need satisfaction as a distinct and basic psychological component of autobiographical memories: a look at well-being

The purpose of the present research was to show that satisfaction of the psychological needs of autonomy, competence, and relatedness constitutes a basic component characterizing autobiographical memories. In Study 1, a coding scheme and a self-rating method for measuring need satisfaction in memories were developed and shown to be highly related to each other. Across 3 studies using graduate and undergraduate students (Study 1: N=244; Study 2: N=309; Study 3: N=159), need satisfaction was found to be moderately associated with well-being measures, over and above several other memory components usually assessed in research on autobiographical memories. In addition, this association between need satisfaction in autobiographical memories and well-being held, even after controlling for person-level measures, such as personality traits, self-determined orientation, or experience of need satisfaction in general in one's life, thus suggesting that autobiographical memory and semantic self-knowledge are distinct databases.     

The Structured Employment Interview: Narrative and Quantitative Review of the Research Literature

In the 20 years since frameworks of employment interview structure have been developed, a considerable body of empirical research has accumulated. We summarize and critically examine this literature by focusing on the 8 main topics that have been the focus of attention: (a) the definition of structure; (b) reducing bias through structure; (c) impression management in structured interviews; (d) measuring personality via structured interviews; (e) comparing situational versus past‐behavior questions; (f) developing rating scales; (g) probing, follow‐up, prompting, and elaboration on questions; and (h) reactions to structure. For each topic, we review and critique research and identify promising directions for future research. When possible, we augment the traditional narrative review with meta‐analytic review and content analysis. We concluded that much is known about structured interviews, but there are still many unanswered questions. We provide 12 propositions and 19 research questions to stimulate further research on this important topic.     

Effet de l’action motrice sur les asynchronies perceptives

In agreement with the hypothesis of differential treatment of the intrinsic (color, shape, category…) and extrinsic (position, orientation…) visual characteristics along the ventral and dorsal pathways of the visual system (Milner & Goodale, 1995), the study of temporal order judgment (TOJ) of the variation of two visual attributes highlighted the perceptual asynchrony even though these changes occur synchronously. In this context, we investigated the role of action in the perception of perceptual asynchrony, especially the effect of a reaching movement on the TOJ of position and color changes of a target occurring at different times of movement execution. In the absence of voluntary action, the point of subjective simultaneity (PSS) shows that the color changes must occurr 46.6 ms before the change of position to give rise to a synchronous perception of these two changes. Performing a reaching movement reduced significantly the PSS (12.4 ms), but only if the changes occur near movement end-point. If changes occur during movement execution, the PSS (40.2 ms) was not different from that obtained in the perceptual condition. These results suggest that endogenous signals associated with voluntary motor action contribute to the reduction of perceptual asynchrony in relation to the goal of the action. We discuss the possibility that, in the context of the action, the motor system contributes to the binding of objects sensory attributes as well as to the sense of agency.     

Comparison of tongue muscle characteristics of preterm and full term infants during nutritive and nonnutritive sucking

Background

Independent oral feeding requires coordination of suck, swallow and breathe and the lingual musculature plays a significant role in this coordinative action. However, clinical benchmarks of lingual function fundamental to successful feeding have not been explored.

Aims

The present study tests our model for quantifying infant lingual force and size and compares the muscle measures of interest in two cohorts: healthy full-term infants (FT) (N = 5) and healthy preterm infants (PT) (N = 6).

Method

Using an instrumented pacifier and bottle nipple, we determined the resultant compressive forces applied to the nipple by the tongue during nutritive (NS) and nonnutritive sucking (NNS). Muscle size was estimated from measures of posterior tongue thickness using ultrasonography.

Results

After controlling for weight and post menstrual age, statistically significant differences were found between FT and PT infants beginning to feed for NNS frequency and NS tongue force. Clinically significant differences were detected for NNS tongue force and posterior tongue thickness. Additionally, PT infants demonstrated a significant difference in mean tongue force between NS and NNS and FT infants did not. FT infants demonstrated a significant difference in mean frequency between NS and NNS and PT infants did not. Linear regression indicated that mean posterior tongue thickness alone predicted 55% of the variance in NS force.

Conclusions

Results demonstrate the feasibility of our approach and suggest that infant tongue muscle characteristics necessary for successful feeding differ between healthy full term infants and preterm infants who are beginning oral feeding.     

How socioemotional setting modulates late-stage conflict resolution processes in the lateral prefrontal cortex

The goal-directed control of behaviour critically depends on emotional regulation and constitutes the basis of mental well-being and social interactions. Within a socioemotional setting, it is necessary to prioritize effectively the relevant emotional information over interfering irrelevant emotional information to orchestrate cognitive resources and achieve appropriate behavior. Currently, it is elusive whether and how different socioemotional stimulus dimensions modulate cognitive control and conflict resolution. Theoretical considerations suggest that interference effects are less detrimental when conflicting emotional information is presented within a “positive socioemotional setting” compared with a “negative socioemotional setting.” Using event-related potentials (ERPs) and source localization methods, we examined the basic system neurophysiological mechanisms and functional neuroanatomical structures associated with interactive effects of different interfering facial, socioemotional stimulus dimensions on conflict resolution. We account for interactive effects of different interfering socioemotional stimulus dimensions on conflict resolution, i.e., we show how the socioemotional valence modulates cognitive control (conflict processing). The data show that conflicts are stronger and more difficult to resolve in a negative emotional task-relevant setting than in a positive emotional task-relevant setting, where incongruent information barely induced conflicts. The degree of emotional conflict critically depends on the contextual emotional valence (positive or negative) in which this conflict occurs. The neurophysiological data show that these modulations were only reflected by late-stage conflict resolution processes associated with the middle (MFG) and superior frontal gyrus (SFG). Attentional selection processes and early-stage conflict monitoring do not seem to be modulated by interactive effects of different interfering socioemotional stimulus dimensions on conflict resolution.     

Parental Involvement in Primary School Education: its Relationship with Children’s Academic Performance and Psychosocial Competence through Engaging Children with School

The benefits of parental involvement in children’s education have been well established but increasing evidence suggests that overparenting may have adverse effects on children. The question of whether excessive parental involvement hinders children’s academic and psychosocial development warrants further investigations. This study examined the associations of parental educational involvement at home and in school with academic performance and psychological health of 507 Chinese Grade 3 schoolchildren in Hong Kong. Parents reported on their level of involvement in children’s schooling and their children’s psychosocial issues. Children were surveyed to determine their school engagement, and their Chinese language and mathematics attainment was assessed. We also explored the underlying mechanism by testing children’s engagement with school as a mediator of the relationships. Our results showed that home-based parental educational involvement was positively associated with children’s language competence and psychosocial wellbeing, and the associations were linked through engaging children with school. However, the benefits reached a plateau at higher level of parental involvement in children’s learning at home. School-based parental involvement had an indirect effect on children’s prosocial behavior through school engagement. These findings highlight the significance of optimal level of parental involvement in children’s education at home for children’s development.     

Reflecting on Participatory,Action‐Oriented Research Methods in Community Psychology: Progress,Problems, and Paths Forward

This paper provides a critical reflection on participatory action research (PAR) methods as they pertain to community psychology. Following a brief review of the fundamental aspects of PAR, key developments in the field are examined. These developments include the redefinition of the research enterprise among groups such as Indigenous and consumer/survivor communities, challenges that attend the “project” framing of PAR, academic and practice context challenges, and important domains in which PAR methods need to become more engaged (e.g., social media and disenfranchised youth). Three illustrative case studies of programs of work in the areas of youth homelessness, consumer/survivor engagement, and Indigenous research are provided to illustrate these contemporary challenges and opportunities in the field. The authors make the argument that without an effort to reconsider and redefine PAR, moving away from the stereotypical PAR “project” frame, these methods will continue to be poorly represented and underutilized in community psychology.     

Atomic imaging of the interface between M23C6-type carbide and matrix in a long-term ageing polycrystalline Ni-based superalloy

Besides the well-known cube-on-cube orientation relationship (OR) between M₂₃C₆ carbide and matrix, we have determined a new OR named as the twin-related OR in a long-term ageing Ni-based superalloy on the basis of the extensive and detailed electron diffraction analyses. Furthermore, by means of atomic-resolution high angle annular dark-field imaging technique which is implemented in the aberration-corrected scanning transmission electron microscope, we elucidated the interfacial characteristics between M₂₃C₆ and matrix for above two types of ORs. Taking into account of the interfacial characteristics, we propose that the twin-related OR possesses a higher total interfacial energy. Thus, its frequency of occurrence is lower than that of the cube-on-cube OR though both ORs are usually seen in the long-term ageing samples.     

WHAT IS EFFECTIVE IN THE THERAPEUTIC PROCESS? A ROUND-TABLE DISCUSSION

In her contribution to the Round Table Discussion in 1956, Marianne Horney Eckardt brings into focus the need to respect the unique qualities of the patient as a human being and to be cognizant of the uniqueness of each patient–therapist relationship. In discussing the subtler aspects of technique, Dr. Eckardt reminds us that there is no neutral technique and that what is effective and what brings change in treatment needs to be viewed in the specific context of the dynamic interaction of the patient—therapist dyad. She also appeals for humility in the therapist and reminds clinicians to keep in awareness the one-sidedness of the relationship.