We can work it out: Group decision‐making builds social identity and enhances the cognitive performance of care residents

Group‐based interventions have been argued to slow the cognitive decline of older people residing in care by building social identification and thereby increasing motivation and engagement. The present study explored the identity–cognition association further by investigating the impact of a group decision‐making intervention on cognition. Thirty‐six care home residents were assigned to one of three conditions: an Intervention in which they made decisions about lounge refurbishment as a group, a Comparison condition in which staff made these decisions, or a no‐treatment Control. Cognitive function, social identification, home satisfaction, and lounge use were measured before and after the intervention. Participants in the Intervention condition showed significant increases on all measures, and greater improvement than participants in both Comparison and Control conditions. Consistent with social identity theorizing, these findings point to the role of group activity and social identification in promoting cognitive integrity and well‐being among care residents.     

Personality and Participative Climate: Antecedents of Distinct Voice Behaviors

Based on the work of Van Dyne, Ang, and Botero (2003 Van Dyne, L., Ang, S. and Botero, I. C. 2003. Conceptualizing employee silence and employee voice as multidimensional constructs. Journal of Management Studies, 40: 1359–1392. [Crossref], [Web of Science ®] , [Google Scholar]), the concept of voice, generally defined as speaking up, was expanded to include three types of voice behaviors: prosocial, acquiescent, and defensive. Prosocial voice is a fundamentally positive form of voice, whereas acquiescent and defensive voice behaviors reflect more negative forms of voice. We examined individual-level personality traits of Agreeableness and Extraversion and group-level participative climate as predictors of supervisor ratings of each voice behavior. Testing these ideas with a multilevel design in a sample of Chinese workers and their managers, results demonstrated support for links of Agreeableness, Extraversion, and participative climate with supervisor ratings of voice behaviors. Further, group-level participative climate moderated relationships between individual-level Agreeableness and voice behaviors.     

How Do Consumers Perceive the Quality-of-Life Impact of Durable Goods? A Consumer Well-Being Model Based on the Consumption Life Cycle

Consumer’s overall perception of quality-of-life impact of a consumer durable (PQOLI) refers to consumer’s subjective evaluation of the degree to which marketplace experiences related to a given product impacts one’s overall quality of life (QOL). What are the factors that impact PQOLI? A model based on the concept of the consumption life cycle is developed to answer this question. The model posits that PQOLI is mostly influenced by satisfaction with product purchase, preparation, ownership, consumption, and maintenance experiences. In turn, the model also posits that with satisfaction with purchase, preparation, ownership, consumption, and maintenance are influenced by a set of consumption experiences. The data was collected using a sample of college students. Each respondent was randomly assigned to one of eight product categories: photo cameras, cell phones, athletic shoes, cologne, televisions, watches, sunglasses, and video consoles. The results were generally supportive of the model. Theoretical and managerial implications are discussed.     

How do people order stimuli?

People may find it easier to construct an order after first representing stimuli on a scale or categorizing them, particularly when the number of stimuli to be ordered is large or when some of them must be remembered. Five experiments tested this hypothesis. In two of these experiments (1 and 3), we asked participants to rank line lengths or to rank photographs by artistic value. The participants provided evidence of how they performed these tasks, and this evidence indicated that they often made use of some preliminary representation—either a metric or a categorization. Two further experiments (2 and 4) indicated that people rarely produced rankings when given a choice of assessment measures for either the length of lines or the artistic value of photographs. In Experiment 5, when the number of lines was larger or lines were only visible one at a time, participants were faster at estimating line lengths as a percentage of the card covered than at rank ordering the lengths. Overall, the results indicate that ordering stimuli is not an easy or natural process when the number of stimuli is large or when the stimuli are not all perceptible at once. An implication is that the psychological measures available to individuals are not likely to be purely ordinal when many of the elements being measured must be recalled.     

Writing content predicts benefit from written expressive disclosure: Evidence for repeated exposure and self-affirmation

Expressive disclosure regarding a stressful event improves psychological and physical health, yet predictors of these effects are not well established. The current study assessed exposure, narrative structure, affect word use, self-affirmation and discovery of meaning as predictors of anxiety, depressive and physical symptoms following expressive writing. Participants (N = 50) wrote on four occasions about a stressful event and completed self-report measures before writing and three months later. Essays were coded for stressor exposure (level of detail and whether participants remained on topic), narrative structure, self-affirmation and discovery of meaning. Linguistic Inquiry and Word Count software was used to quantify positive and negative affect word use. Controlling for baseline anxiety, more self-affirmation and detail about the event predicted lower anxiety symptoms, and more negative affect words (very high use) and more discovery of meaning predicted higher anxiety symptoms three months after writing. Findings highlight the importance of self-affirmation and exposure as predictors of benefit from expressive writing.     

Cognitive flexibility mediates the relation between intolerance of uncertainty and safety signal responding in those with panic disorder

There is a growing literature associating anxiety disorders with an inability to inhibit defensive responding during safety conditions of threatening tasks. However, investigations on the relation between panic disorder (PD) and defensive responding to safety have yielded mixed results. A recent study from our laboratory revealed that intolerance of uncertainty (IU) moderates this association, such that only individuals with PD and a high IU exhibit heightened startle potentiation during safety. The mechanism underlying this relationship is unknown. Given that safety conditions typically alternate with periods of threat, cognitive flexibility (i.e., the ability to adjust one's habitual responding to a situation, given the input of new information) may be involved in the ongoing reappraisal of danger and adjustment of defensive responding. Thus, the present study sought to investigate whether deficits in cognitive flexibility mediate the association between IU and defensive responding to safety among a sample of 71 adults diagnosed with PD. As hypothesised, cognitive flexibility mediated the relationship between IU and heightened startle potentiation during safety conditions. This finding suggests that within this subgroup, a failure to inhibit defensive responding during safety conditions may be due to deficits in cognitive flexibility.     

Parallels Between Action‐Object Mapping and Word‐Object Mapping in Young Children

Across a series of four experiments with 3‐ to 4‐year‐olds we demonstrate how cognitive mechanisms supporting noun learning extend to the mapping of actions to objects. In Experiment 1 (n = 61) the demonstration of a novel action led children to select a novel, rather than a familiar object. In Experiment 2 (n = 78) children exhibited long‐term retention of novel action‐object mappings and extended these actions to other category members. In Experiment 3 (n = 60) we showed that children formed an accurate sensorimotor record of the novel action. In Experiment 4 (n = 54) we demonstrate limits on the types of actions mapped to novel objects. Overall these data suggest that certain aspects of noun mapping share common processing with action mapping and support a domain‐general account of word learning.