Developmental correlates of emotional intelligence: Temperament,family environment and childhood trauma

This study examined temperament, environmental factors (family environment and childhood trauma), and the interaction between them as developmental correlates of ability and trait emotional intelligence (EI). Using 97 university students, correlational analyses revealed that temperament characteristics were related to trait but not ability EI. Components of family environment and childhood trauma were not significantly related to ability or trait EI. Multiple regression analyses confirmed the importance of temperament in predicting trait EI, but provided little support for the role of environmental factors or their interactions with temperament in predicting either type of EI.     

Determinants of political trust: a lifetime learning model

This article addresses questions regarding the origins of individual variations in political trust. Using 2 prospective longitudinal studies, we examine the associations between family background, general cognitive ability (g) and school motivation at early age, educational and occupational attainment in adulthood, and political trust measured in early and mid-adulthood in 2 large representative samples of the British population born in 1958 (N = 8,804) and in 1970 (N = 7,194). A lifetime learning model of political trust is tested using structural equation modeling to map the pathways linking early experiences to adult outcomes. Results show that political trust is shaped by both early and later experiences with institutions in society. Individuals who have accumulated more socioeconomic, educational, and motivational resources throughout their life course express higher levels of political trust than do those with fewer resources.     

Comparison of age and time-to-death in the dedifferentiation of late-life cognitive abilities

The dedifferentiation hypothesis proposes that specific cognitive abilities become more highly associated with general ability in old age as a result of increasing biological constraints on fluid intelligence. There is limited evidence for the hypothesis, and research has not tended to clearly distinguish age dedifferentiation from ability differentiation and other age-related phenomena. The present study examined age dedifferentiation using a structural equation model that controlled for ability differentiation, along with linear and quadratic effects of age. Time-to-death was examined as an alternative time metric to chronological age, as it may better represent biological constraints. The Canberra Longitudinal Study community-based cohort, consisting of 896 Australian adults aged 70 and over, provided data from 687 decedents who were followed for up to 17 years. Results indicated little support for the age dedifferentiation hypothesis, with only two of seven cognitive tests showing significant age dedifferentiation. The time-to-death metric showed more evidence of dedifferentiation, with four of the seven tests exhibiting dedifferentiation. However, after excluding participants with possible cognitive impairment, all of the dedifferentiation effects were attenuated to nonsignificance. Age dedifferentiation effects may therefore reflect dementia and other mortality-related pathology rather than being an inevitable outcome of advanced age. Alternative developmental theories for cognitive function must better account for the diversity of late-life abilities and pathology.     

The effect of education on the onset and rate of terminal decline

Differences in the time of onset and magnitude of terminal decline were examined in three cognitive domains: processing speed, episodic memory, and global function. In addition, cognitive reserve was investigated by testing whether education affected the onset or rate of decline across these domains. Eight hundred ninety-six community-dwelling Australian adults aged ≥ 70 years were assessed up to four times over 12 years, with vital status followed for 17 years. For each of the cognitive measures, a series of change point models were fitted across the 20 years before death to find the optimal point at which terminal decline was distinguished from preterminal decline. Change points were then assessed separately for high- and low-education groups. The change points were 8.5 years for processing speed (95% CI: 6.0-11.2 years), 7.1 years for global function (6.2-9.3), and 6.6 years for episodic memory (5.3-7.1). The rate of decline was two to four times greater in the terminal phase relative to the preterminal phase, depending on the domain. Increased education changed the terminal decline effect differently for each of the three tests, either by significantly hastening the onset of terminal decline and decreasing the rate of decline, or by increasing the rate of either preterminal or terminal decline. Analyses were repeated excluding participants diagnosed with dementia, with no substantive change to the outcomes. In conclusion, the rate and onset of terminal decline varied somewhat across cognitive domains. Education affected terminal decline differently across the domains, but this modification was not consistent with the predictions of cognitive reserve theory.     

Eating for pleasure or profit: the effect of incentives on children's enjoyment of vegetables

Parents commonly use rewards to encourage children to eat healthfully, but this practice remains controversial because rewards are suspected of undermining children's intrinsic motivation. A cluster-randomized trial examined children's acceptance of a disliked vegetable over 12 daily taste exposures. These exposures were paired with a tangible reward, a social reward, or no reward, and the findings were compared with the results from a no-treatment control condition. Liking and intake of the vegetable were assessed in a free-choice consumption task at preintervention, postintervention, 1 month after intervention, and 3 months after intervention. Liking increased more in the three intervention conditions than in the control condition, and there were no significant differences between the intervention conditions. These effects were maintained at follow-up. Children in both reward conditions increased consumption, and these effects were maintained for 3 months; however, the effects of exposure with no reward became nonsignificant by 3 months. These results indicate that external rewards do not necessarily produce negative effects and may be useful in promoting healthful eating.     

Childhood cognitive ability,education, and personality traits predict attainment in adult occupational prestige over 17 years

This study explored a longitudinal data set of nearly 5000 adults examining the effects of childhood cognitive ability (measured at age 11), parental social class (measured at birth), and personality on current occupational prestige (all measured at age 50), taking account the effects of education and the previous occupational levels (both measured at age 33). Participants' levels of occupational attainment significantly went up from age 33 to age 50. Correlational analysis showed childhood cognitive ability, parental social class, education and occupation, and personality traits (openness, conscientiousness, extraversion, emotional stability) were all significantly associated with current occupational prestige. The strongest correlates of current occupational levels were educational qualifications, followed by childhood cognitive ability, parental social class, and personality traits. Structural equation modelling showed that for the change of occupation over 17 years, the strongest predictor was education, followed by childhood intelligence. Personality traits (extraversion, conscientiousness, and openness) had modest but significant influence in the upgrading of occupational attainment over the period of time, and parental social status predicted occupational change mediated through education and initial occupational levels. Education and childhood intelligence are more powerful predictors of current occupational prestige than personality factors or family social background. The implications for policy making and equal opportunities for education are discussed.     

University Counselling Services in Australia and New Zealand: Activities,Changes, and Challenges

The high prevalence of stress and psychological distress in university students highlights the need for adequate support services to enable students to achieve their goals. This study aimed to describe counselling services available to university students in Australia and New Zealand and to benchmark them against international services. Participants were five Australian and three New Zealand Counselling Services. Results showed that counselling services are using a variety of formats and e‐technologies to deliver services to students, but are hampered by limited resources compared with their international counterparts. These include very high counsellor student ratios, lower average number of consultations per student, and lower mental health qualifications of counsellors. This has even greater implications in the context of higher education reform in Australia that may further widen the gap between needs of students and available counselling services. Inadequate counselling support can negatively impact on students, universities, and the community through lost potential.     

The idea of money counteracts ego depletion effects

Self-control draws upon a resource that is limited, such that acts of self-control deplete the resource, causing performance on subsequent acts of self-control to suffer. In this research, we demonstrate that activating the concept of money can buffer this ego depletion effect. Across two experiments using varied operationalizations of self-control, participants completed an initial task that depleted self-control resources or not, were then reminded of money or neutral concepts, and finally, completed a second task requiring self-control. In both experiments, among depleted participants, those reminded of money performed better on the second self-control task than those reminded of neutral concepts. Additional analyses in Experiment 2 suggest that this buffering effect was due to money reducing both the subjective difficulty and effort required on the second self-control task.     

Reversible perspective and splitting in time

The element of time--the experience of it and the defensive use of it--is explored in conjunction with the use of reversible perspective as a psychotic defense. Clinical material from a long analysis illustrates how a psychotic patient used the reversible perspective, with its static splitting, to abolish the experience of time. When he improved and the reversible perspective became less effective for him, he replaced it with a more dynamic splitting mechanism using time gaps. With further improvement, the patient began to experience the passage of time, and along with it the excruciating pain of separation, envy, and loss.