Transactive Memory Reconstructed: Rethinking Wegner's Research Program

In this paper, I argue that recent research on episodic memory supports a limited defense of the phenomena that Daniel Wegner has termed transactive memory. Building on psychological and neurological research, targeting both individual and shared memory, I argue that individuals can collaboratively work to construct shared episodic memories. In some cases, this yields memories that are distributed across multiple individuals instead of being housed in individual brains.     

Three Subtypes of Internalizing and Externalizing Behaviors in Chinese Adolescents: Results of a Latent Class Analysis

Using latent class analyses (LCA), the present study aimed to test whether meaningful subtypes of internalizing and externalizing behaviors could be found among Chinese community-based adolescents. A total of 5244 adolescents, ages 11–18 years (M?=?15.11, SD?=?1.79) recruited from 16 Chinese middle schools completed the Chinese version of the Strengths and Difficulties Questionnaire (SDQ-C). We examined the data using Latent Class Analysis to identify subtypes of internalizing and externalizing behaviors among the adolescents. Multivariate Logistic regression was subsequently implemented to ascertain the relationships between latent classes and demographic covariates. Three distinct subtypes were uncovered: a high-risk group, a middle-risk group and a low-risk group; the three subtypes accounted for 19.8, 31.1, and 49.1 % of the total sample variance respectively. Youth with elevations in one behavior type were likely to have elevations in the other behavior type. Further analyses revealed that compared to the low-risk group, the adolescents from the high-risk group and middle-risk groups were female and older. Significant heterogeneity in internalizing and externalizing behaviors was revealed in this Chinese adolescent’s sample. Profiling behavior problems patterns is potentially useful as a first step in developing tailored prevention and intervention programs. Suggestions for future research, including cross-national studies, and implications for mental health professionals were discussed.     

The Longitudinal Relationship Between School Belonging and Subjective Well-Being in School Among Elementary School Students

Situated within a positive psychology perspective, the present study explored the relationship between school belonging and subjective well-being (SWB) in school among elementary school students. In order to ensure the applicability of the Brief Adolescents’ Subjective Well-Being in School Scale (BASWBSS) to elementary school students, firstly, we provided evidence for its validity using two samples (total n?=?1333) of elementary school students. Secondly, we used cross-lagged structural equation modeling techniques to evaluate the nature and directionality of relationships between school belonging and SWB in school. To test these relationships, 890 students (58.54 % male) completed a measure of school belonging and SWB in school at two time points, 6 weeks apart. The results showed that (1) BASWBSS has good applicability among elementary school students and (2) significant bidirectional relationships were found between school belonging and SWB in school. Overall, the present study provided important evidence of applicability of the BASWBSS with elementary school students and the role of school belonging in elementary school age children’s SWB in school.     

Academic Characteristics of Early Adolescents with Higher Levels of Life Satisfaction

Research related to students’ global life satisfaction and their academic and behavioral functioning has yielded varying findings. Some researchers have suggested the possibility that very high levels of life satisfaction may yield decrements in productivity (Oishi et al. Perspectives on Psychological Science, 2, 346–360 2007). Middle school students (N?=?917) were surveyed regarding their global life satisfaction, school engagement, and academic performance. We evaluated whether the associations were best characterized linearly or non-linearly (i.e., quadratic) to clarify the associations between life satisfaction and the various academic performance variables. Differing from the findings of Oishi et al., our findings failed to reveal support for the hypothesis of a negative quadratic relation between life satisfaction and most of the academic or student engagement outcomes we examined. To the contrary, statistically significant, positive linear relations were observed between life satisfaction and GPA, math standardized test scores as well as cognitive, emotional and behavioral engagement. A linear relation was not observed between life satisfaction and English Language Arts standardized test scores. Consistent with previous research, these findings provide further support that higher levels of life satisfaction are related to higher levels of student engagement and academic performance in early adolescents. Furthermore, the results are consistent with efforts to expand education reforms to incorporate goals related to increasing students’ well-being as well as their academic success.     

Life Satisfaction, Dieting Behavior, and Weight Perceptions among College Students

This study examined the relationships among perceived life satisfaction, perceptions of body weight, and dieting behaviors among 522 college students. Adjusted multiple logistic regression analyses and multivariate models constructed separately were utilized for this study. Perceptions of underweight and extreme worry over weight were significantly associated with dissatisfaction with life for both males and females (p < 0.01). However, vomiting; perceptions of overweight; binge eating behavior; extreme worry over binge eating behavior; and engaging in binge eating behavior for more than one year were significantly related to dissatisfaction with life for only females (p < 0.01). In addition, both males and females were less likely to self-identify problematic disordered eating, with males being particularly less likely to report concern over extreme dieting behaviors. Results suggest that carefully designed educational and intervention efforts for college students with eating disorders must take gender differences into account. Programs for males may need to differ from those for females in terms of recruitment, intervention integrity, and evaluation considerations.

An Ecological View of School Satisfaction in Adolescence: Linkages Between Social Support and Behavior Problems

This study investigated the relationships among school satisfaction, social support, and problem behaviors in adolescents. Modest associations were found between school satisfaction and the demographic variables of gender, race, age, and grade level. Support from teachers, parents, and classmates contributed unique variance to ratings of school satisfaction; with teacher support contributing the most unique variance. School satisfaction mediated the relationship between social support and internalizing and externalizing behaviors. School satisfaction did not moderate the relationship between social support and problem behavior; however, it did serve as a protective factor across all levels of social support. Implications are discussed, including suggestions for developing interventions that focus on increasing support for adolescents in efforts to improve school satisfaction and reduce problem behaviors.     

The effects of muscle relaxation and stress on the blood pressure levels of normotensives

Shoemaker and Tasto (1975) found that progressive muscle relaxation lowers the blood pressure levels of essential hypertensives to within a normal range under laboratory conditions. As a sequel to this study the effects of muscle relaxation and stress on the blood pressure levels of normotensives were studied. One group was taught relaxation, one group was stressed, one group read, and one group did nothing. Blood pressure measurements taken immediately after the completion of these tasks indicated that muscle relaxation does not lower the blood pressure levels of normotensives but that stress significantly raises both the systolic and diastolic levels.Level of arousal can, at least in one sense, be viewed as occurring on a dimension defined by extreme anxiety at one end and extreme relaxation at the other. Research on the physiological correlates and/or defining properties of arousal has produced inconsistent and equivocal results. Little work has been done relating blood pressure levels to arousal, however. Shoemaker and Tasto (1975) found a consistent and predictable drop in the blood pressure levels of essential hypertensives as a result of progressive muscle relaxation. In their study those subjects with the highest blood pressure levels showed the greatest drop while those with moderately high levels showed moderate drops and those with the lowest levels (yet still above normal) showed the least amount of change. The amount by which blood pressure dropped as a result of progressive relaxation was positively correlated with the pretreatment level of blood pressure. The result of progressive relaxation was to lower blood pressure levels to within a normal range, with all subjects appearing to approach a lower asymptotic level. Because of the consistent picture which began to emerge, the question arose as to whether blood pressure might be a reliable physiological correlate of the relaxation-anxiety dimension.The more specific questions emanating from this issue were: what effect does progressive relaxation have on the blood pressure levels of normotensives; what effect does stress have on the blood pressure levels of normotensives; and, what effect does stress have on the blood pressure levels of essential hypertensives? Since we could not immediately foresee the benefits that would outweigh the potential harm that might arise by placing hypertensives under stress, this study was limited to addressing the first two questions.Since the blood pressure levels of normotensives are probably at an optimal level for the physiological functioning of the organism, lower levels would be physiologically nonadaptive. and thus progressive relaxation should not lower the blood pressure levels of normotensives as it does those of essential hypertensives. On the other hand, if the elevated blood pressure levels of essential hypertensives are at least in part the result of a stress reaction, it would be expected that the blood pressure levels of normotensives might rise under stress conditions.     

Youth Developmental Assets and Perceived Life Satisfaction: Is There a Relationship?

This study explored associations between youth developmental assets (i.e., support by parents/other adults; accountability to adults; empowerment; school support; values regarding risk behaviors; quantity of other adult support; empathetic relationships) and adolescents’ perceptions of overall life satisfaction. Public high school students (N = 3,477) completed a self-report questionnaire. Analyses were conducted to examine relationships between developmental assets and perceived life satisfaction while controlling for socioeconomic status. Results indicated that significant (p ≤ .05) associations were established for perceived support by parents/other adults for all four race/gender groups, self and peer values regarding risk behavior for black females, quality of other adult support for black males and white females and life satisfaction for adolescents. Significant (p ≤ .05) associations were also established for perceived support by parents/other adults for White males and Black males, accountability to parents/other adults for White females, quality of other adult support for White males and Black females and for empathetic relationships for all four race/gender groups. Results suggest that perceived life satisfaction is related to youth developmental assets, although moderated by gender and race differences. Further research is necessary to identify the particular characteristics of youth and specific aspects of adolescent life satisfaction associated with youth developmental assets in order to develop gender appropriate and culturally sensitive health promotion programs.     

Oppressive Things*

In analyzing oppressive systems like racism, social theorists have articulated accounts of the dynamic interaction and mutual dependence between psychological components, such as individuals’ patterns of thought and action, and social components, such as formal institutions and informal interactions. We argue for the further inclusion of physical components, such as material artifacts and spatial environments. Drawing on socially situated and ecologically embedded approaches in the cognitive sciences, we argue that physical components of racism are not only shaped by, but also shape psychological and social components of racism. Indeed, while our initial focus is on racism and racist things, we contend that our framework is also applicable to other oppressive systems, including sexism, classism, and ableism. This is because racist things are part of a broader class of oppressive things, which are material artifacts and spatial environments that are in congruence with an oppressive system.     

Transactional Processes Among Childhood Maltreatment,Self-Control and Aggression in Early Adolescence: Disentangling Between- and Within-Person Associations

Research on Child and Adolescent Psychopathology - Previous research has investigated the associations among childhood maltreatment, self-control, and aggression among adolescents without...