Explaining the Variable Effects of Social Support on Work-Based Stressor-Strain Relations: The Role of Perceived Pattern of Support Exchange

Seeking to explain mixed empirical findings regarding the buffering effect of social support on work-based stress-strain relations, we posit that whether an increase in the level of support received buffers or exacerbates the harmful effects of workload on employee health and well-being is contingent upon the general pattern characterizing an employee supportive exchanges across his/her close relationships. Specifically, we propose that the buffering effect of receiving social support depends on whether the employee perceives his/her social exchanges as reciprocal (support given equals support received), under-reciprocating (support given exceeds support received), or over-reciprocating (support received exceeds support given). Based on longitudinal data collected from a random sample of blue-collar workers, our findings support our predictions, indicating that the buffering effect of social support on the relationship between work hours (on the one hand) and employee health and well-being (on the other) varies as a function of the pattern of exchange relations between an employee and his/her close support providers.     

Usability of the remote console for virtual reality telerehabilitation: formative evaluation.

The Remote Console (ReCon) is a telerehabilitation application that allows therapists to remotely communicate with patients while monitoring and controlling their virtual rehabilitation exercises. It provides therapists visual feedback of patients' movements, their exercise simulations replicated in real time and with tools to conduct training without a face-to-face session. The Recon underwent a formative evaluation (a type of usability engineering methodology) used to refine its design. Five physical therapists from different practice settings acted as representative users. During the evaluation, these users made errors related to manipulation and finding and understanding controls. Technical issues with the server and audio communication were identified. These findings were used to fine-tune the ReCon system.     

The Puzzle of Absolute Pitch

Absolute pitch—the ability to name or produce a note of particular pitch in the absence of a reference note—is generally considered to be extremely rare. However, it has been found that native speakers of two different tone languages—Mandarin and Vietnamese—display a remarkably precise form of absolute pitch in enunciating words. Given these findings, it is proposed that absolute pitch may have evolved as a feature of speech, analogous to other features such as vowel quality. It is also conjectured that tone–language speakers generally acquire this feature during the 1st year of life, in the critical period when infants acquire other features of their native language. For speakers of nontone languages, the acquisition of absolute pitch by rare individuals may be associated with a critical period of unusually long duration, so that it extends to the age at which the child can begin taking music lessons. According to this line of reasoning, the potential for acquiring absolute pitch is universal at birth, and can be realized by giving the infant the opportunity to associate pitches with verbal labels during the 1st year or so of life.     

On learning to move randomly

In 2 experiments, the authors examined whether and to what degree young adults can learn to produce random planar motion of the index finger or fingers. Three different types of information feedback were provided to the participants (N = 8 in each experiment) over up to 5 days of practice across the 2 experiments. The results from both experiments revealed that the participants produced a relatively low level of movement randomness in finger motion and that they did not learn through practice to enhance the stochastic properties of their movement under any feedback conditions. The findings provide further evidence that there are relatively tight constraints on the number of dimensions that are regulating single-limb planar motion and that those constraints are not susceptible to change through typical learning protocols.     

Changing the Division of Household Labor: A Negotiated Process Between Partners

This short-term longitudinal study expands on previous theoretical approaches, as we examined how women’s assertiveness and the strategies they use to elicit more household labor from husbands help to explain the division of labor and how it changes. Participants included 81 married women with 3- and 4-year-old children who completed two telephone interviews, approximately 2 months apart. Results based on quantitative and qualitative analyses show that (a) relative resource, structural, and gender ideology variables predicted the division of housework, but not childcare; (b) assertive women were closer to their ideal division of childcare than nonassertive women; (c) women who made a larger proportion of family income were less assertive about household labor than other women, but when they were assertive, they had a more equal division of childcare; (d) women who earned the majority of their household’s income showed the least change; and (e) the nature of women’s attempts to elicit change may be critical to their success.     

Williams syndrome: a genetic deletion disorder presenting clues to the biology of sociability and clinical challenges of hypersociability

Williams syndrome is a neurodevelopmental disorder that results from the deletion of approximately 25-30 genes spanning about 1.5 megabases in the q11.23 region of chromosome 7. Patients with this syndrome present with a combination of a distinctive elfin-like facial appearance; growth retardation; mild mental retardation; an inconsistent cognitive profile that includes visuospatial impairments with good facial discrimination and relatively preserved expressive language skills; and cardiovascular abnormalities. In addition, a striking behavioral feature of the syndrome is the high sociability and empathy that these patients show for others. The study of patients with "partial" deletions of the chromosome band 7q11.23, mutated genes in this region and knockout mice with deletions of specific genes in the homologous G1-G2 region of mouse chromosome 5 are clarifying some genotype/phenotype relationships. Furthermore, genes located in this region that are prominently expressed have been implicated in brain development and function. The neuropsychological profile of patients with Williams syndrome is heterogeneous, highlights important dissociations between cognitive functions and suggests that the behavioral dimensions of sociability, empathy, engageability, and talkativeness may be independent of, or not easily explained by, the cognitive deficits. Williams syndrome has enormous heuristic value because its pathological feature of heightened "sociability" can be a "deficit" symptom of major complex neuropsychiatric disorders, such as schizophrenia and autism. Data consistent with a core inability of patients with Williams syndrome to inhibit social approach suggest that this disorder may afford an opportunity to study the biological basis of the "drive" toward socialization. From a research perspective, the syndrome lends itself to neurobiological studies of sociability as a dimension that varies independently of cognition (or at least many separable cognitive processes). Importantly, from a clinical perspective, the syndrome challenges us to administer strategic psychosocial interventions that take advantage of the opportunities that "pathological" sociability provide, while avoiding its threats. An illustrative example of an effective strategically planned psychosocial intervention for a patient with Williams syndrome is briefly presented.     

Individual Differences in Learning Abilities Impact Structure Addition: Better Learners Create More Structured Languages

Over the last decade, iterated learning studies have provided compelling evidence for the claim that linguistic structure can emerge from non-structured input, through the process of transmission. However, it is unclear whether individuals differ in their tendency to add structure, an issue with implications for understanding who are the agents of change. Here, we identify and test two contrasting predictions: The first sees learning as a pre-requisite for structure addition, and predicts a positive correlation between learning accuracy and structure addition, whereas the second maintains that it is those learners who struggle with learning and reproducing their input who add structure to it. This prediction is hard to test in standard iterated learning paradigms since each learner is exposed to a different input, and since structure and accuracy are computed using the same test items. Here, we test these contrasting predictions in two experiments using a one-generation artificial language learning paradigm designed to provide independent measures of learning accuracy and structure addition. Adults (N = 48 in each study) were exposed to a semi-regular language (with probabilistic structure) and had to learn it: Learning was assessed using seen items, whereas structure addition was calculated over unseen items. In both studies, we find a strong positive correlation between individuals' ability to learn the language and their tendency to add structure to it: Better learners also produced more structured languages. These findings suggest a strong link between learning and generalization. We discuss the implications of these findings for iterated language models and theories of language change more generally.