Pain reduces discrimination in helping

Because of their shared neurobiological underpinnings, factors increasing physical pain can also increase feelings of social disconnection (“social pain”). Feelings of connection with a social group are reflected in the term social identification, and social identity is commonly associated with intergroup discrimination. In two experiments, we examined the notion that physical pain would reduce social identification and subsequently inhibit intergroup discrimination in helping. By using a pain memory manipulation and a support measure of helping in Study 1 (N = 173), and an actual pain manipulation combined with a behavioural measure of helping in Study 2 (N = 72), results from both studies confirmed the predictions. As expected, physical pain eliminated ingroup favouritism in helping, and identification mediated this effect in the ingroup condition but not in the outgroup condition. We discuss these findings in light of the apparently paradoxical relationship between social support and pain. Copyright © 2014 John Wiley & Sons, Ltd.     

Executive Functioning and Non-Verbal Intelligence as Predictors of Bullying in Early Elementary School

Executive function and intelligence are negatively associated with aggression, yet the role of executive function has rarely been examined in the context of school bullying. We studied whether different domains of executive function and non-verbal intelligence are associated with bullying involvement in early elementary school. The association was examined in a population-based sample of 1,377 children. At age 4 years we assessed problems in inhibition, shifting, emotional control, working memory and planning/organization, using a validated parental questionnaire (the BRIEF-P). Additionally, we determined child non-verbal IQ at age 6 years. Bullying involvement as a bully, victim or a bully-victim in grades 1–2 of elementary school (mean age 7.7 years) was measured using a peer-nomination procedure. Individual bullying scores were based on the ratings by multiple peers (on average 20 classmates). Analyses were adjusted for various child and maternal socio-demographic and psychosocial covariates. Child score for inhibition problems was associated with the risk of being a bully (OR per SD?=?1.35, 95%CI: 1.09–1.66), victim (OR per SD?=?1.21, 95%CI: 1.00–1.45) and a bully-victim (OR per SD?=?1.55, 95%CI: 1.10–2.17). Children with higher non-verbal IQ were less likely to be victims (OR?=?0.99, 95%CI: 0.98–1.00) and bully-victims (OR?=?95%CI: 0.93–0.98, respectively). In conclusion, our study showed that peer interactions may be to some extent influenced by children’s executive function and non-verbal intelligence. Future studies should examine whether training executive function skills can reduce bullying involvement and improve the quality of peer relationships.     

Effects of Music Training on Attention,Processing Speed and Cognitive Music Abilities—Findings from a Longitudinal Study

The present study addresses visual attention and processing speed in primary school children (N = 345; 7–8 years of age) who received either music (MC) or natural science training (NC) over a period of 18 months. Dependent variables were collected three times (T1–T3) and included measures for processing speed, visual attention and cognitive music abilities. They were submitted to latent or manifest change models including socioeconomic status and basic cognitive functions as covariates. Groups performed similarly in all dependent tasks at baseline (T1). MC showed significant increases in processing speed as well as in music abilities from T2 to T3 and increases in rhythmic abilities from T1 to T2. Although MC also showed increases in both processing speed and visual attention over time, they were at a small advantage with respect to the former and at a clear disadvantage with respect to the latter measure as compared to NC. Copyright © 2014 John Wiley & Sons, Ltd.     

Narrating and Navigating Authorities: Evangelical and Mainline Protestant Interpretations of the Bible and Science

Research on the way Protestants interpret the Bible in relationship to science has tended to focus on biblical literalists; less research, however, has examined the heterogeneity of how nonliteralists interpret the Bible. Utilizing data from semi‐structured interviews with 77 evangelical and mainline Protestants who attend high‐SES congregations, we find that members of both groups draw on similar interpretation strategies in discussing the Bible and evolution. Both eschew literal interpretations of the Bible, demarcate boundaries between the Bible and science, and subsume evolution under broader theological beliefs. Mainline Protestants and evangelicals differ in the way they interpret miracles, with mainline Protestants revealing more openness to scientific and social interpretations of the Bible's miracles, while evangelicals emphasize God's authority over nature. Findings show that different strategies are evoked depending on the issue discussed, revealing implications for a deeper understanding of the way different traditions provide resources for interpreting the Bible and its relationship to scientific issues. Finally, findings contribute to a more robust knowledge of boundary work between the Bible and science as institutional and epistemic authorities.     

Champions,Converts, Doubters,and Defectors: The Impact of Shifting Perceptions on Momentum for Change

Maintaining momentum is a key influence on the ultimate success of large‐scale change. In this paper, we develop theory to explain how stable versus shifting change‐supportive perceptions over time differentially influence the perceived momentum associated with goal‐directed change (i.e., change‐based momentum). We use cross‐level polynomial regression and data obtained early and 1 year later within an organization implementing a lean manufacturing transformation to model changes in individual perceptions. Results suggest that momentum perceptions are higher for “Champions” (stable and high perceptions over time) as compared to “Converts” (increasing perceptions over time), but momentum perceptions are lower for “Defectors” (decreasing perceptions over time) as compared to “Doubters” (stable and low perceptions over time). We find that even if participants converge upon change‐supportive perceptions later in the change process, early divergent perceptions influence subsequent momentum for the change. These findings highlight the important role of temporal shifts in perceptions for organizational change processes.     

The relation of maternal emotional and cognitive support during problem solving to pre‐academic skills in preschoolers

Using a sample of 263 mother–child dyads, we examined the extent to which maternal emotional and cognitive support during a joint problem‐solving task when children were 3‐years‐old predicted children's academic skills 1 year later independent of each other, the quality of the home learning environment, and maternal emotional responsiveness. When all parenting measures were examined simultaneously, only maternal emotional support during problem solving and the quality of the home learning environment predicted unique variation in gains in pre‐academic skills from 3 to 4 years of age. The positive effect of emotional support during problem solving was especially apparent for children whose pre‐academic skills were low at the age of 3 years. These findings are discussed in light of the changing demands placed on young children and their parents as they prepare for entry to the formal school system. Copyright © 2011 John Wiley & Sons, Ltd.     

Applicants' Self‐presentational Behavior across Cultures: Less self‐presentation in Switzerland and Iceland than in the United States

Do US findings on applicants' self‐presentational behavior generalize to other countries? We argue that applicants in some countries are less motivated to present themselves favorably than applicants in others because countries vary in their unemployment rate (leading to differences in competition between job applicants) and their endorsement of modesty values, influencing their beliefs regarding self‐presentation. Using the randomized response technique, we obtained prevalence data on applicants' self‐presentational behavior from Iceland and Switzerland and compared them with previously published US results. The prevalence rates of self‐presentational behavior were fairly comparable in Iceland and Switzerland but significantly lower than in the United States. These results caution against using the same hiring strategy for all applicants from different cultures.     

Using stop signals to inhibit chronic dieters' responses toward palatable foods

Palatable foods in the environment can unintentionally trigger reactions to obtain them, which may interfere with dieting attempts. We tested a strategy to facilitate dieting behavior that makes use of behavioral stop signals that should instantly inhibit chronic dieters’ responses toward palatable foods. Participants performed a go/no-go task in which go cues and no-go cues (i.e., the behavioral stop signals) were presented with pictures of palatable foods and control objects. In Study 1, we tested the immediate behavioral effect of presenting stop signals near palatable foods in a reaction time paradigm. In Study 2 we assessed consumption of palatable food that had either consistently been associated with no-go cues, or not. Results show that no-go cues instantly inhibited responses toward palatable foods especially among chronic dieters. Moreover, across a one day period chronic dieters consumed less of a food that had consistently been associated with no-go cues. Stop signals thus appear a promising tool for chronic dieters to control behavior to palatable foods, and we discuss the merits and potential applications of this tool for facilitating dieting behavior.