Proactive vitality management in the work context: development and validation of a new instrument

In the present research, we use proactivity literature and studies on energy at work to argue that individuals may proactively manage their vitality (i.e., physical and mental energy) to promote optimal functioning at work. We develop and validate a scale to measure proactive vitality management (PVM), and explore the nomological network. We conducted a five-day diary study (N = 133; 521 days), a survey study (N = 813) and a cross-sectional study measuring daily PVM (N = 246) among working individuals from various occupational sectors. The results show that PVM can be reliably measured with eight items that load on one overall factor, both on general and daily level. Furthermore, daily PVM was moderately but positively related to the use of work-related strategies and micro-breaks. Moreover, PVM related positively to relevant personal characteristics (i.e., proactive personality and self-insight) and showed moderate but positive relationships with job crafting and relaxation (convergent validity). PVM was unrelated to psychological detachment and decreasing hindering demands (discriminant validity). Finally, PVM was positively related to well-being, in-role work performance, creative work performance and performance on the Remote Associates Test (criterion validity). We conclude that employees may promote their own work performance through the use of PVM.     

Interpersonal movement synchrony facilitates pro‐social behavior in children's peer‐play

The emergence of pro‐social behaviors and social interaction skills is a major focus of research on children's development. Here, we consider one important feature of human social interactions, interpersonal movement synchrony, and explore its effects on pro‐sociality among young children. Coordinated movements are a crucial part of mother–infant interactions, with important social effects extending well into childhood. Musical interactions are also known to facilitate bonding between infants and caretakers and pro‐sociality among peers. We specifically examine the pro‐social effects of interpersonal movement synchrony in a naturalistic peer‐play context among 4‐ to 6‐year‐old children. We assessed the amount of helping behavior between pairs of children following an activity that they performed synchronously or non‐synchronously. Children who engaged in synchronous play, as compared with non‐synchronous play, showed significantly more subsequent spontaneous helping behavior. Further, more mutual smiling and eye contact were observed in the synchronous condition and amounts of mutual smiling and eye contact during the movement task correlated with amount of helping behavior observed. Neither measure mediated the condition‐wise effects on helping, however. These results are discussed in terms of their contribution to existing literature and their broader implications for the development of pro‐sociality and coordinated movements in early childhood.     

The impact of aging on associative memory for preexisting unitized associations

Aging is accompanied by a decline in associative memory that can, however, be attenuated when associations are unitized at encoding, that is, when they form an integrated entity. Unitization is thought to promote familiarity-based recognition memory, which is preserved in aging. We examined whether preexperimentally unitized associations (compound words (CWs)) do indeed reduce age differences in memory, and whether preexperimental unitization promotes familiarity. In Experiment 1, we assessed the memory of 20 young and 20 older participants for compound versus unrelated word pairs using a yes/no recognition test with Remember/Know/Guess judgments. In Experiment 2, we tested 20 young and 20 older participants using the same procedure, except for the use of a two-alternative forced-choice recognition paradigm, which is thought to enhance the contribution of familiarity. The results of both experiments corroborated the greater contribution of familiarity to recognition of unitized associations. In Experiment 1, however, the use of CWs did not attenuate the age-related associative decline. We suggest that preexisting knowledge associated with recombined compounds induced high absolute familiarity and illusory recollection, leading to high false-recognition rates for the older adults. By contrast, the two groups performed similarly across both conditions in Experiment 2. Thus, the forced-choice procedure facilitates the use of familiarity in such a way that it improves older adults’ associative memory to the level of young participants. These results suggest that the modulation of associative memory in aging by preexisting unitization varies according to methodological parameters, such as the nature of the lures and the test format.     

Literacy programs efficacy for developing children’s early reading skills in familiar language in Zambia

This study investigated the comparative efficacy of a phonics-based reading program and a language experience approach based literacy program to develop reading skills among Zambian early childhood school learners. The learners (n = 1 986; Grade 2 level; females = 50.1%) took either the phonics-based reading program (n = 1 593) or the alternative language experience approach based program (n = 393). They were all assessed for reading skills utilising the Early Grade Reading Assessment test (EGRA) in four languages (Cinyanja, Icibemba, Kiikaonde, and Silozi). Results suggest that learners in phonics-based literacy program were significantly better in letter-sound knowledge in all the four languages. Additionally, they were significantly better in reading skills (non-word reading, oral passage reading, and reading comprehension), yet only in Icibemba and Silozi, as compared to those who took the alternative program. Results reveal that children in the Primary Literacy Program (PLP) had significantly better performance in most reading skills than in the Primary Reading Program (PRP). However, the effect sizes were small or medium. The high floor effect in all reading-related measures is an indication that by following either PRP or the recently implemented PLP, most children do not acquire basic reading skill of the transparently written language they are familiar with. Instruction of the sounds of letters requires special attention where digital training tools (such as GraphoGame) may provide the most effective help to both teachers and children.     

The Processing Wheel: An Arts-based Intervention for Clinical Supervision

The primary goal of supervision is to promote professional growth among counselors-in-training. Art making is an under-explored method of promoting exploration and self-awareness, and thus professional growth, within the process of supervision. While outlining the literature on creativity in counselor education and implementing art into supervision, the author also includes details about her experience of infusing art into supervision. Additionally, a case example of a new specific art-based intervention, dubbed the “Processing Wheel,” is described. Finally, implications, limitations, and future directions for counselor educators are discussed.     

Knowing and Not‐Knowing For Your Own Good: The Limits of Epistemic Paternalism

Epistemic paternalism is the thesis that a paternalistic interference with an individual's inquiry is justified when it is likely to bring about an epistemic improvement in her. In this article I claim that in order to motivate epistemic paternalism we must first account for the value of epistemic improvements. I propose that the epistemic paternalist has two options: either epistemic improvements are valuable because they contribute to wellbeing, or they are epistemically valuable. I will argue that these options constitute the foundations of a dilemma: either epistemic paternalism collapses into general paternalism, or a distinctive project of justified epistemic paternalism is implausible.