Moods and Quality of Life

In modern society, flow and stress are well-known terms in the theoretical discussions of the good life, subjective well-being and quality of life. The purpose of this article is to present the results of a phenomenological analysis of flow and stress experiences in everyday life. The analysis yielded a distinction between different phenomenological dimensions identified as arising in different combinations within concrete experience of flow and stress. These different dimensions were characterised by different feelings, different experiences of time and different experiences of the world. The results are discussed and interpreted in the light of Martin Heidegger's, Otto Friedrich Bollnow's and F.C.J. Buytendijk's theories of moods and feelings. Flow and stress experiences are phenomenologically interpreted as moods and classified as a modern version of basic polarities of moods as described by Bollnow and Buytendijk. Lastly, the concept of mood is emphasised as a specific entrance to the subjective and experienced dimensions involved in the complex concepts of quality of life, the good life and happiness.     

THE WOMEN'S STUDIES EXPERIENCE

This study included 212 women and 38 men students from nine women's studies classes and 101 women and 35 men from nine non-women's studies classes. At pretesting and posttesting students completed the Performance Self-Esteem Scale (PSES) and measures of their educational and job certainty and motivation. Comparison students were similar to women's studies students in having a woman teacher and having an interest in the women's studies curriculum. At posttesting women's studies students showed greater gains in PSES scores ( p < .01) and in job motivation and job certainty ( p < .01) than did the comparison students. The results support the value of women's studies for men as well as women students.     

The Ability/Performance Dimension of Self-esteem: Implications for Women's Achievement Behavior

A 33-item measure, the Performance-Self-Esteem Scale (PSES), was developed to tap self-evaluations of ability and performance. Evidence from four samples of undergraduates (a total of 224 women and 236 men) indicate that the PSES measures a separate, distinct dimension of self-esteem. As predicted, undergraduate males scored higher on the scale than undergraduate women (p <.003), although this difference was significant for juniors and seniors only. Implications for research related to women's achievement-related behaviors and the college experience are considered.     

Pregnancy-specific stress, prenatal health behaviors, and birth outcomes

OBJECTIVE: Stress in pregnancy predicts earlier birth and lower birth weight. The authors investigated whether pregnancy-specific stress contributes uniquely to birth outcomes compared with general stress, and whether prenatal health behaviors explain this association. DESIGN: Three structured prenatal interviews (N = 279) assessing state anxiety, perceived stress, life events, pregnancy-specific stress, and health behaviors. MAIN OUTCOME MEASURES: Gestational age at delivery, birth weight, preterm delivery (<37 weeks), and low birth weight (<2,500 g). RESULTS: A latent pregnancy-specific stress factor predicted birth outcomes better than latent factors representing state anxiety, perceived stress, or life event stress, and than a latent factor constructed from all stress measures. Controlling for obstetric risk, pregnancy-specific stress was associated with smoking, caffeine consumption, and unhealthy eating, and inversely associated with healthy eating, vitamin use, exercise, and gestational age at delivery. Cigarette smoking predicted lower birth weight. Clinically-defined birth outcomes were predicted by cigarette smoking and pregnancy-specific stress. CONCLUSION: Pregnancy-specific stress contributed directly to preterm delivery and indirectly to low birth weight through its association with smoking. Pregnancy-specific stress may be a more powerful contributor to birth outcomes than general stress.     

Dominance of configural properties in visual form perception

Perceptual relations between configural and component properties were examined in three experiments. The pattern of performance in discrimination and classification tasks with a set of four lines that varied in curvature (Experiment 1) was compared with the pattern of performance in these tasks with sets of configuration defined on spatial relations among these lines. The configurations in the latter sets varied in their component properties (“curvature”) as well as in their configural properties (“closure” in Experiment 2 and “parallelism” in Experiment 3). The results indicated that discrimination and classification performance with the configurations was dominated by their configural properties, regardless of the discriminability of their component properties. The implications of these results for the role of configural properties in form perception are discussed.     

The Development and Testing of a New Version of the Cognitive Reflection Test Applying Item Response Theory (IRT)

The cognitive reflection test (CRT) is a short measure of a person's ability to resist intuitive response tendencies and to produce a normatively correct response, which is based on effortful reasoning. Although the CRT is a very popular measure, its psychometric properties have not been extensively investigated. A major limitation of the CRT is the difficulty of the items, which can lead to floor effects in populations other than highly educated adults. The present study aimed at investigating the psychometric properties of the CRT applying item response theory analyses (a two‐parameter logistic model) and at developing a new version of the scale (the CRT‐long), which is appropriate for participants with both lower and higher levels of cognitive reflection. The results demonstrated the good psychometric properties of the original, as well as the new scale. The validity of the new scale was also assessed by measuring correlations with various indicators of intelligence, numeracy, reasoning and decision‐making skills, and thinking dispositions. Moreover, we present evidence for the suitability of the new scale to be used with developmental samples. Finally, by comparing the performance of adolescents and young adults on the CRT and CRT‐long, we report the first investigation into the development of cognitive reflection. Copyright © 2015 John Wiley & Sons, Ltd.     

Online usage of theory of mind continues to develop in late adolescence

The development of theory of mind use was investigated by giving a computerized task to 177 female participants divided into five age groups: Child I (7.3–9.7 years); Child II (9.8–11.4); Adolescent I (11.5–13.9); Adolescent II (14.0–17.7); Adults (19.1–27.5). Participants viewed a set of shelves containing objects, which they were instructed to move by a ‘director’ who could see some but not all of the objects. Correct interpretation of critical instructions required participants to use the director’s perspective and only move objects that the director could see. In a control condition, participants were asked to ignore objects in slots with a grey background. Accuracy improved similarly in both conditions between Child I and Adolescent II. However, while performance of the Adolescent II and Adult groups did not differ in the control condition, the Adolescent II group made more errors than the adults in the experimental condition. These results suggest that theory of mind use improves between late adolescence and adulthood. Thus, while theory of mind tasks are passed by age 4, these data indicate that the interaction between theory of mind and executive functions continues to develop in late adolescence.