The Multifaceted Relationship Between Physical Activity and Affect

The purpose of the present paper is to provide a summary of scientific findings on the relationship between physical activity (PA) and affect. We provide separate narrative reviews of (a) the association between PA and well‐being in the general population; (b) PA as a prophylactic and/or treatment for clinical depression; and (c) immediate affective response to individual PA sessions and the implications for adherence to PA programs. Findings suggest an association between engaging in regular PA and more positive well‐being, decreased risk of future depression, and reduction of depressed mood among those who are already depressed. However, despite the fairly strong evidence for these associations, there is less evidence for causal effects of PA on well‐being and depression. Individual sessions of PA generally result in positive shifts in affective valence from pre‐PA to post‐PA, but during PA, affective response is intensity‐dependent, with considerable variability for moderate intensity PA. In sum, despite the “physical activity feels good” narrative often portrayed in the popular media, the relationship between PA and affect is complex and multifaceted.     

Individual,Interpersonal, and Sociostructural Factors Influencing Partner Nonmonogamy Acceptance among Young African American Women

In 2015 in the United States, the HIV diagnosis rate among African American women was 16 times that of White women, and HIV especially affected young African American women. African American women’s partnerships with nonmonogamous men may be one factor contributing to this disparity. Previous research has not adequately described factors influencing acceptance of partner nonmonogamy among African American women. To better understand this phenomenon, we interviewed 11 African American women aged 18–24 years-old who reported having sex in the past 3 months and reported knowing or suspecting a partner to have another female partner in the past 12 months. We employed a semi-structured interview guide designed to elicit in-depth, narrative responses from women about their partnerships. We used narrative analysis to interpret findings. Participants described factors that encouraged acceptance of partner nonmonogamy. These factors were social (i.e., limited partner availability, gender norms, and cultural norms), interpersonal (i.e., partner-specific comfort, sexual connection and emotional attachment, and casual partnership type), and intrapersonal (i.e., low self-esteem, loneliness, and fatalistic attitudes about nonmonogamy) in nature. The sociocultural context in which young African American women develop sexual partnerships may influence their attitudes, expectations, and behaviors within these partnerships and place them at increased risk for HIV and other sexually transmitted infections.     

Distinct episodic contexts enhance retrieval-based learning

Spaced retrieval practice results in better long-term retention than massed retrieval practice. The episodic context account of this effect suggests that updated representations of the more distinct temporal contexts associated with spaced retrievals facilitate later recall. We examined whether environmental context, in addition to temporal context, may also play a role in retrieval-based learning. Participants studied and then attempted to retrieve the English translations of Swahili words during four acquisition blocks of trials. They were then randomly assigned to practice retrieving items three more times in one of the following conditions: massed practice with the same environmental context scene; massed practice with different environmental context scenes; spaced practice with the same environmental context scene; or spaced practice with different environmental context scenes. After a one-week delay, measures of recall, forgetting, and the joint probabilities between study session recall and final recall performance all indicated enhanced retention for both the spaced and different environmental context conditions. Indeed, after retrieving items in the study session, forgetting them during final recall was 371% more likely in the same context than in the different context conditions. These findings redefine and refine previous accounts of the episodic context model of retrieval-based learning.     

Kant on space,time, and respect for the moral law as analogous formal elements of sensibility

To advance a successful reading of Kant's theory of motivation, his interpreter must have a carefully developed position on the relation between our rational and sensible capacities of mind. Unfortunately, many of Kant's commentators hold an untenably dualistic conception, understanding reason and sensibility to be necessarily conflicting aspects of human nature that saddle Kant with a rigoristic and fundamentally divided moral psychology. Against these interpreters, I argue for a reading that maintains a unified conception, claiming that we must think of reason and sensibility as interdependent capacities, which stand to one another as form to matter. Our sensible nature thus does not stand opposed to reason; its fundamental character is determined by reason's activity. I take Kant's account of moral motivation and the feeling of respect to represent the lynchpin of this unified account. Against interpreters who would emphasize either the intellectual or affective nature of respect, I claim that it should be understood as the formal element of moral sensibility, the result of practical reason determining the capacity to feel and fundamentally transforming its character. To make this argument, I draw on Kant's account of sensibility in the Critique of Pure Reason, claiming that space, time, and respect for the moral law are analogous formal elements of sensibility.     

The Use of Relational‐Cultural Theory in Counseling Clients Who Have Traumatic Stress Disorders

Counseling scholarship has increasingly demonstrated the utility of relational‐cultural theory (RCT) in promoting the relationship‐building and growth‐fostering connections many clients require to manage problems in living. The authors applied RCT to counseling clients with traumatic stress disorders rooted in traumas of an interpersonal nature (e.g., child abuse, interpersonal partner violence, sexual assault). An overview of traumatic stress disorders and RCT, as well as the ways in which RCT can inform trauma conceptualization and treatment approaches with victims, is provided.     

Feminine Gender Role Discrepancy Strain and Women’s Self-Esteem in Daily and Weekly Life: A Person x Context Perspective

Sex Roles - Social pressures to adhere to traditional feminine roles may place some women at risk of experiencing gender role discrepancy strain, when they behave, think, or feel in ways discrepant...     

Relationships between cognition and literacy in children with attention-deficit/hyperactivity disorder: A systematic review and meta-analysis

Evidence suggests that cognitive and literacy difficulties are common for children with Attention-Deficit/Hyperactivity Disorder (ADHD). The current systematic review and meta-analysis investigated the relationship between cognition and literacy in children with ADHD. Ten thousand and thirty-eight articles were screened against the inclusion criteria and six eligible studies were retained for final review. Where two or more studies used comparable measures of cognition and literacy, a meta-analysis of the relationship between these measures was undertaken. A narrative synthesis of all included studies was also completed. There were medium effect sizes between working memory and aspects of reading, and small effect sizes between processing speed and reading. Inhibition and attention had differential relationships with aspects of literacy with varying effect sizes. This systematic review demonstrates differential relationships between aspects of literacy and cognition in children with ADHD. Further examination of these relationships is warranted to support intervention development.     

Rumination and Co-Rumination and their Associations with Alcohol-Related Problems and Depressive Symptoms among College Students

Journal of Rational-Emotive & Cognitive-Behavior Therapy - The college years are a time of significant upheaval, including changes in social relationships and dramatic increases in the...     

The implications of maternal grandmother coresidence and involvement for adolescent adjustment in South Africa

Maternal grandmothers residing in 3‐generation households often provide care and support to their grandchildren. However, the implications of grandmother coresidence and involvement for adolescent adjustment have been neglected in the South African literature. This study examined whether the involvement of maternal grandmothers who coreside with grandchildren and their parents differed from that of non‐coresident grandmothers. In addition, we assessed the associations between maternal grandmother coresidence and involvement, and adolescents' internalising problems, externalising problems and prosocial behaviour. Self‐report survey data were obtained from a sample of 384 “coloured” (mixed‐race) and black African Grade 8 and Grade 9 students in Cape Town. The mean age of the participants was 13.96 years, 58% were females and 27% lived in 3‐generation households. Results indicated that there was no significant difference in the involvement of coresident and non‐coresident grandmothers, and that adolescents in 3‐generation and 2‐generation households displayed similar levels of adjustment. Hierarchical multiple regression analyses revealed that greater maternal grandmother involvement was associated with more adolescent prosocial behaviour (p < .001) regardless of household structure, and with fewer adolescent internalising problems in 3‐generation households (p = .03). Findings underscore the need to move beyond the immediate family to consider how grandparents may influence adolescent development.