When change-oriented feedback enhances motivation,well-being and performance: A look at autonomy-supportive feedback in sport

ObjectivesChange-oriented feedback (aka negative feedback) serves two important functions: it motivates athletes and guides them towards performance improvement. However, it can also lead to negative consequences such as anxiety or a decrease in athletes' self-esteem and in the quality of the coach–athlete relationship. We propose that change-oriented feedback quality is key in predicting athletes' reaction to this type of feedback. Based on SDT, we further suggest that a high quality change-oriented feedback must be autonomy-supportive. To test this hypothesis, we first define and measure an autonomy-supportive change-oriented feedback. We then investigate the relative impact of change-oriented feedback's quantity and quality on athletes' phenomenological experiences and performance.MethodIn total, 340 athletes and 58 coaches participated in this study. Coaches and athletes filled out a questionnaire after a training session. HLM analyses were used to take into consideration the hierarchical structure of the data.ResultsHLM analyses first show that an autonomy-supportive change-oriented feedback is empathic, accompanied by choices of solutions, based on clear and attainable objectives known to athletes, avoids person-related statements, is paired with tips, and given in a considerate tone of voice. Results also show that feedback quality predicts athletes' outcomes above and beyond feedback quantity and coaches' other autonomy-supportive behaviours.ConclusionResults are discussed in light of their contribution to self-determination theory, the feedback literature and the improvement of coaches' training.     

Teachers' Concerns About Spelling Instruction: A National Survey

Teachers' concerns regarding spelling instruction and the spelling abilities of their students were sought in a national survey. Using a random sample of teachers of grades one through five across all 50 states, respondents reported teaching practices, degree of agreement with theoretical statements, and responded to open-ended statements. Teachers reported a traditional memorization model was most often used, but that they were dissatisfied with the results with student carryover to independent writing. Implications from this study demonstrate the need for expanding teachers' understanding about the developmental nature of spelling knowledge and revision of instruction by constructing more appropriate word lists.     

Comparing the influence of directly vs. indirectly encountered post-event misinformation on eyewitness remembering

Some research has found a stronger influence of directly (face-to-face; co-witness; ‘social’) vs. indirectly (through written reports, ‘non-social’) encountered post-event misinformation on eyewitness memory reports, whereas other research finds no (big) difference. We argue and demonstrate that a crucial but so far neglected variable underlying this difference is memory for the misleading information itself. In a study with N = 120 participants who encountered misinformation directly or indirectly, we found misinformation retention (as assessed in a separate test) to be positively associated with a broad range of misinformation effects. Influence type (direct vs. indirect), however, did not moderate the misinformation effect in terms of memory for original details, and misinformation endorsement was even weaker in the direct influence condition. In our view, these findings reflect differential conversion of retained misinformation into test performance. Other than this, influence type had essentially no effects on remembering; nor did an additional post-warning manipulation.     

Psychologists' perspectives on the diagnostic classification of mental disorders: Results from the WHO‐IUPsyS Global Survey

This study examined psychologists' views and practices regarding diagnostic classification systems for mental and behavioral disorders so as to inform the development of the ICD‐11 by the World Health Organization (WHO). WHO and the International Union of Psychological Science (IUPsyS) conducted a multilingual survey of 2155 psychologists from 23 countries, recruited through their national psychological associations. Sixty percent of global psychologists routinely used a formal classification system, with ICD‐10 used most frequently by 51% and DSM‐IV by 44%. Psychologists viewed informing treatment decisions and facilitating communication as the most important purposes of classification, and preferred flexible diagnostic guidelines to strict criteria. Clinicians favorably evaluated most diagnostic categories, but identified a number of problematic diagnoses. Substantial percentages reported problems with crosscultural applicability and cultural bias, especially among psychologists outside the USA and Europe. Findings underscore the priority of clinical utility and professional and cultural differences in international psychology. Implications for ICD‐11 development and dissemination are discussed.     

Differences in cognitive control in children and adolescents with combined and inattentive subtypes of ADHD

The aim of the present study was to investigate the ability of children with attention deficit/hyperactivity disorder-combined subtype (ADHD-C) and predominantly inattentive subtype (ADHD-PI) to direct their attention and to exert cognitive control in a forced attention dichotic listening (DL) task. Twenty-nine, medication-naive participants with ADHD-C, 42 with ADHD-PI, and 40 matched healthy controls (HC) between 9 and 16 years were assessed. In the DL task, two different auditory stimuli (syllables) are presented simultaneously, one in each ear. The participants are asked to report the syllable they hear on each trial with no instruction on focus of attention or to explicitly focus attention and to report either the right- or left-ear syllable. The DL procedure is presumed to reflect different cognitive processes: perception (nonforced condition/NF), attention (forced-right condition/FR), and cognitive control (forced-left condition/FL). As expected, all three groups had normal perception and attention. The children and adolescents with ADHD-PI showed a significant right-ear advantage also during the FL condition, while the children and adolescents in the ADHD-C group showed a no-ear advantage and the HC showed a significant left-ear advantage in the FL condition. This suggests that the ADHD subtypes differ in degree of cognitive control impairment. Our results may have implications for further conceptualization, diagnostics, and treatment of ADHD subtypes.     

The cerebellum: Its role in language and related cognitive and affective functions

The traditional view on the cerebellum as the sole coordinator of motor function has been substantially redefined during the past decades. Neuroanatomical, neuroimaging and clinical studies have extended the role of the cerebellum to the modulation of cognitive and affective processing. Neuroanatomical studies have demonstrated cerebellar connectivity with the supratentorial association areas involved in higher cognitive and affective functioning, while functional neuroimaging and clinical studies have provided evidence of cerebellar involvement in a variety of cognitive and affective tasks. This paper reviews the recently acknowledged role of the cerebellum in linguistic and related cognitive and behavioral–affective functions. In addition, typical cerebellar syndromes such as the cerebellar cognitive affective syndrome (CCAS) and the posterior fossa syndrome (PFS) will be briefly discussed and the current hypotheses dealing with the presumed neurobiological mechanisms underlying the linguistic, cognitive and affective modulatory role of the cerebellum will be reviewed.     

Personality Traits and Political Participation: Evidence from South Korea

Using a nationally representative survey fielded in 2009, we analyze the relationships between personality traits and various modes of political participation in South Korea. We find statistically significant relationships between personality (measured by the Five‐Factor Model) and several nonelectoral modes of participation. Openness correlates positively with protest participation, rally attendance, financial contributions to political causes, news media contacts, and political activities via the Internet. Agreeableness correlates negatively with these five participation modes as well as petition signing. Conscientiousness is positively associated with individual political acts (e.g., contacting news media and elected officials and donation), while it is negatively associated with collective actions such as participation in rally. However, we do not find any significant relationship between personality and voter turnout. Reflecting an unusually conflictual political climate of South Korea in 2008, we discuss these findings' implications focusing on the personality‐situation interactions.     

Interacting noradrenergic and corticosteroid systems shift human brain activation patterns during encoding

Emotionally arousing experiences are usually well retained, an effect that depends on the release of adrenal stress hormones. Animal studies have shown that corticosterone and noradrenaline – representing the two main stress hormone systems – act in concert to enhance memory formation by actions involving the amygdala, hippocampus and prefrontal cortex (PFC). Here we test whether interactions between these two stress hormone systems also affect human memory formation as well as the associated pattern of brain activation. To this end, forty-eight male human subjects received hydrocortisone, yohimbine or both before presentation of emotional and neutral pictures. Activity in the amygdala, hippocampus and PFC was monitored with functional Magnetic Resonance Imaging (fMRI) during encoding of these stimuli, when hormonal levels were elevated. Memory performance was tested 1 week later. We investigated whether an increased level of one of the two hormone systems would lead to differential effects compared to the combined application of the drugs on brain activation and memory performance. We report that the application of cortisol led to an overall enhancing effect on recognition memory, with no significant additional effect of yohimbine. However, during encoding the brain switched from amygdala/hippocampus activation with either hormone alone, to a strong deactivation of prefrontal areas under the influence of the combination of both exogenous hormones. Although we did not find evidence that exogenous stimulation of the noradrenergic and corticosteroid systems led to significant interaction effects on memory performance in this experiment, we conclude that stress hormone levels during encoding did differentially determine the activation pattern of the brain circuits here involved.