Interpersonal consequences of joint food consumption for connection and conflict

For centuries, the preparation and eating of a meal has brought people together, making food consumption an inherently social process. Yet the way in which people connect over food is changing. Rising health concerns, due in part to the increase in food allergies and obesity, have shifted attention away from the social aspects of food to food's nutritional aspects. Recognizing the social context in which food consumption takes place, this article reviews research highlighting the interpersonal consequences of joint food consumption. We first examine research on how sharing food connects people together, both via the type of food consumed (e.g., incidental food similarity) and the manner in which people serve and eat food (e.g., from shared vs. separate plates). We then turn to research that addresses the opposite side of the coin, discussing how the inability to share in a meal can be isolating, as well as how people navigate conflicting preferences when making food decisions with others. We conclude with a discussion of promising future directions for research on joint food consumption.     

Unemployed and exhausted? Job-search fatigue and reemployment quality

Job loss and job search are particularly devastating and stressful events that individuals can experience in their careers. However, less research attention has been paid to fatigue or burnout in the context of unemployment and job search. Drawing from Conservation of Resources theory, this study highlights the role that fatigue plays during unemployment and job search among displaced employees — defined as individuals who have lost their jobs involuntarily and are currently not engaged in any form of paid employment. In a two-wave longitudinal study involving 89 displaced employees, we illustrate how financial difficulties and social exclusion can lead to job search fatigue, while psychological capital serves as a personal resource that reduces job seekers' fatigue. We also demonstrate how job search fatigue at Time 1 can lead to lower reemployment quality at Time 2, which, in turn, can lead to lower organizational commitment and increased turnover intentions. Our findings bring into attention the important role that fatigue can play in the context of unemployment and job search.     

COGNITIVE SCIENCE OF RELIGION AND FOLK THEISTIC BELIEF

Cognitive scientists of religion promise to lay bare the cognitive mechanisms that generate religious beliefs in human beings. Defenders of the debunking argument believe that the cognitive mechanisms studied in this field pose a threat to folk theism. A number of influential responses to the debunking argument rely on making two sets of distinctions: (1) proximate/ultimate explanations and (2) specific/general religious beliefs. I argue, however, that such responses have drawbacks and do not make room for folk theism. I suggest that a detour through the literature in the philosophy of mind regarding the problem of mental causation regarding nonreductive physicalism can provide a way for preserving folk theism without doing violence to the way cognitive science of religion is being practiced today. More specifically, I believe there is a way of responding to the debunking argument that does not require a rejection of the causal premise.     

Design and efficacy of a head-coil bite bar for reducing movement-related artifacts during functional MRI scanning

This article describes the design, construction, application, and effectiveness of a simple bite bar for use with an MRI whole-head coil to reduce head-movement-related artifacts during functional brain imaging. The device is comfortable to use and allows considerable flexibility in positioning the subject’s head. Eleven subjects were scanned while performing a motor-sequencing experiment with and without the bite bar. The bite bar was generally effective in reducing maximum head movement to less than 0.5 mm (translation) and 0.5° (rotation).     

Providing Choice Making Opportunities Within and Between Daily School Routines

The purpose of this study was to investigate the effects of providing choice making opportunities, embedded within and between daily school routine activities, on the frequency of protests and task initiations exhibited by a student with a severe intellectual disability. An ABABC single-subject design was used to evaluate the effects of choice making opportunities embedded within and between three daily routine activities. During phase A, the classroom staff directed the student's participation without providing choice making opportunities within the activities. In phase B, staff provided choice making opportunities embedded within steps of each activity. Phase C extended choice making opportunities by providing the participant with a choice between activities as well as within the steps of the activities after it was noted that the first step of beginning the activities occasioned more protests than the other steps. The results of this study replicate earlier research showing that embedded choice making opportunities within routines reduced protests and increased task initiations. The addition of choice making opportunities between activities during phase C further reduced the incidents of protests.     

Focal dystonia: current theories.

Dystonia is a syndrome characterised by abnormal involuntary sustained muscle contractions that often result in twisted and abnormal positions. Focal dystonia affects only a single body part with symptoms varying from permanent (e.g., torticollis) to task-specific (e.g., musician's cramp). The exact causes of focal dystonia have yet to be determined. Possible causative factors have been identified at all levels along the sensorimotor pathway, including anatomical constraints of the hand (musicians), abnormal co-contractions of the muscles due to reciprocal inhibition in the spinal cord, subcortical and cortical remapping, deficiencies in sensorimotor integration and perceptual deficits. A review of the current literature on these topics is provided with a special focus on musicians with focal dystonia. Also reviewed are current treatments of focal dystonia in musicians. On the basis of the currently available evidence, certain risk factors are identified for the development of task-specific focal dystonia, including number of practice hours, personality, genetic predisposition, performance factors and sensory effects. In addition, it is highlighted that dystonic movements occur predominantly in the context of perceptual-motor tasks involving emotions. When emotional and motor traces have become associated, they are difficult to change; it is suggested that this mechanism plays an important role in the preservation of dystonic symptoms.     

The Relevance of Sociocultural Theory to Culturally Diverse Partnerships and Communities

The phenomenal growth of information technology and globalization promises a future where education about diversity and difference will be very significant. In this information age where existing knowledge and technology are constantly being replaced in an ever changing interdependent global environment, the fundamentals of education are also changing. Education will focus on building new knowledge rather than passing on existing knowledge. The increasing interconnectedness between cultures and their concomitant intermixing as a result of globalization requires that pedagogies about cultural diversity also focus on creating new knowledge and meanings about cultures as they change. In this article, we discuss sociocultural theory as an alternative educational pedagogy that situates the teaching and learning of cultural diversity within rapidly changing local and global conditions. We argue that features of this theory are especially relevant to providing a guiding pedagogy for valuing difference in inclusive environments. We engage the literature on cross-cultural communication and collaboration between culturally diverse professionals and parents of children with disabilities to illustrate sociocultural perspectives on conceptualizing cultural differences and their interaction, and the possibilities for creating culturally inclusive partnerships and communities.     

The influences of harmony motives and implicit beliefs on conflict styles of the collectivist

The collectivist preference for nonconfrontational conflict styles is usually attributed to the influences of the Confucian value of harmony, which promotes tolerance of interpersonal transgression. Harmony has two distinct motives in collectivistic Asian societies (Leung, 1997 ): harmony enhancement is affective in nature and represents a genuine concern for relationship harmony, while disintegration avoidance is instrumental in nature and sees harmony maintenance as a means to other ends. Hence, as predicted, harmony enhancement is positively related to the use of integrating and compromising, while disintegration avoidance is positively related to the use of avoiding and obliging and is negatively related to the use of integrating during a conflict with a peer in a collectivistic society, Singapore. Besides examining this from a motivational perspective, the study also examines the role of implicit beliefs of personality on one's choice of conflict styles. The two implicit theories of personality refer to the two different assumptions the lay person has about the mutability of personal attributes; an entity theorist believes that personal attributes are fixed and nonmalleable qualities, while an incremental theorist sees personal attributes as qualities that can be developed and changed. Results reveal that incrementalist implicit beliefs also significantly predicted the use of integrating. Harmony enhancement represents a genuine concern for relationship harmony and involves feelings of closeness, unity, and trust. The finding that integrating is predicted by a harmony enhancement motivation suggests the importance of fostering collectivist values of interdependence and feelings of unity and trust so as to encourage the use of integrating to discuss the opposing views openly and constructively. The present study also underscores the benefit of learning an incremental theory to be open to the positive changes in others and work toward improving the relationship and the situation during a conflict.     

Perceived autonomy support,behavioural regulations in physical education and physical activity intention

ObjectivesThe purpose of this study was to examine the relationships between students' perceived autonomy support, behavioural regulations and their intentions to be physically active outside of school.MethodParticipants were 701 secondary school students aged between 13 and 17 years from Singapore. Questionnaires were used to assess perceived autonomy support, behavioural regulation, and intentions to be physically active outside school.ResultsResults supported the hypothesised model in that perceived autonomy support fosters more self-determined forms of behavioural regulations in PE. These forms of behavioural regulations in turn, enhanced more autonomous forms of intentions. The results also yielded an interesting finding that amotivation positively predicted students' intention to be physically active outside school.ConclusionThe findings highlight the importance of perceived autonomy support in fostering more self-determined forms of behavioural regulations in PE and intention to be physically active outside school.