Kinship Support and Academic Efficacy Among College Students: A Cross-Sectional Examination

The study examined whether relationships with extended kin were related to higher levels of mental health and academic functioning among college students. Specifically, the study tested whether perceived emotional support from extended (non-nuclear) family was related to self-esteem, psychological distress, and academic efficacy and dedication above and beyond relationships with one’s primary caregivers, and whether these associations varied by class year in college. The sample consisted of 530 students (average age = 20.82), at a public, four-year university. The results revealed that freshmen and seniors who reported high levels of positive relationships with their extended kin also reported higher levels of academic-efficacy and dedication, as well as lower levels of psychological distress. However, the relation between kin emotional support and these outcomes were not significant for sophomores and juniors. There was also a significant association between kinship support and self-esteem for participants in all four class levels. The study underscores the need to examine extended social support systems among college students, above and beyond those maintained with primary caregivers, as well as the dynamic nature of family support during young adulthood.     

On AGM for Non-Classical Logics

The AGM theory of belief revision provides a formal framework to represent the dynamics of epistemic states. In this framework, the beliefs of the agent are usually represented as logical formulas while the change operations are constrained by rationality postulates. In the original proposal, the logic underlying the reasoning was supposed to be supraclassical, among other properties. In this paper, we present some of the existing work in adapting the AGM theory for non-classical logics and discuss their interconnections and what is still missing for each approach.     

Smaller holistic processing of faces associated with face drawing experience

The type of experience involved with an object category has been regarded as one important factor in shaping of the human object recognition system. Laboratory training studies have shown that different kinds of learning experience with the same set of novel objects resulted in different perceptual and neural changes. Whether this applies to natural real-world objects remains to be seen. We compared two groups of observers who had different learning experiences with faces, using holistic processing as a dependent measure. We found that, while ordinary observers had extensive individuation experience with faces and displayed typical holistic face processing, art students who had acquired additional experience in drawing faces, and thus in attending to parts of a face, showed less holistic processing than did ordinary observers. These results converge with laboratory training studies on the role of type of experience in the development of different perceptual markers for different object categories. It is thus insufficient to categorize expertise simply in terms of object domains (e.g., expertise with faces). Instead, perceptual expertise should be classified in terms of the underlying process or task demand.     

Differences in the Valuing of Power Among Team Members: a Contingency Approach Toward Examining the Effects of Power Values Diversity and Relationship Conflict

Purpose

The purpose of this study was to investigate the conditional effects of power values diversity and relationship conflict.

Design/Methodology/Approach

We utilized a time-lagged survey design and multilevel modeling to investigate 60 teams working on a project task over the course of 4 months.

Findings

When participative safety climate was high, the presence of high power values diversity was particularly helpful for reducing relationship conflict. In turn, decreased relationship conflict tended to increase team performance. Additionally, when workload sharing was low, high relationship conflict was especially harmful to team performance.

Implications

Results support the consideration of team participative safety climate to better understand the conditions under which power values diversity is likely to lessen relationship conflict and subsequently increase team performance. Findings also highlight the importance of avoiding low workload sharing, in the presence of prominent relationship conflict, to increase team performance.

Originality/Value

By examining relationship conflict as a mediator and participative safety climate as a moderator of power values diversity’s effects, we make a novel contribution to extant literature by helping to elucidate both how and under what conditions differences in power values, among team members, can influence team performance. Relatedly, we answer the call for more research that adopts a contingency approach toward examining the effects of values diversity and relationship conflict. In doing so, we help to identify the conditions under which power values diversity and relationship conflict are likely to differentially influence important team outcomes.

     

Quality of Life in Flemish Families with a Child with an Intellectual Disability: a Multilevel Study on Opinions of Family Members and the Impact of Family Member and Family Characteristics

This study examined family members’ opinions regarding their family quality of life (FQOL). Parents (n = 97) and youngsters (n = 24) of 63 families with a child with an intellectual disability (ID) receiving home-based support completed the Beach Center FQOL Scale. Multilevel models detected substantial variability in FQOL scores and in most subscale scores both within and between families. The observed differences were partly explained by the respondent’s age, the parents’ employment situation, and the support needs of the child with an ID. Role of the family member and gender of the parent could not explain this variability. By including and comparing multiple family members’ opinions, this study contributes to the methodological and conceptual discussions about measuring FQOL.     

Synchrony effects in automatic and controlled retrieval

Using a speeded retrieval procedure, we investigated time-of-day effects in automatic and controlled retrieval. Morning-type adults were tested at either peak (early morning) or off-peak (late afternoon) times on a speeded implicit (Experiment 1) or explicit (Experiment 2) stem completion task. In Experiment 1, retrieval strategies were identified by changes in response speed between a practice phase with rapid retrieval and an implicit memory test phase. Performance based on controlled retrieval (shown by slowdown participants) showed more priming at peak than at off-peak times of day, a finding confirmed in Experiment 2, in which the participants were given intentional retrieval instructions when the materials switched. In contrast, performance based on automatic retrieval (shown by nonslowdown participants) did not differ across peak and off-peak times. The finding suggests a robust synchrony effect in controlled retrieval, but not in automatic retrieval, which does not appear to vary across the day.     

Touch screen assays of behavioural flexibility and error characteristics in Eastern grey squirrels (<Emphasis Type="Italic">Sciurus carolinensis</Emphasis>)

Behavioural flexibility allows animals to adjust their behaviours according to changing environmental demands. Such flexibility is frequently assessed by the discrimination–reversal learning task. We examined grey squirrels’ behavioural flexibility, using a simultaneous colour discrimination–reversal learning task on a touch screen. Squirrels were trained to select their non-preferred colour in the discrimination phase, and their preferred colour was rewarded in a subsequent reversal phase. We used error rates to divide learning in each phase into three stages (perseveration, chance level and ‘learned’) and examined response inhibition and head-switching during each stage. We found consistent behavioural patterns were associated with each learning stage: in the perseveration stage, at the beginning of each training phase, squirrels showed comparable response latencies to correct and incorrect stimuli, along with a low level of head-switching. They quickly overcame perseveration, typically in one to three training blocks. In the chance-level stage, response latencies to both stimuli were low, but during initial discrimination squirrels showed more head-switches than in the previous stage. This suggests that squirrels were learning the current reward contingency by responding rapidly to a stimulus, but with increased attention to both stimuli. In the learned stage, response latencies to the correct stimulus and the number of head-switches were at their highest, whereas incorrect response latencies were at their lowest, and differed significantly from correct response latencies. These results suggest increased response inhibition and attention allowed the squirrels to minimise errors. They also suggest that errors in the ‘learned’ stage were related to impulsive emission of the pre-potent or previously learned responses.     

Emotional context at learning systematically biases memory for facial information

Emotion influences memory in many ways. For example, when a mood-dependent processing shift is operative, happy moods promote global processing and sad moods direct attention to local features of complex visual stimuli. We hypothesized that an emotional context associated with to-be-learned facial stimuli could preferentially promote global or local processing. At learning, faces with neutral expressions were paired with a narrative providing either a happy or a sad context. At test, faces were presented in an upright or inverted orientation, emphasizing configural or analytical processing, respectively. A recognition advantage was found for upright faces learned in happy contexts relative to those in sad contexts, whereas recognition was better for inverted faces learned in sad contexts than for those in happy contexts. We thus infer that a positive emotional context prompted more effective storage of holistic, configural, or global facial information, whereas a negative emotional context prompted relatively more effective storage of local or feature-based facial information     

Presentism and the Notion of Existence

The aim of this paper is to make presentism a dynamic view of reality by basing it on a notion of dynamic existence, that is, on a notion of existence which has a dynamic character. The paper shows that both of the notions of existence which are used in metaphysical theories of time (in presentism and eternalism) have a static character and, while such a notion is useful for eternalists, it is useless for presentists if they want to make their view able to remain in agreement with our everyday experience and self-consistent. It is demonstrated that both empirical and theoretical arguments indicate that the presentist should replace the notion of this static existence with the notion of a dynamic existence and that this maneuver allows the presentist to treat his/her existential thesis as equivalent to the thesis that time flows. Not only does this strategy allow us to express presentism in a simple, homogenous way which remains in agreement with our experience, but also permits us to solve some of the difficult problems which presentism faces, such as, for example, the objection of triviality and the question about the rate of time passage. Moreover, such an approach to presentism allows us to solve fundamental metaphysical problems concerning time such as the problem of the openness of the future and the fixity of the past, direction of causation, and relations between presentism and persistence through time by endurance.     

The Practicality of Ancient Virtue Ethics: Greece and China

Virtue ethics has been charged with being unable to provide solutions to practical moral issues. In response, the defenders of virtue ethics argue that normative virtue ethics exists. The debate is significant on its own, yet both sides of the controversy approach the issue from the assumption that moral philosophy has to tell us what we should do. In this essay, I would like to examine the question regarding the practicality of virtue ethics in a different way. Virtue ethics is an ancient approach shared by both ancient Greek philosophers and classic Chinese Confucians, and indeed, ancient Greeks call ethics “practical science.” How, then, do the ancients themselves view the issue of practicality? This essay shows that there is a notion of practicality which is prominent in both ancient Greek and ancient Chinese virtue ethics but is neglected in today’s ethics. According to this notion, ethics is to transform one’s life. The essay also raises a prospect of the revival of this notion.