Affective and cognitive attitudes, uncertainty avoidance and intention to obtain genetic testing: an extension of the Theory of Planned Behaviour

To ensure successful implementation of genetic screening and counselling according to patients best interests, the attitudes and motives of the public are important to consider. The aim of this study was to apply a theoretical framework in order to investigate which individual and disease characteristics might facilitate the uptake of genetic testing. A questionnaire using an extended version of the Theory of Planned Behaviour was developed to assess the predictive value of affective and cognitive expected outcomes, subjective norms, perceived control and uncertainty avoidance on the intention to undergo genetic testing. In addition to these individual characteristics, the predictive power of two disease characteristics was investigated by systematically varying the diseases fatality and penetrance (i.e. the probability of getting ill in case one is a mutation carrier). This resulted in four versions of the questionnaire which was mailed to a random sample of 2400 Norwegians. Results showed genetic test interest to be quite high, and to vary depending on the characteristics of the disease, with participants preferring tests for highly penetrant diseases. The most important individual predictor was uncertainty avoidance.     

Adolescents’ Involvement in Cyber Bullying and Perceptions of School: The Importance of Perceived Peer Acceptance for Female Adolescents

Young people are spending increasing amounts of time using digital technology and, as such, are at great risk of being involved in cyber bullying as a victim, bully, or bully/victim. Despite cyber bullying typically occurring outside the school environment, the impact of being involved in cyber bullying is likely to spill over to school. Fully 285 11- to 15-year-olds (125 male and 160 female, M _age = 12.19 years, SD = 1.03) completed measures of cyber bullying involvement, self-esteem, trust, perceived peer acceptance, and perceptions of the value of learning and the importance of school. For young women, involvement in cyber bullying as a victim, bully, or bully/victim negatively predicted perceptions of learning and school, and perceived peer acceptance mediated this relationship. The results indicated that involvement in cyber bullying negatively predicted perceived peer acceptance which, in turn, positively predicted perceptions of learning and school. For young men, fulfilling the bully/victim role negatively predicted perceptions of learning and school. Consequently, for young women in particular, involvement in cyber bullying spills over to impact perceptions of learning. The findings of the current study highlight how stressors external to the school environment can adversely impact young women’s perceptions of school and also have implications for the development of interventions designed to ameliorate the effects of cyber bullying.     

The Relation between Selection Expectations,Perceptions and Organizational Attraction: A test of competing models

Little is known about how applicants' selection expectations and perceptions interplay in predicting applicant attraction outcomes (organizational attractiveness, job pursuit intention, and recommendation intention). In the present study, 340 entry‐level applicants for jobs in a large financial company provided information about their selection expectations before the procedure, and about their perceptions and attraction to the organization after the procedure. Regression analyses indicated that applicant perceptions, and in particular perceptions of warmth/respect, mediated the relationship between selection expectations and organizational attractiveness and job pursuit intention. No support was found for the moderating role of selection expectations in the perception–attraction relationship. Implications for practice and future research are discussed.     

Ingratiation and Self‐Promotion in the Selection Interview: The Effects of Using Single Tactics or a Combination of Tactics on Interviewer Judgments

This paper investigates the relative effectiveness of the use of 2 impression‐management tactics—ingratiation and self‐promotion—on interviewers' evaluations of an applicant in a laboratory setting. It was suggested that the use of a single tactic would be better than the use of no tactic; that the use of self‐promotion would be more successful than the use of ingratiation; and, finally, that the use of a combination of tactics would lead to the best evaluations. Results were largely in line with our hypotheses. Interviewer ratings and action recommendations were more positive in the combination condition, followed by the self‐promotion condition, the ingratiation condition, and the neutral condition. Theoretical and practical implications are discussed.     

Different importance of the volatile and non-volatile fractions of an olfactory signature for individual social recognition in rats versus mice and short-term versus long-term memory

When tested in the olfactory cued social recognition/discrimination test, rats and mice differ in their retention of a recognition memory for a previously encountered conspecific juvenile: Rats are able to recognize a given juvenile for approximately 45 min only whereas mice show not only short-term, but also long-term recognition memory (≥ 24 h). Here we modified the social recognition/social discrimination procedure to investigate the neurobiological mechanism(s) underlying the species differences. We presented a conspecific juvenile repeatedly to the experimental subjects and monitored the investigation duration as a measure for recognition. Presentation of only the volatile fraction of the juvenile olfactory signature was sufficient for both short- and long-term recognition in mice but not rats. Applying additional volatile, mono-molecular odours to the "to be recognized" juveniles failed to affect short-term memory in both species, but interfered with long-term recognition in mice. Finally immunocytochemical analysis of c-Fos as a marker for cellular activation, revealed that juvenile exposure stimulated areas involved in the processing of olfactory signals in both the main and the accessory olfactory bulb in mice. In rats, we measured an increased c-Fos synthesis almost exclusively in cells of the accessory olfactory bulb. Our data suggest that the species difference in the retention of social recognition memory is based on differences in the processing of the volatile versus non-volatile fraction of the individuals' olfactory signature. The non-volatile fraction is sufficient for retaining a short-term social memory only. Long-term social memory - as observed in mice - requires a processing of both the volatile and non-volatile fractions of the olfactory signature.     

Exploring the Relation Between Memory, Gestural Communication, and the Emergence of Language in Infancy: A Longitudinal Study

The relationship between recall memory, visual recognition memory, social communication, and the emergence of language skills was measured in a longitudinal study. Thirty typically developing Swedish children were tested at 6, 9 and 14 months. The result showed that, in combination, visual recognition memory at 6 months, deferred imitation at 9 months and turn-taking skills at 14 months could explain 41% of the variance in the infants' production of communicative gestures as measured by a Swedish variant of the MacArthur Communicative Development Inventories (CDI). In this statistical model, deferred imitation stood out as the strongest predictor.     

Implementation intentions facilitate prospective memory under high attention demands

An implementation intention is a planning technique that involves specifying a situation for initiating an intended action and linking these specific cues to the intention. In two experiments with young adults, we found significant increases in prospective memory with implementation intentions. With an implementation intention, but not with standard instructions, prospective memory performance was maintained under demanding attentional conditions (Experiment 2). Ongoing task performance did not decline, however, in relation with a no prospective memory control. Positive effects were not observed when the imagery component of the implementation intention was isolated from the verbal component. We suggest that implementation intention planning (relative to standard instructions) increases the likelihood that people will encode a robust associative link between the target cue and the intended action, thereby promoting reflexive triggering of the intended action on presentation of the target cue.     

Effects of threat cues on attentional shifting, disengagement and response slowing in anxious individuals

According to cognitive models of anxiety, attentional biases for threat may cause or maintain anxiety states. Previous research using spatial cueing tasks has been interpreted in terms of difficulty in disengaging attention from threat in anxious individuals, as indicated by contrasts of response times (RTs) from threat cue versus neutral cue trials. However, on spatial cueing tasks, differences in RT between threat cue and neutral cue trials may stem from a slowing effect of threat on RT, as well as effects on allocation of visuospatial attention. The present study examined the effects of threat cues on both attentional cueing and response slowing. High and low anxious individuals completed a central cue task, which assessed threat-related response slowing, and a spatial cueing task, which assessed attentional biases for angry, happy and neutral faces. Results indicated that interpretation of the anxiety-related bias for threat depended on whether the effect of response slowing was taken into account. The study illustrates an important problem in using the modified spatial cueing task to assess components of threat-related attentional bias. As this experimental method may reflect both threat-related attentional cueing and response slowing effects, it cannot be assumed to provide pure measures of shift or disengagement components of attention bias.