Striatal outcome processing in healthy aging

Functional MRI of young adults has implicated the striatum in the processing of rewarding and punishing events. To date, only two published experiments (Samanez-Larkin et al., 2007; Schott et al., 2007) have explored similar phenomena in older adults, with both studies emphasizing the anticipation of monetary outcomes. To better understand older participants’ striatal responses to delivered outcomes, we engaged 20 older adults and 13 younger adults in a card-guessing task that rewarded correct guesses with monetary gain and punished incorrect guesses with monetary loss. Overall, the older adults retained most of the typical features of the striatal response, so that activity in the caudate head showed reliable differentiation between rewards and punishments during the 6- to 9-sec postoutcome window. Comparison of the older and younger adults also pointed to some potential aging effects on outcome activity, including reductions in the magnitude and extent of striatal activation, and a trend for the older adults to show a decreased early punishment response. In sum, our data suggest that the signaling of outcome valence remains relatively stable into late adulthood, although more research is needed to understand some subtle changes that might occur across the life span.     

Should persuasion be affective or cognitive? The moderating effects of need for affect and need for cognition

Three experiments tested the hypothesis that need for affect and need for cognition influence receptivity to affect- and cognition-based persuasive messages. Experiment 1 found that an affective message elicited more positive attitudes among individuals high in need for affect and low in need for cognition, whereas a cognitive message elicited more positive attitudes among individuals low in need for affect and high in need for cognition. Experiment 2 found that individual differences in need for affect influenced receptivity to an affect-based (but not cognition-based) message, whereas individual differences in need for cognition influenced receptivity to a cognition-based (but not affect-based) message. Experiment 3 found that individual differences in need for affect were associated with increased recognition of information from an affect-based (but not cognition-based) message, whereas individual differences in need for cognition were associated with increased recognition of information from a cognition-based (but not affect-based) message. Overall, the studies point to the importance of individual differences in need for affect and need for cognition in understanding how individuals respond to different types of persuasive messages.     

Object relations and interpersonal problems in sexually abused female patients: an empirical study with the SCORS and the IIP

In this study, we examined how retrospective reports of experiencing traumatic sexual abuse in childhood relates to both the development of self-representations and object representations and the occurrence of interpersonal problems. A total of 30 psychosomatic female patients who reported sexual abuse in childhood were compared with a corresponding number of eating-disordered patients and a nonclinical control group. The object relations technique (ORT; Phillipson, 1955), evaluated using the Social Cognition and Object Relations Scale (SCORS; Westen, 1985, 1991b), and the Inventory of Interpersonal Problems (Horowitz, Rosenberg, Baer, & Ureno, 1988) were used to measure the groups. The patients reporting sexual abuse achieved significantly lower scores in the cognitive scales of the SCORS; in the affective scales, they differed from the control group but not from the patients with an eating disorder. Concerning interpersonal problems, the patients reporting childhood sexual abuse reported interpersonal conflicts more frequently. The results of the study support the influence of traumatic sexual abuse on the formation of self-representations and object representations and on the occurrence of interpersonal conflicts.     

Should supervisors communicate goals or visions? The moderating role of subordinates' psychological distance

There is an ongoing debate about how supervisors should communicate desired end‐states to subordinates, that is, whether they should set concrete goals (according to goal setting theory) or communicate abstract visions (according to transformational leadership theory). In this paper, we draw on construal level theory (CLT) to reconcile both views and develop a model of when supervisors communicating concrete goals versus abstract visions are seen as more effective. According to CLT, being psychologically removed from (vs. near to) an event or object makes people construe the event or object in a more abstract (vs. concrete) way, which, in turn, leads people to process abstract (vs. concrete) information more fluently and thus evaluate the sender of this information more favorably. Accordingly, supervisor effectiveness may be higher in conditions where communication and psychological distance to the supervisor converge (vision/far and goals/close) rather than diverge (vision/close and goals/far). We tested this hypothesis in two experiments, using different operationalizations of psychological distance. In these studies, we found supervisor effectiveness to be higher when vision was communicated at a far versus near distance and goals were communicated at a near versus far distance.     

Universal parental support for parents of adolescents: Who wants municipality‐based parental support and in what form?

Parenting a child through adolescence can be a challenge for many parents; adolescents go through notable developmental, physical, and psychological changes that affect the relationships around them. Most parents find parental support during these years important. These young people's relationships with their parents are important to their mental health, but although parental support is universally available to parents of younger children, it is still scarce for parents of adolescents. The aim of this study was to explore what factors are associated with interest in universal parental support through telephone interviews and questionnaires with 223 parents of 13‐ to 17‐year‐olds. Parents’ interest in parental support was linked to their own anxious mood, their lower perceived parental capacity, their perception of the child as having psychiatric problems, the parents’ perception of their adolescents’ openness about things and their perception of the adolescent's overall difficulties in daily life due to psychiatric symptoms. The results show that lighter forms of support such as lectures or seminars were more appealing to parents with higher social status. Offering community‐based individual counseling and leader‐led parent training groups therefore has the potential to reach parents with difficulties more equally, while offering support only through lectures and seminars could increase the inequality between parents in different social situations.     

Biography and Choice: Female Converts to Islam in the Netherlands

This article assesses the relevance of the rational-choice approach for understanding female conversion to Islam in the Netherlands. Rational-choice theories are important for focusing on the increasingly pluralistic character of the religious market and the active nature of religious actors. It is argued that women are active actors who make sensible choices. Yet the rational choice conception of rationality is rather limited and the specific characteristics of the commodity ‘Islam’ are not accounted for in this approach. In addition, the actors are presented as agents without identity and history. By analysing the life stories of three Dutch converts, it is shown how certain Islamic narratives become meaningful in their lives. By using a biographical approach, an attempt is made to bring the history and identity of the actors and the content of their faith into focus without denying the ‘rationality’ of their choice.     

Applicant Selection Expectations: Validating a multidimensional measure in the military

Research has suggested the importance of applicants' expectations of forthcoming selection procedures in predicting how applicants react to selection procedures. Validated measures of selection expectations are still scarce, however. This study reports on the validation of the Applicant Expectation Survey (AES), intended to measure applicants' expectations of forthcoming selection procedures. The AES was validated using three military applicant samples and showed sound psychometric properties (i.e., reliability, measurement invariance, discriminant validity) for a five‐factorial oblique structure consisting of 26 items. The five factors (i.e., Warmth/respect, Chance to demonstrate potential, Difficulty of faking, Unbiased assessment, Feedback) were positively related to several organizational outcome measures and to applicants' perceptions of the selection procedure, providing evidence for the predictive validity of the AES.     

Neural Representations of Nondeclarative Memories

ABSTRACT— Nondeclarative learning refers to abilities characterized by a lack of awareness of what has been learned and an independence from medial temporal lobe structures that support conscious memories of facts and events. Neuroimaging approaches have been used extensively in two domains of nondeclarative learning—priming and skill learning—to investigate the neural substrates supporting performance. Recent neuroimaging studies have attempted to understand what is being learned in different tasks in order to inform psychological theories of nondeclarative memory. For example, priming may be considered a form of perceptual learning or a form of stimulus–response learning, and correlations between performance and activation patterns in different regions may suggest the nature of the brain changes that support behavior. The attainment of expertise in a skill has been characterized as greater efficiency of processing in the same neural structures that support novice performance or, alternatively, as the recruitment of additional regions. Current research suggests that, within the domains of priming and skill learning, there is much heterogeneity in the underlying brain representations and psychological theories will need to account for these variations.     

Selection Test Anxiety: Investigating applicants' self‐ vs other‐referenced anxiety in a real selection setting

Test anxiety has received limited attention in personnel selection research, although it may impair the test performance of applicants. This paper describes the development and validation of a new two‐dimensional measure of applicants' test anxiety, namely the Self‐ versus Other‐Referenced Anxiety Questionnaire (SOAQ), that embeds worrisome cognitions of anxious applicants in the social evaluative context of ‘self’ (Self‐Referenced Anxiety) and ‘significant others’ (Other‐Referenced Anxiety). An exploratory factor analysis (calibration sample), followed by a confirmatory factor analysis (validation sample) and correlations with several proximal and distal theoretical constructs indicated satisfactory psychometric properties and construct validity for both SOAQ scales. Structural equation modeling further showed a differential impact of Self‐ and Other‐Referenced Anxiety on applicants' test performance within a real personnel selection context. The scientific and practical relevance of these findings are discussed.     

In the Eyes of the Beholder: Personality and the Perception of Leadership1

This series of studies focuses on the extent to which the personality of followers is related to their perception of transformational leadership. Followers from 3 different companies and students from a Dutch university were questioned on their personality characteristics and their perception of a described leader (students) or the perception of their actual leader (employees). Although the results differ for the different samples, we found a relationship between followers' personality and the perception of transformational leadership for all of the different samples. The different relationship that we found may hint to the impact of context on the relationship between personality and the perception of leadership. In the discussion, we explain our results in light of these different contexts.