Can Perceived Burdensomeness Explain the Relationship Between Suicide and Perfectionism?

The perception of being a burden to others has been associated with suicidal ideation and behavior. Maladaptive aspects of perfectionism have also been associated with suicidal thinking and behavior. The purpose of the current study was to investigate whether perceived burdensomeness would act as a mediator between maladaptive perfectionism and suicidal ideation. Results indicated that perceived burdensomeness mediated the relationship between maladaptive perfectionism and suicidal ideation, which suggest that the perception of burdensomeness may be one aspect of the mechanism by which perfectionism can lead to such psychological distress that it becomes a predictor of suicidal ideation. Clinical implications of this relationship are discussed.     

The relative importance of two different mathematical abilities to mathematical achievement

Background. Two distinct abilities, mathematical reasoning and arithmetic skill, might make separate and specific contributions to mathematical achievement. However, there is little evidence to inform theory and educational practice on this matter. Aims. The aims of this study were (1) to assess whether mathematical reasoning and arithmetic make independent contributions to the longitudinal prediction of mathematical achievement over 5 years and (2) to test the specificity of this prediction. Sample. Data from Avon Longitudinal Study of Parents and Children (ALSPAC) were available on 2,579 participants for analyses of KS2 achievement and on 1,680 for the analyses of KS3 achievement. Method. Hierarchical regression analyses were used to assess the independence and specificity of the contribution of mathematical reasoning and arithmetic skill to the prediction of achievement in KS2 and KS3 mathematics, science, and English. Age, intelligence, and working memory (WM) were controls in these analyses. Results. Mathematical reasoning and arithmetic did make independent contributions to the prediction of mathematical achievement; mathematical reasoning was by far the stronger predictor of the two. These predictions were specific in so far as these measures were more strongly related to mathematics than to science or English. Intelligence and WM were non‐specific predictors; intelligence contributed more to the prediction of science than of maths, and WM predicted maths and English equally well. Conclusions. There is clear justification for making a distinction between mathematical reasoning and arithmetic skills. The implication is that schools must plan explicitly to improve mathematical reasoning as well as arithmetic skills.     

From negative to positive and back again: Polarized affective and relational experience in borderline personality disorder

A core feature of borderline personality disorder (BPD) is the tendency to evaluate one's experience with extreme polarity (i.e., feeling all good or all bad; Beck, Freeman, & Davis, 2004; Kernberg, 1975; Linehan, 1993). In this investigation, we examined the polarity of within-person reports of experience in individuals with BPD and healthy adults over the course of a 21-day, experience-sampling diary. We applied multilevel modeling techniques (Rafaeli, Rogers, & Ravelle, 2007) to capture the within-person covariance of momentary reports of negative and positive features of experience, either affective or relational. Our data indicated significantly greater polarity in reports of affective and relational experiences in BPD that increased during heightened interpersonal stress. We also examined the association of affective and relational polarity to reports of impulsive behaviors (e.g., self-injury, substance use, etc.) and found evidence that increased polarity in reports of affective (in low-stress contexts) and relational experiences (in high-stress contexts) predicted increased rate of reports of impulsive behaviors. Together, these data present strong evidence for the role of polarized experiences in BPD, and have implications for the treatment of individuals with this disorder. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

Domestic dogs’ (Canis familiaris) choices in reference to information provided by human and artificial hands

Even young humans show sensitivity to the accuracy and reliability of informants’ reports. Children are selective in soliciting information and in accepting claims. Recent research has also investigated domestic dogs’ (Canis familiaris) sensitivity to agreement among human informants. Such research utilizing a common human pointing gesture to which dogs are sensitive in a food retrieval paradigm suggests that dogs might choose among informants according to the number of points exhibited, rather than the number of individuals indicating a particular location. Here, we further investigated dogs’ use of information from human informants using a stationary pointing gesture, as well as the conditions under which dogs would utilize a stationary point. First, we explored whether the number of points or the number of individuals more strongly influenced dogs’ choices. To this end, dogs encountered a choice situation in which the number of points exhibited toward a particular location and the number of individuals exhibiting those points conflicted. Results indicated that dogs chose in accordance with the number of points exhibited toward a particular location. In a second experiment, we explored the possibility that previously learned associations drove dogs’ responses to the stationary pointing gesture. In this experiment, dogs encountered a choice situation in which artificial hands exhibited a stationary pointing gesture toward or away from choice locations in the absence of humans. Dogs chose the location to which the artificial hand pointed. These results are consistent with the notion that dogs may respond to a human pointing gesture due to their past-learning history.     

Examining Positive Affect and Job Performance in Sport Organizations: A Conceptual Model Using an Emotional Intelligence Lens

In this conceptual article we introduce a model examining emotional intelligence (EI) and its effects on job performance in team sport. Moreover, we propose that both coaches and athletes actively engage in emotional labor (EL) as a means to performing in their respective job roles. A conceptual model linking EI to EL, positive affect, and subsequently job performance is introduced to serve as a conceptual foundation for better understanding the role of EI in sport. Concurrently, research propositions are introduced linking EI to job performance. Finally, implications for future research and practice, as well as potential limitations, are discussed.     

Stimulus Sequence Features Influence Physicians' Response Tendencies in Radiological Image Interpretation

Decades of research on perception and prediction of randomness led us to speculate that the various response tendencies observed in these studies might manifest in multi‐trial discrimination tasks used in medical education. By re‐analyzing data from a previously published study in which 46 physicians and medical trainees judged 234 pediatric ankle radiographs, we show that (i) response tendencies can be differentially induced when individuals receive uniquely ordered sequences and (ii) response patterns consistent with win‐stay/lose‐shift and win‐shift/lose‐stay heuristics can be predicted from stimulus alternation rates and marginal distributions. Our results illustrate the importance of carefully arranging trials when studying discrimination and when using discrimination tasks to teach or to assess learners' skill levels. We call into question the wisdom of designing studies that present uniquely ordered stimulus sequences and discuss alternatives. Copyright © 2013 John Wiley & Sons, Ltd.     

Carrying the Pain: The Journey from Suffering to Transformation—Perspectives from Shakespearean Tragedy and Pastoral Care

This paper proposes an admittedly difficult thesis that emotional pain and suffering can be good news. Rather than denying and running from emotional pain and suffering, we suggest embracing and carrying the pain. Through academic and spiritual writings, an observation of Hamlet’s tragic suffering, an examination of pastoral care case study data, and a B.L.E.S.S. acronym, this paper proposes that within the experience of suffering lies the transformative potential for meaning and fullness.     

Reading Attitudes of Texas High School Students

Through random sampling, we surveyed 2,568 high school students throughout Texas to determine their reading attitudes vis-à-vis individual and school background variables. Sources were the Rhody reading attitude scale and public domain campus summary data; the lenses of attitude theory and social justice informed this study. Significant differences appeared in overall reading attitude and gender, as well as these school characteristics: public and private, rural and urban, low and high poverty, low and high diversity, and small versus large student-teacher ratios. From the results, an avid reader from a public school would be in small classes in an urban school serving mostly students of color and poverty. These findings challenge educators, researchers, and policy-makers to rethink common misperceptions of the reading attitudes of youths in diverse, high-poverty urban schools.