Components of events and processes

Rips and Estin (1998) provided evidence that mental events such as dreaming are more homogeneous than physical events such as checking out a book; that is, their parts are more difficult to distinguish. In their experiment, participants listed more distinctive properties for the parts of physical events than for the parts of mental events. However, the physicality of stimuli was confounded with temporal aspects. Mental stimuli tended to be processes, and physical stimuli, events. This study tested homogeneity with new stimuli separating out the factors of physicality and aspect. Consistently, both physicality and aspect had significant effects on the perceived homogeneity of activities, as measured by the number of listed parts, the number of distinctive properties of each part, and homogeneity ratings. The study shows that homogeneity is strongly influenced by aspect but that physicality remains a robust factor for homogeneity, even after taking aspect into account.     

Self-efficacy as a health-protective resource in teachers? A biopsychological approach

OBJECTIVE: To examine the psychobiological correlates of self-efficacy in teachers. DESIGN: Study 1 examined associations between teacher self-efficacy and cardiac activation on a working day and Study 2 assessed the cortisol morning response in teachers with varying levels of teacher self-efficacy. MAIN OUTCOME MEASURES: Teacher self-efficacy was assessed by questionnaire. In Study 1 heart rate, heart rate variability, and locomotor activity were recorded by 22 hours ambulatory monitoring and subjective measures of stress and strain were obtained. Study 2 assessed the cortisol response to awakening to obtain a measure of HPA-axis activation and teachers filled in a questionnaire on physical complaints. RESULTS AND CONCLUSION: Study 1 found that self-efficacy proved protective for psychological well-being. Moreover, after controlling for locomotor activity, demographic, and lifestyle variables, self-efficacy was associated with elevated heart rate and attenuated heart rate variability during school and leisure time, respectively, but not during the night, thus questioning the health-implications of self-efficacy. Study 2 found that teachers high in self-efficacy exhibited an attenuated cortisol response to awakening and fewer cardiac complaints. The results of both studies are compatible with the view that teacher self-efficacy might act as a physiological toughening agent with possibly favorable health outcomes.     

Auditory distractor processing in sequential selection tasks

In this review, we analyze the cognitive processes contributing to selection in audition. In particular, we focus on the processing of auditory distractors in sequential selection paradigms in which target stimuli are accompanied by distractors. We review the evidence from two established tasks, namely the auditory negative priming and the auditory distractor–response binding task, and discuss the cognitive mechanisms contributing to the results typically observed in these tasks. In fact, several processes have been suggested as to explain how distractors are processed and handled in audition; that is, auditory distractors can be inhibited, encoded with a do-not-respond-tag, integrated into a stimulus–response episode containing the response to the target, or upheld in working memory and matched/mismatched with the following distractor. In addition, variables possibly modulating these cognitive processes are discussed. Finally, auditory distractor processing is compared with distractor processing in vision.     

An interactional “live eye tracking” study in autism spectrum disorder: combining qualitative and quantitative approaches in the study of gaze

Recent studies on gaze behaviours in individuals with autism spectrum disorder (ASD) have utilised “live eye tracking.” Such research has focused on generating quantitative eye tracking measurements, which provide limited (if any) qualitative contextual details of the actual interactions in which gaze occurs. This article presents a novel methodological approach that combines live eye tracking with qualitative interaction analysis, multimodally informed conversation analysis. Drawing on eye tracking and wide-angle video recordings, this combination renders visible some of the functions, or what gaze “does,” in interactional situations. The participants include three children with ASD and their adult co-participants during body-movement gaming sessions. The article demonstrates how quantitative eye tracking research can be extended qualitatively using a microanalytic interaction analysis to recontextualise the gaze shifts identified. The findings in this article show that the co-participants treat a child’s gaze shifts differently depending on when these occur in a stream of other action. The study suggests that introducing this qualitative dimension to eye tracking research could increase its ecological validity and offer new insight into gaze behaviours in ASD.     

‘Mr K’ – A successful case of analytic oriented therapy documented empirically: the role of the therapeutic relationship and reflexive self-awareness

A successful case of analytic treatment over the course of 250 sessions is described from different perspectives, including considerations from the two-year follow-up. The therapeutic alliance and the patient’s experiencing were evaluated. Pre-treatment diagnosis was validated via diagnostic interview. Symptoms and interpersonal problems were assessed at intervals. Data were analysed using two different time-series analyses. Aspects of agency with regard to mentalizing capacity were assessed with the Metacognitive Assessment Scale. We obtained the following main results: (1) Symptoms and interpersonal problems improved continuously until the end of treatment. Symptom severity fell to below the clinical cut-off. This successful outcome remained stable at the two-year follow-up. (2) The therapeutic relationship improved during the therapeutic process. (3) The patient’s capability for reflexive self-awareness, operationalized as experiencing, decreased. (4) The metacognitive mastery of the patient increased. The following conclusions were made after combining the empirical data with the clinical observations: (1) Mr K improved clinically in terms of symptoms, self-regulation and interpersonal problems as a result of his gaining affect control. (2) The patient’s experiencing does not capture a positive outcome in all cases. (3) Aspects of agency (i.e. metacognitive mastery) deserve further attention in psychoanalytic treatments.