Collaborate and share: an experimental study of the effects of task and reward interdependencies in online games.

Today millions of players interact with one another in online games, especially massively multiplayer online role-playing games (MMORPGs). These games promote interaction among players by offering interdependency features, but to date few studies have asked what interdependency design factors of MMORPGs make them fun for players, produce experiences of flow, or enhance player performance. In this study, we focused on two game design features: task and reward interdependency. We conducted a controlled experiment that compared the interaction effects of low and high task-interdependency conditions and low and high reward-interdependency conditions on three dependent variables: fun, flow, and performance. We found that in a low task-interdependency condition, players had more fun, experienced higher levels of flow, and perceived better performance when a low reward-interdependency condition also obtained. In contrast, in a high task-interdependency condition, all of these measures were higher when a high reward-interdependency condition also obtained.     

VR-based conversation training program for patients with schizophrenia: a preliminary clinical trial.

Schizophrenia is a devastating mental illness and is characterized by hallucinations and delusions as well as social skills deficits. Generally, social skills training designed to help patients develop social skills includes role-playing, but this form of training has typical shortcomings, which are largely due to a trainer's difficulties to project emotion. Virtual reality (VR)-based techniques have the potential to solve these difficulties, because they provide a computer-generated but realistic three-dimensional world and humanlike avatars that can provide emotional stimuli. In this paper, we report on a method of implementing virtual environments (VEs) in order to train people with schizophrenia to develop conversational skills in specific situations, which could overcome the shortcomings of or complement conventional role-playing techniques. The paper reports the efficacy of the proposed approach in a preliminary clinical trial with 10 patients with schizophrenia.     

Characteristics of social perception assessed in schizophrenia using virtual reality.

Impairment in social skills is one of the few criteria that all individuals diagnosed with schizophrenia must meet. Successful social skills require the coordination of many abilities, including social perception, which involves the decoding and interpretation of social cues from others. In this study, we examined the potential for virtual reality (VR) in social skill training. We attempted to determine if VR can be used to measure social skills and social perception, and to determine which VR parameters are related to schizophrenic symptoms. Some of these results have clear clinical relevance, while other observations need further study. The VR system appears to be useful in assessing the social perception of schizophrenics and normal people, and could be more widely used in the future for social training and in the assessment of social problem-solving abilities, assertiveness skills, and general social skills.     

Uncertainty about perception and dissociation after compulsive-like staring: Time course of effects

Repeated and compulsive-like checking reduces confidence in memory for the last check. Obsessive-compulsive (OC) patients are not only uncertain about memory, but may also be uncertain about perception, while this perceptual uncertainty may be associated with prolonged visual fixation on the object of uncertainty. It was reported earlier that, among healthy participants, prolonged staring at light bulbs or gas rings induces OC-like uncertainty about perception and feelings of dissociation [van den Hout, M. A., Engelhard, I. M., de Boer, C., du Bois, A., & Dek, E. (2008). Perseverative and compulsive-like staring causes uncertainty about perception. Behaviour Research and Therapy, 46, 1300–1304]. In that study, staring continued for 10 min. For patients, however, staring intervals seem to be considerably shorter. To test the clinical credibility of the paradigm as a model of the maintenance of OC perceptual uncertainty, we investigated whether the effects of staring materialize long before 10 min. Five groups of 16 undergraduates participated: one group did not stare at a gas stove while the others stared for 7.5, 15, 30 or 300 s. In the absence of staring, no pre-to-post increase in dissociation/uncertainty was reported, but after staring it was. The larger part of the observed dissociation/uncertainty after 5 min had occurred within 30 s, and around 50% of this maximal increase was reported between 7.5 and 15 s. Thus, even relatively short intervals of staring induce uncertainty about perception and dissociative experiences. Perseverative looking at objects may be a counter-productive OC strategy, which increases uncertainty about perception and may serve to maintain the disorder.     

Globalization, Neo-Liberalism and Community Psychology

A longitudinal analysis (1984–2005) of media language in Norway is presented, demonstrating how the current globalized capitalist market ideology is now permeating this long-established Scandinavian welfare state. This ideological shift carries powerful implications for community psychology, as traditional welfare state values of equal services based on a universalistic principle are set aside, and social and material inequalities are increasingly accepted. The methodology developed in the present study may serve as a “barometer of community changes”, to borrow a metaphor used by Sarason (2000).     

Talking about others: Emotionality and the dissemination of social information

There is evidence that we may be more likely to share stories about other people to the extent that they arouse emotion. If so, this emotional social talk may have important social consequences, providing the basis for many of our social beliefs and mobilising people to engage or disengage with the targets of the talk. Across three studies, we tested the situated communicability of emotional social information by examining if the ability of emotionality to increase communicability would depend on the emotion that was aroused and the identity of the audience. Study 1 showed that participants were more willing to share social anecdotes that aroused interest, surprise, disgust and happiness with an unspecified audience. Study 2 provided a behavioural replication of these findings. Study 3 showed that the communicability of emotional social talk did vary with audience identity (friend or stranger). Together, these findings suggest that emotional social events (particularly those that arouse disgust and happiness) are likely to become part of a society's social beliefs, with important consequences for the structure of social relationships. Copyright © 2008 John Wiley & Sons, Ltd.     

Mediating and Moderating Processes in the Relation between Maltreatment and Psychopathology: Mother-Child Relationship Quality and Emotion Regulation

The present study investigated underlying processes of the effect of maltreatment on psychopathology (i.e., internalizing and externalizing problems) in a group of 111 maltreated and 110 nonmaltreated 7–10 year-old children (60% boys). We tested the moderating and/or mediating roles of emotion regulation and the mother-child relationship quality (pattern of relatedness) using Structural Equation Modeling. Emotion regulation, but not the pattern of relatedness, mediated the relation between maltreatment and psychopathology. This mediation was moderated by the pattern of relatedness: For the group of children with an insecure pattern of relatedness, maltreatment was related to lower levels of emotion regulation, which was predictive of higher levels of internalizing and externalizing symptomatology. In contrast, for the secure relatedness group, there was no mediation by emotion regulation since the impact of maltreatment on emotion regulation was not significant. Implications of the mediating role of emotion regulation and the buffering role of the mother-child relationship quality were discussed.

Sensation seeking and danger invulnerability: Paths to college student risk-taking

This study examines the roles of sensation seeking and invulnerability as predictors of health compromising behaviors in a multiethnic sample of 1690 emerging adult college students (mean age = 19.8, range 18–25 years) from nine US colleges and universities. Participants completed the Arnett Sensation Seeking Inventory and the Adolescent Invulnerability Scale; and reported how often they had participated in a set of health compromising risk behaviors (i.e., substance use, impaired driving, and sexual behaviors) in the 30 days prior to assessment. Sensation seeking and danger invulnerability scores were moderately correlated (r = .30). Findings from a series of multivariate Poisson regression analyses suggest that when considered simultaneously as predictors, sensation seeking appears to be a general risk factor associated with engagement in a variety of risk behaviors, whereas danger invulnerability is primarily a factor in those risk behaviors that are less common among peers (e.g., hard drug use, casual sex, and driving while intoxicated).     

Social Interaction During Computer-based Activities: Comparisons by Number of Sessions, Gender, School-level, Gender Composition of the Group, and Computer-child Ratio

This study assessed the quality of social interactions that occur in group-based computer learning contexts. Gender comparisons of interactions were examined across 3 sessions with 116 preschoolers (M age?=?4.9 years) and 108 fifth and sixth-grade (M age?=?11.7 years) Canadian children from southwestern Ontario, when children had access to one computer per child (parallel computer) or one computer per group (integrated computer), and when they worked with same-gender or mixed-gender peers. Preschoolers engaged in more collaborative behaviors in mixed-gender than same-gender groups, while elementary children engaged in collaborative behaviors more often in integrated than parallel computer conditions. In mixed-gender groups, boys were more likely than girls to dominate the computer in elementary school while girls were more likely than boys to dominate the computer in preschool.