Neuroticism and Affective Priming: Evidence for a Neuroticism-Linked Negative Schema

Neuroticism has been hypothesized to systematically relate to semantic memory networks favoring negative affect, but no studies using affective priming tasks have established this link. The present two studies, involving 145 undergraduate participants, sought to provide initial evidence along these lines. Study 1 used a task in which participants were asked to judge their emotions in the past, whereas Study 2 used a perceptual identification task in which participants merely had to identify the word in question. In both studies, neuroticism was positively correlated with negative affective priming, but not positive affective priming. The studies suggest that neuroticism systematically relates to the inter-connectivity of negative affect with semantic memory systems, whether involving the self-concept (Study 1) or not (Study 2). These results are novel and important in understanding individual differences in neuroticism and their affective processing correlates.     

Nature as therapist: Integrating permaculture with mindfulness- and acceptance-based therapy in the Danish Healing Forest Garden Nacadia

Nature-based therapy can be considered an umbrella term for a diverse range of psychotherapeutic and allied practices which integrate experiences and activities in nature as therapeutic means. The objective of this article is to describe the theoretical framework for nature-based therapy in a university-founded healing forest garden near Copenhagen, Denmark. The garden will offer a 10-week treatment for people who are on sick leave with stress-related illness. This article focuses on clarifying the integration between the psychotherapeutic and gardening aspects of the nature-based therapy. The psychotherapeutic aspects are based on mindfulness and an acceptance therapy, while the gardening aspects are highly inspired by permacultural principles and methods.     

The link between mental rotation ability and basic numerical representations

Mental rotation and number representation have both been studied widely, but although mental rotation has been linked to higher-level mathematical skills, to date it has not been shown whether mental rotation ability is linked to the most basic mental representation and processing of numbers. To investigate the possible connection between mental rotation abilities and numerical representation, 43 participants completed four tasks: 1) a standard pen-and-paper mental rotation task; 2) a multi-digit number magnitude comparison task assessing the compatibility effect, which indicates separate processing of decade and unit digits; 3) a number-line mapping task, which measures precision of number magnitude representation; and 4) a random number generation task, which yields measures both of executive control and of spatial number representations. Results show that mental rotation ability correlated significantly with both size of the compatibility effect and with number mapping accuracy, but not with any measures from the random number generation task. Together, these results suggest that higher mental rotation abilities are linked to more developed number representation, and also provide further evidence for the connection between spatial and numerical abilities.     

Aspects of situated cognition in embodied numerosity: the case of finger counting

Numerical cognitions such as spatial-numerical associations have been observed to be influenced by grounded, embodied and situated factors. For the case of finger counting, grounded and embodied influences have been reported. However, situated influences, e.g., that reported counting habits change with perception and action within a given situation, have not been systematically examined. To pursue the issue of situatedness of reported finger-counting habits, 458 participants were tested in three separate groups: (1) spontaneous condition: counting with both hands available, (2) perceptual condition: counting with horizontal (left-to-right) perceptual arrangement of fingers (3) perceptual and proprioceptive condition: counting with horizontal (left-to-right) perceptual arrangement of fingers and with busy dominant hand. Report of typical counting habits differed strongly between the three conditions. 28 % reported to start counting with the left hand in the spontaneous counting condition (1), 54 % in the perceptual condition (2) and 62 % in the perceptual and proprioceptive condition (3). Additionally, all participants in the spontaneous counting group showed a symmetry-based counting pattern (with the thumb as number 6), while in the two other groups, a considerable number of participants exhibited a spatially continuous counting pattern (with the pinkie as number 6). Taken together, the study shows that reported finger-counting habits depend on the perceptual and proprioceptive situation and thus are strongly influenced by situated cognition. We suggest that this account reconciles apparently contradictory previous findings of different counting preferences regarding the starting hand in different examination situations.     

Sweet taste preferences and experiences predict prosocial inferences, personalities, and behaviors

It is striking that prosocial people are considered "sweet" (e.g., "she's a sweetie") because they are unlikely to differentially taste this way. These metaphors aid communication, but theories of conceptual metaphor and embodiment led us to hypothesize that they can be used to derive novel insights about personality processes. Five studies converged on this idea. Study 1 revealed that people believed strangers who liked sweet foods (e.g., candy) were also higher in agreeableness. Studies 2 and 3 showed that individual differences in the preference for sweet foods predicted prosocial personalities, prosocial intentions, and prosocial behaviors. Studies 4 and 5 used experimental designs and showed that momentarily savoring a sweet food (vs. a nonsweet food or no food) increased participants' self-reports of agreeableness and helping behavior. The results reveal that an embodied metaphor approach provides a complementary but unique perspective to traditional trait views of personality.     

The regulatory benefits of high levels of affect perception accuracy: A process analysis of reactions to stressors in daily life

Individuals attuned to affective signals from the environment may possess an advantage in the emotion-regulation realm. In two studies (total n = 151), individual differences in affective perception accuracy were assessed in an objective, performance-based manner. Subsequently, the same individuals completed daily diary protocols in which daily stressor levels were reported as well as problematic states shown to be stress-reactive in previous studies. In both studies, individual differences in affect perception accuracy interacted with daily stressor levels to predict the problematic outcomes. Daily stressors precipitated problematic reactions-whether depressive feelings (Study 1) or somatic symptoms (Study 2)-at low levels of affect perception accuracy, but did not do so at high levels of affect perception accuracy. The findings support a regulatory view of such perceptual abilities. Implications for understanding emotion regulation processes, emotional intelligence, and individual differences in reactivity are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

Learning and development of embodied numerosity

Recent empirical evidence indicates that seemingly abstract numerical cognitions are rooted in sensory and bodily experiences. In particular in finger counting finger-based representations reflect a specific case of embodied cognition, we termed embodied numerosity. Furthermore, we suggest that finger-based representations should be considered a distinct representation of number (magnitude) and argue that this representation is activated automatically whenever we encounter a number. We discuss in what way such a theoretical framework can account for the associations of fingers and numbers observed so far. In the final part, we evaluate whether the concept of embodied numerosity should be generalized beyond finger-based representations with particular focus on whether bodily-sensory experiences (such as moving the whole body along the mental number line) may corroborate numerical capabilities. In a series of intervention studies, we consistently observed more pronounced training effects for our embodied numerosity trainings for different age groups, different digital media, different number ranges, and different control conditions. Taken together, we conclude that embodied representations of number (magnitude) exist, are not limited to finger-based representations, and influence number processing in a systematic and functional way that can be used to foster the efficiency of numerical trainings.     

Time Reading in Middle and Secondary School Students: The Influence of Basic-Numerical Abilities

Abstract

Time reading skills are central for the management of personal and professional life. However, little is known about the differential influence of basic numerical abilities on analog and digital time reading in general and in middle and secondary school students in particular. The present study investigated the influence of basic numerical skills separately for analog and digital time reading in N?=?709 students from 5th to 8th grade. The present findings suggest that the development of time reading skills is not completed by the end of primary school. Results indicated that aspects of magnitude manipulation and arithmetic fact knowledge predicted analog time reading significantly over and above the influence of age. Furthermore, results showed that spatial representations of number magnitude, magnitude manipulation, arithmetic fact knowledge, and conceptual knowledge were significant predictors of digital time reading beyond general cognitive ability and sex. To the best of our knowledge, the present study is the first to show differential effects of basic numerical abilities on analog and digital time reading skills in middle and secondary school students. As time readings skills are crucial for everyday life, these results are highly relevant to better understand basic numerical processes underlying time reading.     

Lost time: Bindings do not represent temporal order information

Psychonomic Bulletin & Review - Many accounts of human action control assume bindings between features of stimuli and responses of individual events. One widely accepted assumption about these...