Acceptance and Commitment Therapy and Implementation Intentions Increase Exercise Enjoyment and Long-Term Exercise Behavior Among Low-Active Women

The current study evaluated the long-term effectiveness of acceptance and commitment therapy (ACT) for promoting exercise behavior in comparison with planning in the form of implementation intentions (forming situational cues and action plans as to when, where, and how to incorporate exercise). We expected both interventions to increase exercise behavior (assessed using the Godin Leisure-Time Exercise Questionnaire; Godin and Shephard 1985) from baseline to 6-months post-intervention, but expected only ACT to also increase exercise enjoyment (assessed using the Physical Activity Enjoyment Scale; Kendzierski and DeCarlo 1991). A total of 32 women, randomized to receive a single session of either ACT training or instructions to form implementation intentions for exercise activities, took part in this study. The participants were contacted by email 6-months following the intervention to determine the amount of self-reported exercise. As expected, exercise amount increased in both groups. Contrary to our expectations, both groups also increased in exercise enjoyment. This study provides initial evidence that exercising can be increased through an ACT intervention. ACT and implementation intentions may both be effective and brief interventions for promoting exercise behavior and exercise-related enjoyment in low-active women. Future research needs to establish the psychosocial and personality factors that lead to the effectiveness of ACT and implementation intentions.     

Comparing the effects of low-level and high-level worker need-satisfaction: A synthesis of the self-determination and Maslow need theories

According to Maslow’s (Psychol Rev 50:370–396, 1943) hierarchical theory of needs, people do not become sensitized to “higher” level needs until they have satisfied their “lower” level needs (a moderator hypothesis); until then, they are unprepared to benefit from higher-level satisfactions. But according to the self-determination theory (SDT) model, high-level psychological needs, when met, are non-contingently beneficial (a main effect-only hypothesis). In two large-N studies of Russian energy companies, we measured low-level need-satisfaction in terms of felt security and felt financial satisfaction, and measured high-level need satisfaction in terms of SDT’s basic needs of autonomy, competence, and relatedness. In both studies, both the lower level and higher level need-satisfaction sets had strong main effects upon many positive work outcomes, including intrinsic motivation, organizational commitment, and SWB. In Study 2, Maslow’s “prepared to benefit” hypothesis was supported, in that satisfaction of high-level needs had slightly larger effects on outcomes when combined with satisfaction of low-level needs. However this was not found in Study 1. Potentials for integrating the SDT and Maslow need theories are discussed.     

When Living and Working Well Together in Organizations Changes Into Good Social Coexistence: The Talent Club Case

In our contemporary age, where a combination of individualism and mutual distrust is unhappily common among people and society is “liquid” and disoriented, so-called intermediate units (groups, associations) are a precious resource that promotes positive coexistence within organizations and in local communities, too. The present contribution describes an example of such an intermediate unit, the Talent Club, located in a peripheral neighborhood of a metropolitan area in northern Italy. This case study shows the development of positive living and working together in organizations and their transformation in the tool for community development and good coexistence. Qualitative and quantitative data show that the relational aspect is crucial because it promotes authentic exchange among people, supporting participation and social cohesion against self-referential habits and isolation. Although at present the Talent Club is mostly functioning in a affiliating coexistence among members, seeds of a more generative coexistence are clearly detectable.     

Aristotle’s Notion of ‘Place’ in the Context of Present-day Physics

The article deals with Aristotle’s conception of ‘place’, which is of cruсial importance for his theory of motion. It is shown that in the physics of Aristotle there is no concept of spасe; instead, there is the notion of ‘place’ of a body (topos). Aristotle considered ‘place’ as the first boundary of a body embracing (containing) the body in question. The author shows the incommensurability between the spatial ideas of the Stagirite and the similar ideas of Newtonian physics. The article states that in order to give an adequate reconstruction of Aristotle’s concept of ‘place’ we need to take into account two different levels of consideration: local and global. Places locally separable (from bodies) cannot be separated on the global level. In Newtonian physics, bodies are separable from places on both levels. The nature of parallelism of ideas between Aristotle’s conception of ‘place’ and the notions of space in present-day physics is analysed.     

Pictorial Race Activation in Priming Measures

This review explores characteristics of facial primes employed in priming studies of racial prejudice and stereotyping. It addresses the role of perceptual, cue-based processing of visual stimuli characteristics in altering racial typicality, and the effects of different moderators. The authors document the nature of variability in primes and moderators used in priming studies (N = 96) up to 2009. Methodological and conceptual implications are discussed, along with gaps in the field. Better control over facial primes employed, more accuracy in reporting and open access to procedural information are suggested in an effort to improve the state of racial priming research.     

Parents Produce Explicit Cues That Help Toddlers Distinguish Joking and Pretending

While separate pieces of research found parents offer toddlers cues to express that they are (1) joking and (2) pretending, and that toddlers and preschoolers understand intentions to (1) joke and (2) pretend, it is not yet clear whether parents and toddlers consider joking and pretending to be distinct concepts. This is important as distinguishing these two forms of non‐literal acts could open a gateway to understanding the complexities of the non‐literal world, as well as the complexities of intentions in general. Two studies found parents offer explicit cues to help 16‐ to 24‐month‐olds distinguish pretending and joking. Across an action play study (n = 25) and a verbal play study (n = 40) parents showed more disbelief and less belief through their actions and language when joking versus pretending. Similarly, toddlers showed less belief through their actions, and older toddlers showed less belief through their language. Toddlers' disbelief could be accounted for by their response to parents' language and actions. Thus, these studies reveal a mechanism by which toddlers learn to distinguish joking and pretending. Parents offer explicit cues to distinguish these intentions, and toddlers use these cues to guide their own behaviors, which in turn allows toddlers to distinguish these intentional contexts.