Cognitive,not physical,engagement in video gaming influences executive functioning

Physically active video games (i.e., exergames), which are a prevalent and popular childhood activity, may have benefits to executive-functioning (EF) skills, as they incorporate both cognitive engagement and physical activity. Acute EF change in 147 7- to 12-year-olds was assessed after participation in a 20-min activity. The between-subjects design had 4 conditions: exergame, sedentary video game, exercise, and nonplaying control. The varied level of physical and cognitive engagement examined whether the nature of the activity, such as physical movement or cognitive engagement in an enjoyable activity, differentially related to changes in different aspects of EF. Participants in the cognitively engaging conditions (i.e., the 2 video game conditions) improved their accuracy on the most complex EF test and their reaction time on the standard EF test more than participants in the other conditions. These findings suggest that the kind of cognitive engagement involved in video game play is the mechanism of acute effects on EF.     

Forgive them for I have sinned: The relationship between guilt and forgiveness of others' transgressions

We propose that guilt leads to forgiveness of others' transgressions. In Study 1, people prone to experience guilt (but not shame) were also prone to forgive others for past misdeeds. In Study 2, we manipulated harm‐ and inequity‐based guilt; both increased forgiveness of others' transgressions. Further, the effect of guilt on forgiveness was mediated by identification with the transgressor. In Study 3, we replicated the guilt–forgiveness relationship and examined three other plausible mediators: capability for similar wrongdoing, empathic understanding, and general identification; only identification with the transgressor satisfied the criteria for mediation. In Study 4, we induced guilt by asking participants to harm a friend or stranger. Guilt induced by harming a friend led to greater forgiveness of third‐party transgressors, and again, identification with the transgressor mediated the effect. We discuss the implications of these results for understanding how the prosocial effects of guilt extend beyond the boundaries of a single interpersonal relationship.     

Parents Support Preschoolers' Use of a Novel Interactive Device

Past research has found that preschool children's ability to learn educational content from interactive media may be hindered by needing to learn how to use a new interactive device. However, little research has examined the instructional supports parents provide while their children use interactive media. Forty‐six preschool children and their parents participated in a 30‐min interaction with a novel interactive device. Children were assessed before and after the interaction on knowledge of letters and numbers and device skills. Children improved from pre‐ to posttest on device skills, but not content knowledge. In general, parents used a wide range of strategies during the interaction. Specific parental support for using the device did not result in increased device skills; however, parents who focused their support on content had children who performed better on content assessments. The findings are discussed in terms of the effectiveness of different parent support strategies for children's use of interactive devices and learning of educational content during the preschool years. Copyright © 2015 John Wiley & Sons, Ltd.     

Serial killers,spiders and cybersex: Social and survival information bias in the transmission of urban legends

This study uses urban legends to examine the effects of the social information bias and survival information bias on cultural transmission across three phases of transmission: the choose‐to‐receive phase, the encode‐and‐retrieve phase, and the choose‐to‐transmit phase. In line with previous research into content biases, a linear transmission chain design with 60 participants aged 18–52 was used to examine the encode‐and‐retrieve phase, while participants were asked to rank their interest in reading the story behind a headline and passing a story on for the other two phases. Legends which contained social information (Social Type), legends which contained survival information (Survival Type), and legends which contained both forms of information (Combined Type) were all recalled with significantly greater accuracy than control material, while Social and Combined Type legends were recalled with significantly greater accuracy than Survival Type legends. In another study with 30 participants aged 18–22, no significant differences were found between legend types in either the choose‐to‐receive phase or the choose‐to‐transmit phase.     

Helping one's way to the top: self-monitors achieve status by helping others and knowing who helps whom

The authors argue that high self-monitors may be more sensitive to the status implications of social exchange and more effective in managing their exchange relations to elicit conferrals of status than low self-monitors. In a series of studies, they found that high self-monitors were more accurate in perceiving the status dynamics involved both in a set of fictitious exchange relations and in real relationships involving other members of their social group. Further, high self-monitors elevated their social status among their peers by establishing a reputation as a generous exchange partner. Specifically, they were more likely than low self-monitors to be sought out for help and to refrain from asking others for help. This behavior provides one explanation for why high self-monitors acquire elevated status among their peers--they are more attuned to status dynamics in exchange relations and adapt their behavior in ways that elicit status.     

What's good for the goose may not be as good for the gander: the benefits of self-monitoring for men and women in task groups and dyadic conflicts

The authors posit that women can rely on self-monitoring to overcome negative gender stereotypes in certain performance contexts. In a study of mixed-sex task groups, the authors found that female group members who were high self-monitors were considered more influential and more valuable contributors than women who were low self-monitors. Men benefited relatively less from self-monitoring behavior. In an experimental study of dyadic negotiations, the authors found that women who were high self-monitors performed better than women who were low self-monitors, particularly when they were negotiating over a fixed pool of resources, whereas men did not benefit as much from self-monitoring. Further analyses suggest that high self-monitoring women altered their behavior in these negotiations--when their partner behaved assertively, they increased their level of assertiveness, whereas men and low self-monitoring women did not alter their behavior.     

Before they're victims: Rethinking youth‐targeted relationship abuse prevention in Australia

Intimate partner abuse (or relationship abuse) against women is recognised as a major public health issue. A number of relationship abuse prevention programs targeted at youth have been developed in Australia. These programs are generally aimed at changing attitudes, and take the stance that girls should not be viewed as being responsible for protecting themselves against violence. In this paper it is argued that the current, dominant focus on physical violence, over other forms of relationship abuse, limits the potential effectiveness of programs that might otherwise help young people to resist the development of abusive dynamics. It is also argued that programs that presume a victim status for girls and a perpetrator status for boys are both inconsistent with contemporary evidence and unlikely to empower young people at risk of chronic perpetration and/or victimisation to avoid such outcomes. A dyadic slippery slope model of chronic relationship abuse is proposed and new directions for prevention research in this area are suggested.     

“Why didn’t you just ask?” Underestimating the discomfort of help-seeking

Across four studies we demonstrate that people in a position to provide help tend to underestimate the role that embarrassment plays in decisions about whether or not to ask for help. As a result, potential helpers may overestimate the likelihood that people will ask for help (Studies 1 and 2). Further, helpers may be less inclined to allocate resources to underutilized support programs than help-seekers because they are less likely to attribute low levels of use to help-seekers’ concerns with embarrassment (Study 3). Finally, helpers may misjudge the most effective means of encouraging help-seeking behavior - emphasizing the practical benefits of asking for help, rather than attempting to assuage help-seekers’ feelings of discomfort (Study 4).     

Dynamic (Kinesthetic) Touch Perception in Preschool Children

The preschool years are an important time during which children gain proficiency using the hands for both performatory and perceptual functions that involve dynamic (kinesthetic) touch. We evaluated dynamic touch perception of object extent and found that preschool children are able to discriminate length by dynamic touch early, but perception is not very fine-tuned and perceptual attunement to inertial characteristics increased with age. An analysis comparing the performatory and perceptual functions of the hands showed links between performance and perception in dynamic touch tasks that did not require haptic–visual correspondence. We concluded that whereas dynamic touch is functional early in the preschool years, perceptual acuity is not very precise and haptic–visual correspondence remains immature. In addition, reliance on inertial properties as information to make judgments of length emerges between 3 and 5 years and attunement to inertial properties likely continues to develop throughout childhood because perceptual judgments of 5-year-olds did not reach adult levels. Tight links between the performatory and the perceptual functions of the hand suggest this is an important avenue for future research.     

Investigating the Relationship Between Achievement Goals and Process Goals in Rugby Union Players

The present study investigated the relationship between achievement goal orientations and process goals in a sample of rugby union players. Participants were aged 14–45 years (M + SD: 24.31 + 6.02) and ranged from Club to National level. There were 78 males and 72 females with a mean of 9.17 years experience. Achievement goals were measured using an instrument developed by Harwood, Wilson, and Hardy (2002) Miller, M. B. 1995. Coefficient alpha: A basic introduction from the perspectives of classical test theory and structural equation modelling. Structural Equation Modelling, 2: 255–273. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar] that assesses Self-Directed Task, Self-Directed Ego, Social Approval Task, and Social Approval Ego Goal Orientations. Process goals were measured using a slightly adapted version of an instrument developed by Harwood (1997) Harwood, C. G. 1997. Pre-competition achievement goals within young sports performers, Unpublished PhD Thesis UK: Loughborough University.  [Google Scholar]. Self-Directed Task (7), Self-Directed Ego (5), Social Approval Task (6), and Social Approval Ego (2) had varying numbers of significant positive correlations with process goal variables. Stepwise regression analysis revealed that Self-Directed Task was the sole significant predictor for six of the seven process goal variables (β = .30 to .60). Those significant others who influence the achievement context should encourage high levels of Self-Directed Task and discourage high levels of Social Approval Ego goal orientation to promote a focus upon the processes of performance.