On the power of autobiographical memories: from threat and challenge appraisals to actual behaviour

Autobiographical memories are a major feature of mental life in humans. However, research on the influence of autobiographical recall on actual behaviour is scarce. We predicted and found that general memories of failure and specific memories of success resulted in worse performance than general memories of success and specific memories of failure. This performance pattern was mediated by task appraisal, suggesting that autobiographical memories (of failure and success) impact performance by shaping the perception of the upcoming task. Combined with the fact that these effects occurred even when the content of autobiographical memories was unrelated to the upcoming task, the present research represents an important step forward in understanding how autobiographical recall influences actual behaviour.     

Traumatic Incidents and Experiences of Racism and Sexism: Examining Associations with Components of Critical Consciousness for System‐Involved Girls of Color

Scholarship identifies critical consciousness as a key developmental asset in promoting the well‐being of adolescents experiencing multiple socio‐structural axes of oppression. Girls of color at acute risk for legal system involvement or re‐involvement are absent from this literature. They are a critical population in which to examine this construct given their experiences of oppression and the myriad benefits of critical consciousness. The current study addresses this gap by examining traumatic incidents and experiences of racism and sexism as correlates of critical reflection and action among a sample of girls (N = 220; Mean age = 14.5 years; SD = 1.3 years). Using path analysis and multigroup modeling, we examine direct associations between these three manifestations of structural oppression and critical consciousness and explore the interplay of traumatic incidents, and racism and sexism in girls’ critical consciousness development. Findings suggest that experiences of sexism and racism, uniquely and positively predict critical action, but not critical reflection. Surprisingly, girls’ experiences of traumatic incidents do not predict reflection or action. Finally, multigroup analyses show no evidence that these associations vary by the interplay of traumatic incidents, racism, and sexism. Implications for community psychology values and juvenile legal system practice and policy are discussed.     

Career calling and team member proactivity: The roles of living out a calling and mentoring

With the growing interest in the joint effects of individual and contextual factors in predicting team member proactivity, this paper examines why and when pursuing one's career calling can lead to team member proactivity. Drawing on the Work as a Calling Theory, we propose that “living out a calling” explains why employees' perceived career calling positively relates to team member proactivity and especially when the employee receives high levels of mentoring support. Our hypotheses are tested using a multisource and time-lagged study design with a sample of 296 dyads of Chinese employees and their direct supervisors. We found support for the mediating role of living out a calling (Time 2) in the positive relationship between perceiving a calling (Time 1) and team member proactivity (Time 3). Mentoring (Time 2) moderated the perceiving a calling and living out a calling link such that when employees received more mentoring, the relationship was positive, whereas under lower levels of mentoring, the relationship was negative. Similarly, the indirect relationship between perceiving a calling and team member proactivity through living out a calling was positive at higher levels of mentoring, but the relationship was negative at lower levels of mentoring.     

Investigating Subjective and Objective Quality of Life in Rural Areas: the Case of Tehran Province in Iran

Given the importance of measuring QOL and the need for sound and efficient planning to improve and enhance the well-being of citizens, the objective of this study was to investigate QOL in rural areas of Tehran province, Iran. To this end, the relevant literature and secondary sources were used to develop a questionnaire whose validity was determined by a panel of experts. To the best knowledge of the authors, no similar study has assessed QOL in rural areas of Tehran province and none of them has compared objective and subjective QOL in rural areas. The findings showed that in terms of objective QOL, which indicates the minimum living standards, the villagers in Tehran province were in a moderate to high status, but in the subjective QOL, about 20% of the villagers were rated as poor. According to the findings, there was a significant difference between the residents of different rural areas of Tehran in terms of objective and subjective QOL at the 99% level, but the differences were not the same. This calls for policymakers’ attention. In this regard, policies should be put on the planning agenda to reduce rural migration by adopting a coordinated approach to rural and urban development and improving the physical and environmental conditions of rural communities to provide welfare services and reduce the disparity between urban and rural areas.

     

A naturalistic study of prospective memory in preschoolers: The role of task interruption and motivation

We conducted two naturalistic experiments to investigate preschoolers’ development of event-based prospective memory (PM) and to examine the effects of motivation and interruption of an ongoing task. Children aged 2–6 years were asked to perform familiar PM tasks while engaged in their habitual kindergarten play. PM performance improved systematically across the preschool years. The type of PM response (motor or verbal) did not affect performance. High motivation was necessary for 2-year-olds to perform well, and it remained an important factor that increased performance across the entire preschool age range. The need to interrupt an ongoing activity decreased performance in 3-, 4-, and 5-year-olds, but not in children aged 2 or 6 years. The pattern of results is consistent with explanations for interruption effects that highlight the role of inhibitory control.     

Validation of Assessment for Learning Questionnaires for teachers and students

Background. Assessment can be a powerful force in promoting student learning. Still, few measures exist to gauge Assessment for Learning (AFL) in the classroom. Literature on AFL suggests that it encompasses both a monitor to track student progress as well as a scaffold to show or help students recognize in what areas they need to improve. Aims. Based on a review of recent attempts to measure the AFL, we constructed Assessment for Learning Questionnaires for Teachers (TAFL‐Q) and for students (SAFL‐Q) for evaluating perceptions regarding AFL practices in classrooms using matching items. Sample. The total sample included 1,422 students (49% girls, 51% boys) and 237 teachers (43% females, 57% males) in lower vocational secondary education. Methods. The 28‐item questionnaires were examined by means of confirmatory factor analysis (CFA) using EQS on one random half of the sample. The CFA was cross‐validated on the second half. Measurement invariance tests were conducted to compare the students and teacher versions of the questionnaires. Results. CFA revealed a stable second‐order two‐factor structure that was cross‐validated: perceived monitoring, and perceived scaffolding subsumed under a common factor: AFL. Tests for measurement invariance showed that the parallel constructs were measured similarly for both students and teachers. Conclusion. The TAFL‐Q and SAFL‐Q capture the construct AFL in two subscales: Monitoring and Scaffolding, and allows for comparisons between teacher and student perceptions. The instruments can be useful tools for teachers and students alike to identify and scrutinize assessment practices in classroom.     

When deception influences memory: the implication of theory of mind

When deceiving, one should remember to whom a falsified story was previously told; otherwise he or she may include inconsistencies, and the deception will probably be discovered. Bearing this in mind, we investigated the potential relationship between deception and the ability to remember to whom a piece of information was previously told (i.e., destination memory). Forty-one adults were given a destination memory task in which they had to decide to whom proverbs had previously been told. They were also given a questionnaire about deception (e.g., “I sometimes tell lies if I have to) and a cognitive theory of mind task in which they had to predict the behaviour of protagonists who hold a mistaken belief about the state of the world. Results showed a positive correlation between deception and destination memory (p <?.001), a relationship that was further mediated by cognitive theory of mind ability (p?<?.01). Deception requires monitoring and inferring what targets know, suspect, and believe. This monitoring ability (i.e., cognitive theory of mind) results in better processing of the target and consequently better destination memory. By showing the involvement of deception and theory of mind in destination memory, our findings emphasize the memory variations in social and interpersonal interactions.     

Between- and within-language priming is the same: Evidence for shared bilingual syntactic representations

Two structural-priming experiments investigated how bilinguals represent syntactic structures. According to the shared-syntax account (Hartsuiker, Pickering, & Veltkamp, 2004), bilinguals have a single syntactic representation for structures that exist in both languages, whereas separate-syntax accounts claim that the representations for these structures are language specific. Our experiments tested native speakers of Swedish who were highly proficient in English. The results showed that structural priming within language and between languages was equally strong. This indicates that representations of syntactic structures from different languages are shared and, therefore, supports the shared-syntax account.     

Consciousness lost and found: subjective experiences in an unresponsive state

Anesthetic-induced changes in the neural activity of the brain have been recently utilized as a research model to investigate the neural mechanisms of phenomenal consciousness. However, the anesthesiologic definition of consciousness as “responsiveness to the environment” seems to sidestep the possibility that an unresponsive individual may have subjective experiences. The aim of the present study was to analyze subjective reports in sessions where sedation and the loss of responsiveness were induced by dexmedetomidine, propofol, sevoflurane or xenon in a nonsurgical experimental setting. After regaining responsiveness, participants recalled subjective experiences in almost 60% of sessions. During dexmedetomidine sessions, subjective experiences were associated with shallower “depth of sedation” as measured by an electroencephalography-derived anesthesia depth monitor. Results confirm that subjective experiences may occur during clinically defined unresponsiveness, and that studies aiming to investigate phenomenal consciousness under sedative and anesthetic effects should control the subjective state of unresponsive participants with post-recovery interviews.     

Enhancing the National Dialogue on the Prevention of Intimate Partner Violence

Little systematic information exists about how community‐based prevention efforts at the state and local levels contribute to our knowledge of intimate partner violence (IPV) prevention. The Centers for Disease Control and Prevention's (CDC) DELTA FOCUS program funds ten state domestic violence coalitions to engage in IPV primary prevention through approaches addressing the outer layers of the social ecology. This paper explored the ways in which DELTA FOCUS recipients have contributed to a national‐level dialogue on IPV prevention. Previously undefined, the authors define national‐level dialogue and retrospectively apply the CDC Science Impact Framework (SIF) to describe contributions DELTA FOCUS recipients made to it. Authors conducted document review and qualitative content analysis of recipient semi‐annual progress reports from 2014 to 2016 (N = 40) using NVivo. A semi‐structured coding scheme was applied across the five SIF domains: Creating Awareness, Catalyzing Action, Effecting Change, Disseminating Science, and Shaping the Future. All recipients sought to promote IPV prevention by communicating and sharing with non‐CDC‐funded state coalitions, national partners, and other IPV stakeholders information and resources accumulated through practice‐based prevention efforts. Through implementing and disseminating their prevention work in myriad ways, DELTA FOCUS recipients are building practice‐based evidence on community‐based IPV prevention.