Eye-tracking data quality as affected by ethnicity and experimental design

Lack of accuracy in eye-tracking data can be critical. If the point of gaze is not recorded accurately and reliably, the information obtained or action executed might be different from what the user intended. This study reports trackability, accuracy, and precision as indicators of eye-tracking data quality as measured at various head positions and light conditions for a sample of participants from three different ethnic groups. It was found that accuracy and precision for Asian participants was worse than that for African and Caucasian participants. No significant differences were found between the latter two ethnic groups. Operating distance had the largest effect on data quality, since it affected all indicators for all ethnic groups. Illumination had no significant effect on accuracy or precision, but the accuracy achieved by African and Caucasian participants was better when the stimulus was presented on a dark background. Large gaze angles proved to be detrimental for trackability for African participants, while accuracy and precision were also affected adversely by larger gaze angles for two of the ethnicities.     

A Positive Psychology Intervention Among Long‐Term Unemployed People and Its Effects on Psychological Distress and Well‐Being

The present study aims to examine the effect of a positive psychology intervention (PPI) on a population of long‐term unemployed people. All were members of an association of employment assistance. An opportunity was offered to participate in a PPI. Twelve participants accepted (treatment condition). The remaining participants constituted the control group. Participants of the treatment condition were asked to complete 5 positive psychology exercises during 2 weeks. Participants of the control condition participated as usual in sessions to help their job search. Results indicate that PPI significantly decreases psychological distress (e.g., depression, anxiety) and significantly increases well‐being (e.g., life satisfaction, self‐esteem).     

TDQ-60 – a color picture-naming test for adults and elderly people: validation and normalization data

Word-finding difficulties are usually assessed with picture-naming tests. In this article, we present the TDQ-60, a new test designed to assess acquired lexical access deficits, taking into account semantics and psycholinguistic variables. The article includes three studies. Study 1 describes the development phase of the TDQ-60. In study 2, healthy control participants and individuals with a diagnosis of the semantic variant of primary progressive aphasia were assessed to establish the convergent and discriminant validity of the TDQ-60. Finally, in Study 3, a group of 305 young and elderly French-speaking adults from Quebec were assessed in order to provide normative data. The results demonstrate that the TDQ-60 has good convergent validity and good discriminant validity. This study also provides normative data in which were considered the effect of age and education.The TDQ-60 is a new valid picture-naming test, controlled for psycholinguistic variables and designed to identify the influence of semantics on lexical access in spoken production.     

Problematic Factorial Validity of Three Language Versions of the Basic Psychological Needs Scale (BPNS): Why and What are the Implications?

Self-determination theory is a macrotheory of human motivation that describes fundamental matters such as personality development, goals and aspirations, and self-regulation. Basic psychological needs theory, a subtheory of self-determination theory, postulates that the needs for autonomy, competence, and relatedness are universal and the satisfaction thereof essential for human functioning. Despite the theory’s strong universality claim, almost no studies tested the assumption on the African continent. The present study addressed this by exploring the factorial validity of English, Afrikaans, and Setswana versions of the Basic Psychological Needs Scale (N = 1056). After incorporating a negative-worded method effect and removing several problematic items, the fit of the intended three-factor model was good for the Afrikaans version, marginal for the English version, and poor for the Setswana version. The resulting factors’ reliabilities were low. Configural, metric, and partial scalar invariance were established between the English and Afrikaans versions. Although these findings primarily highlighted problems with the particular scale, there is also the possibility that it could have implications for the validity of the universality assumption of basic psychological needs theory and/or assumptions about denotations or manifestations of the main constructs in various cultural contexts. The study indicated the conceptual and linguistic complexities involved in assessment across diverse and multicultural contexts.     

Developing Moral Emotion Attributions in Happy Victimizer Task: Role of Victim Information

Previous happy victimizer (HV) studies have shown that preschool and early elementary school children attribute happy emotions to the violator of moral rules. This study examines the effects of information pertaining to the victim in HV stories on children's emotion attributions. In Study 1, 55 children (aged 5–6 and 7–8 years) participated. Participants heard three types of stories: (a) victim sadness resulting from a character's wrongdoing (normal HV story); (b) victim happiness resulting from a character's wrongdoing (non‐canonical HV story); and (c) victim sadness resulting from an accident (accident story). The children were required to infer the victimizer's feelings and to justify their attributions. Children demonstrated more positive emotion attributions for non‐canonical HV stories than the normal and accident versions. In Study 2, 57 children (aged 5–6 and 7–8 years) judged two types of HV tasks (a story featuring a younger child as victim and a normal HV story). Both groups demonstrated more negative emotion attributions for the young victim stories than the normal HV stories, indicating that children's judgment varied according to contexts and different information in determining emotion attributions.     

Training self‐assessment and task‐selection skills to foster self‐regulated learning: Do trained skills transfer across domains?

Students' ability to accurately self‐assess their performance and select a suitable subsequent learning task in response is imperative for effective self‐regulated learning. Video modeling examples have proven effective for training self‐assessment and task‐selection skills, and—importantly—such training fostered self‐regulated learning outcomes. It is unclear, however, whether trained skills would transfer across domains. We investigated whether skills acquired from training with either a specific, algorithmic task‐selection rule or a more general heuristic task‐selection rule in biology would transfer to self‐regulated learning in math. A manipulation check performed after the training confirmed that both algorithmic and heuristic training improved task‐selection skills on the biology problems compared with the control condition. However, we found no evidence that students subsequently applied the acquired skills during self‐regulated learning in math. Future research should investigate how to support transfer of task‐selection skills across domains.     

Electrophysiological correlates of emotional crossmodal processing in binge drinking

Emotional crossmodal integration (i.e., multisensorial decoding of emotions) is a crucial process that ensures adaptive social behaviors and responses to the environment. Recent evidence suggests that in binge drinking—an excessive alcohol consumption pattern associated with psychological and cerebral deficits—crossmodal integration is preserved at the behavioral level. Although some studies have suggested brain modifications during affective processing in binge drinking, nothing is known about the cerebral correlates of crossmodal integration. In the current study, we asked 53 university students (17 binge drinkers, 17 moderate drinkers, 19 nondrinkers) to perform an emotional crossmodal task while their behavioral and neurophysiological responses were recorded. Participants had to identify happiness and anger in three conditions (unimodal, crossmodal congruent, crossmodal incongruent) and two modalities (face and/or voice). Binge drinkers did not significantly differ from moderate drinkers and nondrinkers at the behavioral level. However, widespread cerebral modifications were found at perceptual (N100) and mainly at decisional (P3b) stages in binge drinkers, indexed by slower brain processing and stronger activity. These cerebral modifications were mostly related to anger processing and crossmodal integration. This study highlights higher electrophysiological activity in the absence of behavioral deficits, which could index a potential compensation process in binge drinkers. In line with results found in severe alcohol-use disorders, these electrophysiological findings show modified anger processing, which might have a deleterious impact on social functioning. Moreover, this study suggests impaired crossmodal integration at early stages of alcohol-related disorders.     

Why Does Frustration Predict Psychopathology? Multiple Prospective Pathways Over Adolescence: A TRAILS Study

Adolescents' temperamental frustration is a developmental precursor of adult neuroticism and psychopathology. Because the mechanisms that underlie the prospective association between adolescents' high frustration and psychopathology (internalizing/externalizing) have not been studied extensively, we quantified three pathways: stress generation [mediation via selection/evocation of stressful life events (SLEs)], cross‐sectional frustration‐psychopathology overlap (‘carry‐over’/common causes), and a direct (non‐mediated) vulnerability effect of frustration, including moderation of SLE impact. Frustration and psychopathology were assessed at age 16 with the Early Adolescent Temperament Questionnaire and the Youth Self‐Report. No gender differences in frustration were observed. At age 19, psychopathology was reassessed by using the Adult Self‐Report, while occurrence of endogenous (self‐generated) and exogenous (not self‐generated) SLEs during the interval (ages 16–19) were ascertained with the Life Stress Interview, an investigator‐based contextual‐stressfulness rating procedure (N = 957). Half of the prospective effect of frustration on psychopathology was explained by baseline overlap, including effects of ‘carry‐over’ and common causes, about 5% reflected stress generation (a ‘vicious’ cycle with the environment adolescents navigate and shape), and 45% reflected unmediated association: a direct vulnerability effect including stress sensitivity or moderation of SLE impact. After adjustment for their overlap, frustration predicted the development of externalizing but not internalizing symptoms. Copyright © 2016 European Association of Personality Psychology     

On the neurobiological redefinition of psychiatric symptoms: elimination,reduction, or what?

Synthese - Because biologization of psychiatric constructs does not involve derivation of laws, or reduce the number of entities involved, the traditional term of ‘reduction’ should be...