Job demands, job resources and individual innovation at work: going beyond Karasek's model?

The job demands-control model is one of the most recognized models in occupational stress research. It has, however, provided contradictory results, and the active learning hypothesis derived from this model has been under-researched in comparison with research on the stress hypothesis. The main aim of this study is to test the Job Demands Resources Model in the prediction of individual innovation at work as an active coping strategy. Results with hierarchical multiple regression analyses provide empirical support for this model. We found a positive relationship between job demands and individual innovation in situations characterized by high job resources. Finally, we discuss the limitations and practical implications of this study.     

Emotional lability, negative affect and emotional regulation in children of anxious mothers

This study examined the role of emotional lability and negative affect and emotional regulation in the relation between maternal trait anxiety and attentional and social problems, and internalizing and externalizing symptoms of 275 six- to eleven-year-old children. The results indicated a direct moderating effect of emotional regulation in the relation between maternal anxiety and externalizing behaviour and that lability and negative affect moderated the relation between maternal anxiety and attention and social problems and somatic complaints. The links between maternal anxiety and withdrawal and anxiety/depression symptoms were also mediated by lability and negative affect. This mediation was independent of emotional regulation in the first case, and it depended on emotional regulation with regard to anxiety/depression symptoms.     

The influence of psychological variables on sports performance: assessment with the Questionnaire of Sports Performance-related Psychological Characteristics

The purpose of this research was to observe the relationship among psychological variables and three important issues in sports competition: achieving success, long-term continuance and sustaining injuries. Three studies were carried out with three groups of athletes from the areas of judo, football and swimming, using the Questionnaire of Sports Performance-related Psychological Characteristics as the measuring instrument. The analyses carried out revealed significantly statistical associations between the perception of stress control and of self-confidence, and between achieving success, long-term continuance in competition sports and sustaining injuries. These results indicate the importance of psychological skills training to aid sports performance and prevent injuries, as well as the use of the above-mentioned questionnaire, which, with a limited number of items, measures a wide range of psychological variables in the specific context of sports.     

Internal structure and standardised scores of the Torrance Test of Creative Thinking

The present work sets out to study the internal structure of the Torrance Test of Creative Thinking (TTCT) and to establish standardised scores that will enable the test to be used in both a diagnostic and educational context. 649 students (319 girls and 330 boys), aged 5 to 12 years from various schools in Murcia and Alicante (SE Spain), took part in the study. The findings suggest that the psychometric characteristics of TTCT are satisfactory, and its internal structure can be attributed to three factors that are responsible for a high percentage of the variance (73.8%). The standardised score tables, which are provided for first time in this context, will be useful in the evaluation of creativity and the identification of students with high intellectual abilities.     

Cross-linguistic assessment of verbal production from a narrative task in Williams Syndrome

Williams Syndrome (WS) is a disorder caused by a delection in chromosome 7, with a cognitive profile characterised by mild to moderate mental deficiency and difficulties in visual-spatial processing, which contrasts with a relative preservation of linguistic functions and narrative production. In this study, verbal performance was analysed in two groups of participants (N = 3), Portuguese and Spanish, genetically diagnosed with WS. Scores were low in Verbal IQ, as in Performance IQ. Narrative performance showed low coherence with respect to structure, process, and content. WS verbal performance was affected and there was no difference between both groups. We could not find any dissociation between cognitive functioning and linguistic production.     

Quantitative numerical and lexical knowledge: evidence of double dissociation

The aim of this work was to explain the involvement of a specific brain injury in the numerical processing and calculation system. The method employed was > analysis and the administration of various cognitive neuropsychology tests. The results of this study revealed a double dissociation between quantitative numerical knowledge and qualitative or lexical numerical knowledge. Patient M.C. preserved quantitative numerical knowledge, as indicated by the results obtained in the numerical comprehension and calculation tasks. However, she showed a drastic deficit in qualitative numerical knowledge. On the other hand, patient M.L. preserved qualitative numerical knowledge, but she had serious problems in all the abilities that require internal manipulation of magnitude; that is, quantitative numerical knowledge. These results have two important implications, as conclusions: firstly, quantitative numerical knowledge may be made up of different elements susceptible to damage independently. And secondly, quantitative and qualitative numerical knowledge were functionally independent.     

Maintained attitudinal changes in nursing personnel after a brief training on suicide prevention

Nursing personnel (N = 317) working at a general hospital attended a 6-hour training program on suicide prevention. They answered anonymously pre- and post-training the Suicide Behavior Attitude Questionnaire (SBAQ), which comprises 21 visual analogue scale items divided in three factorial subscales. The results indicated there were positive changes in the attitudes and these gains were significantly maintained at the 6-month follow-up evaluation. Improvement was in the Feelings and Professional Capacity subscales (ANOVA; p = 0.0001 and 0.01, respectively). There was no change on the Right to Suicide subscale. Because attitudes influence the effectiveness of health care personnel interventions, our findings may have important implications for the development of suicide prevention programs.     

Neural events in the reinforcement contingency

When neural events are analyzed as stimuli and responses, functional relations among them and among overt stimuli and responses can be unveiled. The integration of neuroscience and the experimental analysis of behavior is beginning to provide empirical evidence of involvement of neural events in the three-term contingency relating discriminative stimuli, responses, and consequences. This paper is aimed at highlighting exemplar instances in the development of this issue. It has long been known that the electrical stimulation of certain cerebral areas can have a reinforcing function. Extraordinary technological advances in recent years show that neural activity can be selected by consequences. For example, the activity of in vitro isolated neurons that receive dopamine as a reinforcer functions as a cellular analogue of operant conditioning. The in vivo activity of populations of neurons of rats and monkeys can be recorded on an instant-to-instant basis and can then be used to move mechanical arms or track a target as a function of consequences. Neural stimulation acts as a discriminative stimulus for operant responses that are in turn maintained by neural consequences. Together with investigations on the molecular basis of classical conditioning, those studies are examples of possibilities that are being created for the study of behavior-environment interactions within the organism. More important, they show that, as an element in the three-term contingency, neural activity follows the same laws as other events.     

Syntactic priming in 3- and 4-year-old children: evidence for abstract representations of transitive and dative forms

The current studies used a syntactic priming paradigm with 3- and 4-year-old children. In Experiment 1, children were asked to describe a series of drawings depicting transitive and dative relations to establish baseline production levels. In Experiment 2, an experimenter described a similar series of drawings using one of two syntactic forms (i.e., active/passive for transitive; double-object/prepositional for dative). Children were then asked to describe pictures identical to those shown in the corresponding baseline procedure. In both transitive and dative conditions, 4-year-old children were more likely to use a particular syntactic form if it had been used by the experimenter. Three-year-old children did not show priming effects, but their production of transitive sentences was higher following transitive primes than in Experiment 1. In Experiment 3, an additional group of 3-year-olds participated in a procedure in which they repeated the experimenter's sentences before describing the pictures. This procedure yielded significant priming effects for transitive and dative forms. These results indicate that very young children possess abstract syntactic representations, but that their access to these representations is sensitive to task demands.     

Emergence of intra verbal antonyms in children with pervasive developmental disorder

In the type of intraverbal that consists of saying the opposite of a word, two intraverbals are related to one another because the response form of each intraverbal functions as part of a discriminative stimulus for the other (e.g., "cold" in response to "name the opposite of hot," and vice versa). Moreover, the contextual cue "Name the opposite of--" is the same in the two intraverbals. The purpose of the present research was to explore a procedure designed to promote emergence of intraverbals of this type. Two children with pervasive developmental disorder learned pairs of intraverbals. Thereafter, they were tested for emergence of intraverbals with reversed stimulus-response functions. Results indicate that, although the participants did not initially show emergence of intraverbals with reversed stimulus-response functions, repeated cycles of probing and teaching facilitated emergence of these relations.