Scaling happiness

This paper focuses on a particular method which is used in contemporary empirical happiness studies, namely measuring people's happiness by scoring their emotions (Kahneman is a prominent scholar). I examine the presupposition in this field that emotion scores can be added or subtracted, that throughout affective space runs a straight axis that plots hedonic tone or pleasure.     

Influences Between Online‐Exclusive,Conjoint and Offline‐Exclusive Friendship Networks: The Moderating Role of Shyness

Prior research has indicated that shy adolescents are more motivated to form friendships online than to form friendships offline. Little is known about whether having friendships found exclusively online may impact self‐esteem and forming offline friendships for these adolescents. This study therefore aimed to provide insight into the moderating role of shyness in the longitudinal interplay between friendships in online and offline contexts in early adolescence. Adolescents and their friends (193 girls, 196 boys; M_age = 13.29) were followed with three consecutive measurements with intervals of eight months. Results showed that particularly for shy adolescents, having friends exclusively online predicted increases in self‐esteem. Self‐esteem, in turn, was found to predict forming more friendships found both offline and online and forming more friendships found exclusively offline. Thus, findings supported the social compensation perspective that shy adolescents may benefit from having friends exclusively online, as these friendships may increase self‐esteem, thereby facilitating the formation of friendships found partially and completely offline. Copyright © 2013 John Wiley & Sons, Ltd.     

Setting Up Spaces for Collaboration in Industry Between Researchers from the Natural and Social Sciences

Policy makers call upon researchers from the natural and social sciences to collaborate for the responsible development and deployment of innovations. Collaborations are projected to enhance both the technical quality of innovations, and the extent to which relevant social and ethical considerations are integrated into their development. This could make these innovations more socially robust and responsible, particularly in new and emerging scientific and technological fields, such as synthetic biology and nanotechnology. Some researchers from both fields have embarked on collaborative research activities, using various Technology Assessment approaches and Socio-Technical Integration Research activities such as Midstream Modulation. Still, practical experience of collaborations in industry is limited, while much may be expected from industry in terms of socially responsible innovation development. Experience in and guidelines on how to set up and manage such collaborations are not easily available. Having carried out various collaborative research activities in industry ourselves, we aim to share in this paper our experiences in setting up and working in such collaborations. We highlight the possibilities and boundaries in setting up and managing collaborations, and discuss how we have experienced the emergence of ‘collaborative spaces.’ Hopefully our findings can facilitate and encourage others to set up collaborative research endeavours.     

Gambling primates: reactions to a modified Iowa Gambling Task in humans,chimpanzees and capuchin monkeys

Humans will, at times, act against their own economic self-interest, for example, in gambling situations. To explore the evolutionary roots of this behavior, we modified a traditional human gambling task, the Iowa Gambling Task (IGT), for use with chimpanzees, capuchin monkeys and humans. We expanded the traditional task to include two additional payoff structures to fully elucidate the ways in which these primate species respond to differing reward distributions versus overall quantities of rewards, a component often missing in the existing literature. We found that while all three species respond as typical humans do in the standard IGT payoff structure, species and individual differences emerge in our new payoff structures. Specifically, when variance avoidance and reward maximization conflicted, roughly equivalent numbers of apes maximized their rewards and avoided variance, indicating that the traditional payoff structure of the IGT is insufficient to disentangle these competing strategies. Capuchin monkeys showed little consistency in their choices. To determine whether this was a true species difference or an effect of task presentation, we replicated the experiment but increased the intertrial interval. In this case, several capuchin monkeys followed a reward maximization strategy, while chimpanzees retained the same strategy they had used previously. This suggests that individual differences in strategies for interacting with variance and reward maximization are present in apes, but not in capuchin monkeys. The primate gambling task presented here is a useful methodology for disentangling strategies of variance avoidance and reward maximization.     

ESCOLEX: A grade-level lexical database from European Portuguese elementary to middle school textbooks

In this article, we introduce ESCOLEX, the first European Portuguese children’s lexical database with grade-level-adjusted word frequency statistics. Computed from a 3.2-million-word corpus, ESCOLEX provides 48,381 word forms extracted from 171 elementary and middle school textbooks for 6- to 11-year-old children attending the first six grades in the Portuguese educational system. Like other children’s grade-level databases (e.g., Carroll, Davies, & Richman, 1971; Corral, Ferrero, & Goikoetxea, Behavior Research Methods, 41, 1009–1017, 2009; Lété, Sprenger-Charolles, & Colé, Behavior Research Methods, Instruments, & Computers, 36, 156–166, 2004; Zeno, Ivens, Millard, Duvvuri, 1995), ESCOLEX provides four frequency indices for each grade: overall word frequency (F), index of dispersion across the selected textbooks (D), estimated frequency per million words (U), and standard frequency index (SFI). It also provides a new measure, contextual diversity (CD). In addition, the number of letters in the word and its part(s) of speech, number of syllables, syllable structure, and adult frequencies taken from P-PAL (a European Portuguese corpus-based lexical database; Soares, Comesaña, Iriarte, Almeida, Simões, Costa, …, Machado, 2010; Soares, Iriarte, Almeida, Simões, Costa, França, …, Comesaña, in press) are provided. ESCOLEX will be a useful tool both for researchers interested in language processing and development and for professionals in need of verbal materials adjusted to children’s developmental stages. ESCOLEX can be downloaded along with this article or from http://p-pal.di.uminho.pt/about/databases.     

Teacher Development: Contributions of Educational Biography and Personality

The contribution of autobiographical narratives for the teacher’s personal and professional development is currently considered an important issue. “Our stories”, “the stories that we tell about our lives” constitute a fundamental path of human meaning making (Bruner in Acts of meaning. Cambridge University Press, Cambridge, 1990) and also, an identity construction process. “Fashioned out of memories, our stories become our identities” (Faust Harvard Magazine, 2003). Autobiographical narratives are then a development process, being its use in the educational scope pertinent, as it is considered that learning always features autobiography. Aiming at understanding the processes of personal and professional development, this study analyses student teachers autobiographical narratives, in particular, the relationship between primary school memories, personality characteristics, and teaching perspectives. This study was carried out with a sample of 129 student teachers of the Faculty of Sciences of the University of Coimbra, with ages between 22 and 28 years. The instruments administered were the School Autobiography Sheet (an adaptation of the autobiographical method considered by McAdams; McAdams in Guided autobiography, 1997), and the Personality Inventory NEO-PI-R (Costa and McCrae in Revised NEO Personality Inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI) professional manual, Psychological Assessment Resources Odessa, FL, 1992; Portuguese version Lima in Contextos teóricos e psicométricos: “Ocean” ou “Iceberg”?, Dissertação de Doutoramento, Universidade de, Coimbra, 1997) and the Teaching Perspectives Inventory of Pratt and Collins Teaching perspectives inventory, 2001. The results of the study show that the relationship between the autobiographical memories and the perspectives of teaching are fable. However, they point to the crucial role played by personality traits in the organization of the autobiographical memories and of the perspectives of teaching. These results contribute to the understanding of the processes of personal and educational development of future teachers and to the reflection on forms of using autobiographical narratives in a training frame.     

That is how we do it around here: Levels of identification,masculine honor,and social activism against organized crime in the south of Italy

Masculine honor is an important cultural code in the south of Italy. Italian criminal organizations (COs) manipulate and exploit this code to maintain legitimacy among local populations and exert social control in the territory where they operate. This research tested the hypothesis that different levels of identification—the region and the nation—would have opposite associations with male honor‐related values and, indirectly, with intentions to oppose COs collectively. Results from a sample of young southern Italians (N = 170) showed that regional identification positively predicted endorsement of male honor‐related values, which in turn were associated with lowered intentions to oppose COs. In contrast, national identification negatively predicted male honor‐related values, associated in turn with stronger intentions to oppose COs. These results also held when perceived risk and social dominance orientation were taken into account. Directions for future research are discussed. Copyright © 2015 John Wiley & Sons, Ltd.     

Can Culture Influence Body‐Specific Associations Between Space and Valence?

People implicitly associate positive ideas with their dominant side of space and negative ideas with their non‐dominant side. Right‐handers tend to associate “good” with “right” and “bad” with “left,” but left‐handers associate “bad” with “right” and “good” with “left.” Whereas right‐handers' implicit associations align with idioms in language and culture that link “good” with “right,” left‐handers' implicit associations go against them. Can cultural conventions modulate the body‐specific association between valence and left‐right space? Here, we compared people from Spanish and Moroccan cultures, which differ in the strength of taboos against the use of the left hand, and therefore in their preference for the right. Results showed stronger explicit associations between space and valence in Moroccan participants than in Spaniards, but they did not show any increased tendency for right‐handed Moroccans to associate “good” with “right” implicitly. Despite differences in cultural conventions between Spaniards and Moroccans, we find no evidence for a cross‐cultural difference in the implicit association between space and valence, which appears to depend on patterns of bodily experience.