Construct validation of the Narcissistic Admiration and Rivalry Questionnaire in Spanish-speaking countries: Assessment of the reliability,structural and external validity and cross-cultural equivalence

A recent re-operationalisation of grandiose narcissism has resulted in the distinction of two narcissistic strategies based on the cognitive, affective-motivational and behavioural dynamics: admiration (assertive self-enhancement) and rivalry (antagonistic self-protection). The Narcissistic Admiration and Rivalry Questionnaire (NARQ) was developed to assess this model with two higher-order dimensions. However, cross-validations of the NARQ have not been extensively conducted across diverse population groups and languages. This study aimed to test the internal and external validity (through the relation with envy and self-esteem), reliability and cross-cultural equivalence of the Spanish version of the NARQ. The psychometric properties were evaluated in a Spanish sample (N = 310), and cross-cultural equivalence was tested in participants from Chile (N = 234) and Colombia (N = 256). The results supported the reliability and validity of the Spanish NARQ, as well as the cross-cultural equivalence across Spanish-speaking countries. In addition, we discuss obtained differences across Spanish, Chilean and Colombian sample within two narcissistic strategies.     

Regression II. Development through regression

As shown in our previous paper (‘Regression I. Experimental approaches to regression’, JAP, 65, 2, 345-65), the common mechanism of regression can be described as reversible dedifferentiation, which is understood as a relative increase of the proportion of low-differentiated (older) systems in actualized experience. Experimental data show that regression following disease (chronic tension headache) is followed by adaptation and an increase in system differentiation in that experience domain which contains systems responsible for that adaptation. The results of mathematical modelling support the idea that reversible dedifferentiation can be one of the mechanisms for increasing the effectiveness of adaptation through learning. Reversible dedifferentiation, which is phenomenologically described as regression, is a general mechanism for restructuring the organism-environment interactions in situations where behaviours that were effective in the past become ineffective. Reversible dedifferentiation has evolved as a component of adaptation when new behaviours are formed and large-scale modifications in the existing behaviours are required in the face of changes in the external and/or internal environment. Thus, the authors believe that this article provides evidence for Jung’s view that regression is not only a ‘return’ to past forms of thinking, affects and behaviour, but that regressive processes provide a significant impetus for psychological growth and development.     

Comparison of contingent and noncontingent access to therapy dogs during academic tasks in children with autism spectrum disorder

This study compared contingent and noncontingent access to therapy dogs during educational tasks for children with autism spectrum disorder using a multielement design. The experimenters assessed whether initial preference for the dog predicted reinforcer efficacy and how preference changed across time. A higher response rate during contingent dog sessions than baseline sessions occurred for 4 out of 5 participants, suggesting that the dog functioned as a reinforcer. One participant engaged in a high rate of responding in both contingent and noncontingent dog conditions. Preference assessments revealed idiosyncrasies, suggesting that further research is needed into the predictive nature of initial preference assessments with animals as part of the stimulus array. The experimenters also analyzed salivary cortisol before and after sessions to determine if learning about the upcoming interaction with a dog reduced salivary cortisol in children. Cortisol was variable across participants, with only some deriving a potential physiological benefit from expecting to interact with the dog.     

Comparing skill acquisition under varying onsets of differential reinforcement: A preliminary analysis

The purpose of the current study was to evaluate the effect of implementing differential reinforcement at different times relative to the onset of teaching new skills to learners with autism spectrum disorder. Specifically, we first determined the most efficient differential reinforcement arrangement for each participant. Using the most efficient arrangement, we evaluated if differential reinforcement from the immediate onset, early onset, or late onset is the most efficient for learners to acquire a new skill. Three children diagnosed with autism spectrum disorder who have a history of receiving intervention based on the principles of applied behavior analysis participated in this study. The immediate onset of differential reinforcement resulted in the most efficient instruction in 6 of 7 comparisons. The results are discussed in light of previous studies and suggestions for future research are provided.     

Mathematical Creativity: A Combination of Domain-general Creative and Domain-specific Mathematical Skills

Creativity is an understudied topic in elementary school mathematics research. Nevertheless, we argue that creativity plays an important role in mathematics, but that more research is needed to understand this relation. Therefore, this study aimed to investigate this relation, specifically between domain-general creativity, domain-specific mathematical creativity, and mathematical ability. Measures for these constructs were administered to 342 Dutch fourth graders. In order to examine the nature of the relation between creativity and mathematics, two competing models were tested, using Structural Equation Modeling. The results indicated that models in which general creativity and mathematical ability both predict mathematical creativity fitted the data better than models in which mathematical and general creativity predict mathematical ability. This study showed that both general creativity and mathematical ability are important to think creatively in mathematics.     

The self and eating disorders

In our review, we focus on self-related constructs in the context of eating disorders with four aims. First, we examine a variety of self-related constructs that have been theoretically and empirically linked to the development and course of eating disorders. In addition to the more well-researched constructs of self-esteem and self-efficacy, we also report on findings related to selflessness, contingent self-worth, self-objectification, ego-syntonicity, self-concept clarity, self-compassion, social comparison, self-oriented perfectionism/self-criticism, and narcissism. Second, we discuss self-related constructs that may be especially relevant to comorbidities common among those with eating disorders. Third, we review intervention and prevention programs where self-related constructs play a prominent role. Lastly, we share future research directions regarding self-related constructs and eating disorders that we believe will advance a deeper understanding of the role of the self in the eating disorders.     

Rats (Rattus norvegicus) find occupancy of a restraint tube rewarding

Two experiments evaluated whether rats' occupancy of a restraint tube is reinforcing. In Experiment 1, each rat in the 0-min group moved freely in a chamber where a wall blocked access to a restraint tube. After 10 min the wall was removed, permitting 15 min of chamber access and tube entry. The other 2 groups were locked in the tube for 10 and 20 min respectively before release into the chamber for 15 min. Across sessions, rats locked up for 10 and 20 min entered the tube more frequently than rats in the 0-min group, and during the first 2 sessions rats in the 20-min group stayed in the tube longer than the other groups. Over sessions this difference disappeared. However, for all groups and sessions the mean percentage of session time in the tube exceeded chance expectations. This result suggests tube occupation was reinforcing. In Experiment 2’s Phase 1, rats could enter an open tube. On exiting, the tube door closed. A lever press opened the door for the rest of the 1-hr session. In Phase 2, these rats were locked in the tube for 10 min before the door opened. Upon exiting, the door closed. As in Phase 1, a lever press opened the door for the rest of the session. The latency between pressing and tube entry decreased over sessions, indicating that tube entry reinforced lever pressing. These results are difficult to reconcile with accounts of rat empathy based on the thesis that tube restraint distresses occupants.     

Young immigrants in Norway: The role of national and ethnic identity in immigrants’ integration

The present work investigates the endorsement, antecedents, relationships, and consequences of young immigrants’ social identities in Norway. Despite increasing numbers of refugees and immigrants entering Norway in recent years, little is known about the relationship between immigrants’ different social identities and their feeling of integration into Norwegian society. The main goal of the present research is to fill this gap by investigating whether relationships found in other European countries replicate in the Norwegian context. In line with theoretical considerations and earlier international findings, results from two studies with different immigrant groups (Study 1: high school students; N = 97; Study 2: university students; N = 93) show that the more young immigrants in Norway endorse their national (i.e., Norwegian) identity, the less they endorse their ethnic identity (e.g., Kurdish). We further show that perceived conflict between the two cultures cannot explain the negative relationship between national and ethnic identity. In addition, immigrants’ national identity endorsement is positively related to their dual identity endorsement (e.g., Kurdish-Norwegian). Positive contact with members of the receiving society predicts young immigrants’ feeling of being integrated in Norwegian society and this relationship is mediated by national identity. Results are discussed in terms of the crucial role social identities play in immigrants’ feeling of integration into European societies.     

Denial of gender discrimination is associated with better subjective well-being among women: A system justification account

Despite the fact that women face socially and politically sanctioned disadvantages every day, a large percentage of women and men report that gender discrimination is no longer a problem. Across three studies, which together include over 20,000 participants from 23 countries, we test the hypothesis that denial (vs. acknowledgement) of gender discrimination is associated with higher subjective well-being among women (Studies 1–3), and this is because denying gender discrimination promotes the view that the system is fair (Study 1). We further show that this happens above and beyond personal experiences with sexism (Study 1) and that the association is stronger in countries where sexism is relatively high (vs. low; Study 3). We argue that denial of discrimination is an individual-level coping mechanism and that, like other self-group distancing strategies, it may perpetuate gender inequality.     

Continuum between Relational and Therapeutic Models of Self-help in Mental Health: A Qualitative Approach

Self-help groups are generally described as “group[s] composed of individuals who meet on a regular basis to help one another cope with a life problem” (APA, 2019). Yet, it is challenging to find a univocal definition of self-help groups. Scholars usually use different labels to highlight various features of self-help groups, suggesting the need for further inquiry regarding commonalities and differences. The level of professional involvement is one of the most disputed factors influencing whether a group is considered to belong to the “self-help family.” The present qualitative study aimed to understand how professional support in Tuscany, Italy can influence the organizational choices of these groups (place for meetings, admission criteria, timing, etc.), as well as the personal beliefs of members. The study included 17 self-help groups. During 13 focus groups meetings, 92 participants were interviewed; then, we individually interviewed 19 facilitators and six additional key informants from mental health settings. We used a grounded theory approach, and we discussed the emerging models with participants at a public event. Results show the emergence of two theoretical models to define self-help groups, not to be interpreted as mutually exclusive. The “relational model” refers to self-help groups whose main feature is to guarantee the acquisition of specific skills (social comparison skills, active listening, and empathy), while the “therapeutic model” seems to represent a kind of assimilation of other types of interventions.