Timing during interruptions in timing

Duration and location of breaks in time interval production were manipulated in various conditions of stimulus presentation (Experiments 1-4). Produced intervals shortened and then stabilized as break duration lengthened, suggesting that participants used the break as a preparatory period to restart timing as quickly as possible at the end of the break. This interpretation was supported in Experiment 5, in which similar results were obtained with a reaction time response executed at the end of the break. In all experiments, produced intervals lengthened as the break occurred later during the interval. The authors conclude that varying break location and duration reveal, respectively, the influence of attentional time-sharing before the interruption and of preparatory processes taking place during the break.     

Nonmaternal care in infancy and emotional/behavioral difficulties at 4 years old: moderation by family risk characteristics

The authors examined the role of familial risk and child characteristics in the association between the type of child care in infancy (maternal care [MC]) versus nonmaternal care [NMC]) and emotional/behavioral difficulties at 4 years old. Canadian families (N=1,358) with children between 1 and 12 months old were followed over 4 years. Family risks were found to moderate the association between type of child care and physical aggression. MC in infancy was associated with lower levels of physical aggression among children from a low-risk family background but not among those from a high-risk family background. The effect size was small (d=-0.16; confidence interval [CI]=-0.3, -0.01). Family risk and the sex of the child moderated the association between child care and emotional problems. MC in infancy was associated with a lower level of emotional difficulties among girls from low-risk families but not among boys or among children from high-risk families. The effect size was moderate (d=-0.44; CI=-0.65, -0.23). The study indicates that the effect of child care type in infancy varies by family and child characteristics.     

Social representations of the individual: a post-Communist perspective

Social representations of the individual are examined in three post-Communist Central European nations, i.e. the Czech Republic, Slovakia and Hungary, and in three West European nations, i.e. Scotland, England and France. All six nations share a common European history since the Renaissance and Humanism, based on such values as freedom, agency, individual rights and individual responsibility. Many of these values were rejected by the Communist regimes in which people lived for 40 years. Extreme forms of individualism developed in certain West European nations during the same period. In view of these historical events we have asked the following questions: Do people in the post-Communist countries of Central Europe, after 40 years of totalitarian collectivism, still adhere to the values of the common European heritage? What is the meaning of ‘the individual’ today, in Western democracies and in Central European post-Communist nations? Which issues are important for the well-being of the individual and how do they relate to the political and economic circumstances of those individuals? The results show that the values of the common European heritage in Central Europe have not been destroyed and that factors relating to the well-being of the individual differ between the two parts of Europe. These data are discussed in terms of the political and economic situations in Central and Western Europe, the relationship between language and social representations and the structure of social representations. © 1998 John Wiley & Sons, Ltd.     

Exploring the black box of the contingent reward leadership–performance relationship: The role of perceived justice and emotional exhaustion

Using data collected from three different sources (N = 294), we examined a model in which perceived organizational justice (distributive, procedural, and interactional) and emotional exhaustion mediate the relationship between contingent reward leadership (CRL) and two performance indicators, namely organizational citizenship behaviours (OCB) and absenteeism. We found that procedural justice mediates the negative relationship between CRL and emotional exhaustion while controlling for work overload and transformational leadership. We also found that emotional exhaustion plays a mediating role in the relationship between two dimensions of justice (procedural and interactional) and both OCB and absenteeism. Interactional justice and distributive justice were also directly linked to OCB. Implications of these findings for research on leadership, psychological health, and organizational justice are discussed.     

“Behave like a responsible adult” – Relation between social identity and psychosocial skills at stake in self-management of a chronic disease

We show that the development of psychosocial skills promoting self-management of a chronic disease is associated with the acquisition of a social identity valued in the ideological context of reference. To do this, we focus on a skill that is important for people suffering from a chronic disease to acquire: Assuming responsibility for self-managing one’s own pathology. Because acting responsibly is also a skill socially attributed to the identity of adults in Western liberal societies, we studied the chronically ill’s sense of belonging to the adult social group. In Study 1 (N = 102 diabetics), we suggested that behaving like a “responsible adult” in the self-management of a chronic disease is socially valued. In Study 2 (N = 261 diabetics), we suggested that identification with this group is associated with a feeling of responsibility promoting improved self-management behaviors. The results obtained from the two studies are consistent with our hypotheses. They allow us to conceptualize psychosocial skills through the identity, ideological and normative issues that underpin their development.     

Spatial Learning by Rats across Visually Disconnected Environments

Two spatial tasks were designed to test specific properties of spatial representation in rats. In the first task, rats were trained to locate an escape hole at a fixed position in a visually homogeneous arena. This arena was connected with a periphery where a full view of the room environment existed. Therefore, rats were dependent on their memory trace of the previous position in the periphery to discriminate a position within the central region. Under these experimental conditions, the test animals showed a significant discrimination of the training position without a specific local view. In the second task, rats were trained in a radial maze consisting of tunnels that were transparent at their distal ends only. Because the central part of the maze was non-transparent, rats had to plan and execute appropriate trajectories without specific visual feedback from the environment. This situation was intended to encourage the reliance on prospective memory of the non-visited arms in selecting the following move. Our results show that acquisition performance was only slightly decreased compared to that shown in a completely transparent maze and considerably higher than in a translucent maze or in darkness. These two series of experiments indicate (1) that rats can learn about the relative position of different places with no common visual panorama, and (2) that they are able to plan and execute a sequence of visits to several places without direct visual feed-back about their relative position.