The dynamics of self-esteem in adults over a 6-month period: an exploratory study

In this exploratory study, the authors examined the dynamics of self-esteem in 8 adults over a 6-month period. Each participant (M age = 29.4 years, SD = 7.9, SEM = 2.8) completed a single item from the Physical Self Inventory (G. Ninot, M. Fortes, & D. Delignières, 2001) using a 10-cm visual analog scale (horizontal line), twice a day between 7:00 and 9:00 a.m. and between 7:00 and 9:00 p.m. Time series analyses, including autocorrelation and autoregressive integrated moving average (ARIMA) procedures, showed that global self-esteem dynamics were neither stable, stationary, nor random. The ARIMA procedures indicated that this perceived dimension functioned as a moving average (0, 1, 1) without a significant constant, thus suggesting a short-term dynamic adjustment. This pattern is a typical signature of a complex system submitted to several constraints and not an indication of personality trait or state.     

Toddlers' representations of space: the role of viewer perspective

In the present study, we examined how people code object location when an object is hidden in an enclosed space. On object location tasks involving disorientation, viewers must code the location of an object in relation to the spatial environment because they cannot directly track their changing relation to the object. Recently, we showed that viewers also code their perspective relative to the entire space (inside vs. outside) in such tasks. To determine whether viewers code perspective whenever they must locate an object, we examined young children's performance on a task in which coding perspective would be difficult. Our task involved both disorientation and translation (i.e., movement from inside to outside the space or vice versa). When translation preceded disorientation, performance was comparable to performance on tasks with no translation. However, when disorientation preceded translation, performance was at chance. The implications of these findings for location coding are discussed.     

Predictors of picture naming speed

We report the results of a large-scale picture naming experiment in which we evaluated the potential contribution of nine theoretically relevant factors to naming latencies. The experiment included a large number of items and a large sample of participants. In order to make this experiment as similar as possile to classic picture naming experiments, participants were familiarizedwith the materials during a training session. Speeded naming latencies were determined by a software key on the basis of the digital recording of the responses. The effects of various variables on these latencies were assessed with multiple regression techniques, using a repeated measures design. The interpretation of the observed effects is discussed in relation to previous studies and current views on lexical access during speech production.     

Does inconsistency always lead to negative affect? The influence of need for closure on affective reactions to cognitive inconsistency

We present an experiment showing that need for closure (NFC)—defined as the epistemic desire for certainty—can moderate individuals' affective reactions to cognitive inconsistency. Informed by Kruglanski and colleagues' new theory, that cognitive inconsistency elicits negative affect particularly under certain circumstances, we find that NFC (i.e. the desire for certain, stable and unambiguous knowledge) influences the strength of consistency effects and resulting negative affect. More specifically, we find that individuals who are high on NFC experience more negative affect upon encountering an inconsistent (vs. consistent) cognition. However, when individuals are low on NFC, inconsistency is irrelevant, and their affect depends on whether the ultimate outcome of the cognition is positive or negative. We discuss the theoretical and practical implications of this research.     

Exploring the Context-Sensitivity of Collective Action Motivations and the Mobilizing Role of Social Media: A Comparative Interview Study With Activists in Germany and Turkey

Western scholarship has underlined the relevance of social identity, perceived efficacy, emotions, and cost–benefit assessments as central catalysts of collective action. Little has been done to understand the context-sensitivity of these catalysts by means of cross-culturally comparative designs. The current study explores their context-sensitivity. It aims to find out whether existing opportunity structures in a democratic, nonrepressive country like Germany produce catalysts of collective action different from those produced in an autocratic, repressive country like Turkey. It also aims to understand the role of social media in mobilizing people in these two contexts. Semistandardized interviews with activists were carried out in both countries (n = 18 in Germany and n = 15 in Turkey) and analyzed by means of a cross-culturally comparative inductive coding procedure including initial and focused coding. Results show that collective action is related to different configurations of collective-action catalysts in the two countries. Solidarity concerns at the face of existential risks are more pronounced in Turkey, whereas political-change concerns are more important in Germany. The role of social media accordingly differs, adhering to the different activist goals. Theoretical implications for the role of context in studying collective action are discussed.     

Predicting remembering and forgetting of autobiographical memories in children and adults: a 4-year prospective study

Preservation and loss to forgetting of autobiographical memories is a focus in both the adult and developmental literatures. In both, there are comparative arguments regarding rates of forgetting. Children are assumed to forget autobiographical memories more rapidly than adults, and younger children are assumed to forget more rapidly than older children. Yet few studies can directly inform these comparisons: few feature children and adults, and few prospectively track the survival of specific autobiographical memories over time. In a 4-year prospective study, we obtained autobiographical memories from children 4, 6, and 8 years, and adults. We tested recall of different subsets of the events after 1, 2, and 3 years. Accelerated rates of forgetting were apparent among all child groups relative to adults; within the child groups, 4- and 6-year-olds had accelerated forgetting relative to 8-year-olds. The differences were especially pronounced in open-ended recall. The thematic coherence of initial memory reports also was a significant predictor of the survival of specific memories. The pattern of findings is consistent with suggestions that the adult distribution of autobiographical memories is achieved as the quality of memory traces increases (here measured by thematic coherence) and the rate of forgetting decreases.     

Text anxiety in adolescents: the role of self-criticism and acceptance and mindfulness skills

The current study sets out to explore test anxiety in adolescent students. The effect of sociodemographic variables on test anxiety was controlled for and the relationship between test anxiety and other psychological constructs, such as self-criticism, social anxiety, acceptance and mindfulness, was examined. In addition, the predictive effect/power of these variables was analyzed and a comparative study between high and low test anxiety adolescents was conducted. Participants in this study were 449 high school students, 211 boys and 238 girls, with a mean age of 16.28 years. These participants completed a battery of self-report questionnaires composed by the Portuguese versions of Test Anxiety Inventory (TAI), Child Acceptance and Mindfulness Measure (CAMM), Forms of Self-Criticizing/Attacking and Self-Reassuring Scale (FSCRS), and the Social Anxiety and Avoidance Scale for Adolescents (SAASA). Results showed that gender, self-criticism and competencies for acceptance and mindfulness had a significant and an independent contribution on the prediction of test anxiety. The comparative study revealed that adolescents with high test anxiety score significantly higher in negative forms of self-criticism, social anxiety and lower in self-reassurance, acceptance and mindfulness, when compared to those with low test anxiety. Despite its exploratory nature, the current study adds to the existing knowledge on the influence of psychological processes, such as self-criticism and acceptance, on test anxiety. These findings might constitute a relevant contribution to psychological intervention with adolescents.