A modified mark test for own-body recognition in pig-tailed macaques (Macaca nemestrina)

Classic mirror self-recognition mark tests involve familiarizing the subject with its mirror image, surreptitiously applying a mark on the subject’s eyebrow, nose, or ear, and measuring self-directed behaviors toward the mark. For many non-human primate species, however, direct gaze at the face constitutes an aggressive and threatening signal. It is therefore possible that monkeys fail the mark test because they do not closely inspect their faces in a mirror and hence they have no expectations about their physical appearance. In the current study, we prevented two pig-tailed macaques (Macaca nemestrina) from seeing their own faces in a mirror, and we adopted a modified version of the classic mark test in which monkeys were marked on the chest, a body region to which they normally have direct visual access but that in the current study was visible only via a mirror. Neither monkey tried to touch the mark on its chest, possibly due to a failure to understand the mirror as a reflective surface. To further the monkeys’ understanding of the mirror image, we trained them to reach for food using the mirror as the only source of information. After both monkeys had learned mirror-mediated reaching, we replicated the mark test. In this latter phase of the study, only one monkey scratched the red dye on the chest once. The results are consistent with other findings suggesting that monkeys are not capable of passing a mark test and imply that face and body recognition rely on the same cognitive abilities.     

Sadder but wiser: Emotional reactions and wisdom in a simulated suicide intervention

Scholars within the Berlin paradigm have analysed participants' responses to a hypothetical vignette about a friend's suicide ideation. However, no study has yet focused on participants' emotional reactions to this scenario, an important aspect of wisdom performance. We conducted a Thin‐Slice Wisdom study where participants were asked to give advice to a hypothetical friend contemplating suicide. We analysed their emotional profiles using facial expression analysis software (FACET2.1 and FACEREADER7.1). Participants' verbal responses were also transcribed and then scored by 10 raters using the Berlin criteria. Results revealed that the sadder the participants felt, the wiser their performance. Wiser participants may have been better at exploring this sad, but true, existential human dilemma.     

Am I guilty or not? Deontological guilt,uncertainty, and checking behavior

Literature suggests that checking behaviors are aimed at reducing feelings of uncertainty both in clinical samples with obsessive‐compulsive disorder and in general population. Previous studies also showed that deontological guilt is an emotion often associated with obsessive‐compulsive disorder. Thus, the aim of the current study was to investigate the differences in checking behaviors in the condition of high versus low uncertainty, by exploring the moderating role of deontological versus altruistic guilt. Participants were 108 undergraduate Italian university students who took part in a visual search task designed to elicit checking behavior. Ahead of the visual task, participants were administered one scenario in order to manipulate either deontological or altruistic guilt. The results showed that in the condition of uncertainty, compared with the condition of certainty, participants spent more time in checking behaviors and that such a difference was more consistent when participants experienced deontological rather than altruistic guilt. Limitations and further directions are discussed.     

Care vs Food as an Emotional Regulation Strategy in Elementary School Children: The Role of the Attachment Style

Abstract

According to attachment theory, potentially threatening stimuli tend to activate the attachment system for the search of the protective figure. In secure attachments, the experience of responsive relationships increases the probability of resorting to available figures as a strategy for regulating emotions in stressful situations. The aim of the research was to verify whether, in conditions of mild threat, children’s attachment styles affect the choice between caring relationships and food as a form of emotion regulation. We used a mixed experimental design to perform this research. Here, we presented children (N?=?65; M_age= 9.4) with threatening and neutral images and, afterwards, asked them to select from images of caring relationship or images of food. The results indicate that securely and ambivalently attached but not avoidantly attached children under both the neutral and threatening image conditions chose the care pictures over the food pictures. Second, only the securely attached increased their choice of care over food images in the threatening condition, and third, this difference was significant when compared with the avoidant children. In conclusion, the results show that although in general the choice of care is primary with respect to food, children with insecure attachments differ from secure children between the two options of emotional regulation.     

Put yourself in my wheelchair: Perspective-taking can reduce prejudice toward people with disabilities and other stigmatized groups

This study aimed to compare perspective-taking with a hypothetical target and perspective-taking occurring during a real interaction with an outgroup member in reducing prejudice toward people with disabilities and other groups (e.g., immigrants, homosexual people), via increased empathy. We adopted an experimental design with two treatment groups (Hypothetical target vs. Real target) and one control group (no intervention), one pretest and two posttest measures. Participants, who were 437 students aged 11–17 years (M = 14.28; SD = 1.17), were randomly assigned to the various conditions on a classroom basis. Perspective-taking was facilitated asking participants to travel in a wheelchair on a path that simulated a real pavement in the presence (or not) of an individual with a motor disability. Findings showed that perspective-taking in the presence of a real target was more effective in reducing prejudice toward people with disabilities than perspective-taking task without encountering an outgroup member. Perspective-taking with a hypothetical target was not sufficient to increase participants' empathy toward people with disabilities, which instead was enhanced when the task was performed at the presence of a real member of that group. Positive effects produced by perspective-taking (with both a hypothetical and a real target) were transferred to immigrants and homosexuals. These findings suggest that, when possible, perspective-taking in the presence of the target, which can improve empathy by favoring a two-way exchange process, is highly recommended to improve attitudes toward different stigmatized groups, not necessarily targeted by the intervention.     

Self-reported mental health problems and performance in mathematics and reading in children across Europe

ABSTRACT

The study examines the associations of specific self-reported internalizing and externalizing problems and performance in mathematics and reading in school-aged children across Europe. Data were drawn from 5,842 children between 6 and 13 years of age participating in the School Children Mental Health in Europe study and a large cross-sectional survey in France. Self-reported child mental health was assessed using the Dominic Interactive, academic performance was reported by teachers. Across Europe, controlling for key sociodemographic factors associated with achievement including maternal education, performance in mathematics was more often associated with the presence of externalizing and internalizing problems as compared to performance in reading. In addition, the findings point to significant sex differences in the associations of internalizing problems and academic achievement. Considering the impact of early academic difficulties in terms of later internalizing and externalizing problems and academic attainment, school-based interventions interrupting the cycle as early as possible are warranted.     

Birth rank as a determinant of academic achievement:results from a European survey of primary school children

ABSTRACT

The present study investigates the relationship between birth rank and academic achievement of children in a cross-country study to examine whether firstborn children perform better in primary school than later-born children when controlling for individual, social and parental characteristics. Data were drawn from the School Children Mental Health in Europe (SCMHE) study, which included samples from Bulgaria, Germany, Italy, Netherlands, Lithuania, Romania and Turkey (n = 7,518). Children’s academic performance in reading and mathematics was evaluated by teachers and parents reported sociodemographic variables including birth rank and parental attitudes. Controlling for individual, sociodemographic variables and parental attitudes in multinomial regressions, first- or second-born children displayed greater performance in mathematics and in reading as compared to children whose birth rank was third or above. Children from large families, especially when they are not first- or second-born appear to be at greater risk for academic difficulties and should benefit from targeted prevention efforts.