The effects of counterfactual defences on social judgements

Research on counterfactuals (‘If only…’) has seldom considered the effects of counterfactual communication, especially in a defensive context. In three studies, we investigated the effects of counterfactual defences employed by politicians. We assumed that self‐focused upward counterfactuals (‘If only I…, the outcome would have been better’) are a form of concession, other‐focused upward counterfactuals (‘If only they…, the outcome would have been better’) are a form of excuse, and self‐focused downward counterfactuals (‘If only I…, the outcome would have been worse’) are a form of justification. In Study 1, a counterfactual defence led to a more positive evaluation of the politician than a corresponding factual defence. Of the two types of defence, the counterfactual defence reduced the extent to which the politician was held responsible for the past event and was perceived as more convincing. In Study 2, counterfactual excuse and counterfactual justification were equally effective and led to a more positive evaluation of the politician than counterfactual concession. In Study 3, the higher effectiveness of counterfactual justification was independent from perceived ideological similarity with the politician, supporting the strength of this defence. These results show that counterfactual defences provide subtle communication strategies that effectively influence social judgements. Copyright © 2013 John Wiley & Sons, Ltd.     

WITTGENSTEIN'S PERSONALITY AND HIS RELATIONS WITH FREUD'S THOUGHT

In this contribution the author examines the connections between Wittgenstein's personality and his attitude to Freud's psychoanalytic theories in the light of biographies of the philosopher, published exchanges of letters between him and his sisters, his 'secret' diaries from the time of the First World War, his diaries from the nineteen-thirties and the writings in which he discusses Freud and psychoanalysis. The paper quotes liberally from all these sources. Following an account of Wittgenstein's cultural and family background in Vienna and his subsequent peripatetic life, hypotheses are presented concerning his personality, sexuality and 'internal' theology, together with some ideas about his relationship with his family (in particular, his parents and sisters) and his critique of Freud's theories, with particular reference to dreams and their interpretation. Wittgenstein emerges as a highly original philosopher who is, however, emotionally disturbed and restless. His personality is found to have narcissistic aspects that moulded his behaviour and thought, and the author contends that his mental suffering caused him to apply psychological and psychoanalytic categories to his philosophy.     

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.     

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.