Young adolescents' advertising literacy and purchase intention in social network games: Influence of perspective taking and need for cognition

Social network games (SNGs) are popular online venues for young adolescents. The aim of this study is to examine how individual traits, need for cognition (NFC) and perspective taking (PT), are related to young‐adolescents' conceptual (i.e. understanding selling and persuasive intentions) and attitudinal (i.e. critical attitude) advertising literacy in these SNGs. The current study also examines how a child's conceptual and attitudinal advertising literacy is related to purchase intentions after seeing advertising in an SNG. In total, 781 young adolescents (aged 10–14 years) took part in our study. First, participants were shown a 5‐min video clip of an SNG including advertising. After watching the video clip, the participants completed a questionnaire about, among others, NFC, PT, conceptual advertising literacy, attitudinal advertising literacy and purchase intentions. NFC was found predictive of children's understanding of the selling and persuasive intent of SNG advertising. This means that children who score higher on the NFC scale are also more likely to have a higher conceptual knowledge of SNG advertising. PT was found to negatively influence children's critical attitude towards SNG advertising. As expected, critical attitude towards advertising was negatively related to purchase intentions. Finally, purchase intention was only partially related to conceptual advertising literacy. Copyright © 2016 John Wiley & Sons, Ltd.     

Vulnerability Across the Life Course

This issue defines vulnerability as a key interdisciplinary concept for understanding life trajectories. Moreover, it develops a life course framework to study vulnerability along three structuring axes of research: multidimensionality, multilevel, and multidirectionality.     

Locally dependent latent trait model for polytomous responses with application to inventory of hostility

Psychological tests often involve item clusters that are designed to solicit responses to behavioral stimuli. The dependency between individual responses within clusters beyond that which can be explained by the underlying trait sometimes reveals structures that are of substantive interest. The paper describes two general classes of models for this type of locally dependent responses. Specifically, the models include a generalized log-linear representation and a hybrid parameterization model for polytomous data. A compact matrix notation designed to succinctly represent the system of complex multivariate polytomous responses is presented. The matrix representation creates the necessary formulation for the locally dependent kernel for polytomous item responses. Using polytomous data from an inventory of hostility, we provide illustrations as to how the locally dependent models can be used in psychological measurement.     

Flashbulb memories of personal events of 9/11 and the day after for a sample of New York City residents

The present study assessed consistency of recollections of personal circumstances of the 9/11 World Trade Center attack and events of the day before (9/10), and the day after (9/12), in a sample of 100 New York City college students. The day before 9/11 represented an ordinary event. A questionnaire was administered twice, 1 wk. and 1 yr. after the 9/11 attack. Students were asked to describe their personal circumstances when hearing about the news of the World Trade Center attack and for the same time of day for 9/10 and 9/12. 18 students returned the follow-up questionnaire. Consistency of initial and follow-up responses for the central categories for both 9/11 and 9/12 of where, who, and activity was very high (9/11: "Where"--100%, "Who"--100%, "What"--94%; 9/12: "Where"--100%, "Who"--100%, "What"--80%). Recollections of 9/10 were significantly less consistent ("Where"--79%, "Who"--71%, "What"--71%). Analysis indicated that students formed vivid, consistent recollections during the events of both 9/11 and 9/12. It is likely that the events of 9/12 also became flashbulb memories, vivid recollections of traumatic events, because the emotional impact of the stressful events, i.e., police and military presence, disrupted schedules, relating to the 9/11 attack endured beyond the day of the attack.     

A single case-study of diagonistic dyspraxia

Diagonistic dyspraxia is a clinical syndrome usually characterized by involuntary and conflicting behaviors between the hands following corpus callosum lesions. In the present study, we report the case of a patient who presents such symptoms, along with a series of complex abnormal behaviors, such as carrying out an action and subsequently doing the exact opposite, or being unable to choose between two alternative decisions. The data reported in this study indicate that, at least in some patients, diagonistic dyspraxia can be associated with abnormal, antagonistic, behaviors not limited to the hands. In our view, diagonistic dyspraxia result from lesion of the posterior corpus callosum while associated complex abnormal behaviors result from concomitant anterior lesions.     

Cognitive operations in the generation effect on a recall test: role of aging and divided attention

Generation effect (generated words are better memorized than read words) of anagrams, rhymes, and associates of target words was examined in young, elderly, and very old subjects. Experiments 1 and 2 showed that only young subjects benefit from the generation effect in a free-recall test when the rule is of a phonological nature. Experiments 3, 4, and 5 showed that the generation effect of rhymes was due to a resources-dependent self-initiated process. Experiments 4 and 5 showed that in a divided-attention situation, generation effect of rhymes is not significant in young subjects, but that the generation effect of semantic associates remains significant for both groups (Experiment 5). The results are discussed within the environmental support framework and the transfer-appropriate processing framework.     

Time-shrinking: the process of unilateral temporal assimilation

Our previous research on auditory time perception showed that the duration of empty time intervals shorter than about 250 ms can be underestimated hugely if they are immediately preceded by shorter time intervals. We named this illusion 'time-shrinking' (TS). This study comprises four experiments in which the preceding interval, t1, was followed by a standard interval, t2. When t1 < or = 200 ms, and t1 < or = t2, the underestimation of t2 came into view clearly. The absolute difference between t2 and t1 was the crucial factor for the illusion to appear. The underestimation increased when t2 increased from t1 to t1 + 65 ms, stayed at about 45 ms when t2 was between t1 + 65 ms and t1 + 95 ms, and disappeared suddenly when t2 exceeded t1 + 95 ms. This pattern of results was observed across all values of t1 < or = 200 ms. A model was fit to the data to elucidate the underlying process of the illusion. The model states that the perceived duration difference between t1 and t2 is reduced by cutting mental processing time for t2; in other words, that t2 assimilates to t1.     

Does action make the link between number and space representation? Visuo-manual adaptation improves number bisection in unilateral neglect

If the visual world is artificially shifted by only 10 degrees, people initially experience difficulty in directing their actions toward visual goals, but then rapidly compensate the visual distortion. The consequence of such adaptation can be measured as visual and proprioceptive aftereffects, as well as by performance on pointing tasks without visual feedback. Recent work has shown that more cognitive deficits can be improved following prism adaptation in patients with unilateral neglect. Here we show that a short visuo-manual adaptation to prisms improves performance on a mental number-bisection task recently shown to be impaired in unilateral neglect. The association previously found between space and number representation (the mental number line) may thus be grounded in common action principles. Our results suggest that visuo-motor plasticity functionally links parietal areas involved in space and number representation.     

Examining genetic and environmental effects on reactive versus proactive aggression

This study compared the contribution of genes and environment to teacher-rated reactive and proactive aggression in 6-year-old twin pairs (172 pairs: 55 monozygotic girls, 48 monozygotic boys, 33 dizygotic girls, 36 dizygotic boys). Genetic effects accounted for 39% of the variance of reactive aggression and for 41% of the variance of proactive aggression. The remainder of the variance was explained by unique environmental effects. Genetic as well as unique environmental effects were significantly correlated across reactive and proactive aggression (genetic correlation = .87, environmental correlation = .34), but this overlap was largely due to a common underlying form of aggression (i.e., teacher-rated physical aggression). Once common etiological factors due to physical aggression were accounted for, reactive and proactive aggression shared no other genes and only a few environmental influences, although additional specific genetic and environmental effects were observed for both reactive and proactive aggression. These specific effects indicate that both reactive and proactive aggression may be influenced mostly by socialization experiences that are specific to each type of aggression and only to a very small degree by specific genes.     

Do Early Difficult Temperament and Harsh Parenting Differentially Predict Reactive and Proactive Aggression?

The goal of this study was to examine the links between difficult temperament (i.e., negative emotionality) and harsh parental discipline during toddlerhood, and reactive and proactive aggression in kindergarten. These links were assessed on a longitudinal population-based study of 1516 boys and girls followed longitudinally from the age of 17 months through the age of 72 months. Two possible models were tested to examine the interplay between negative emotionality and harsh parenting in predicting later reactive aggression compared to proactive aggression. The first was an additive model where both aspects make unique contributions in predicting later reactive aggression. The second model was an interactive model where harsh parenting exacerbates the link between negative emotionality and reactive aggression. Results showed a specific contribution of negative emotionality to reactive aggression. The results relative to harsh parenting are more mixed but nonetheless in line with developmental models stressing different pathways to reactive and proactive aggression.