Chunking in task sequences modulates task inhibition

In a study of the formation of representations of task sequences and its influence on task inhibition, participants first performed tasks in a predictable sequence (e.g., ABACBC) and then performed the tasks in a random sequence. Half of the participants were explicitly instructed about the predictable sequence, whereas the other participants did not receive these instructions. Task-sequence learning was inferred from shorter reaction times (RTs) in predictable relative to random sequences. Persisting inhibition of competing tasks was indicated by increased RTs in n- 2 task repetitions (e.g., ABA) compared with n- 2 nonrepetitions (e.g., CBA). The results show task-sequence learning for both groups. However, task inhibition was reduced in predictable relative to random sequences among instructed-learning participants who formed an explicit representation of the task sequence, whereas sequence learning and task inhibition were independent in the noninstructed group. We hypothesize that the explicit instructions led to chunking of the task sequence, and that n- 2 repetitions served as chunk points (ABA-CBC), so that within-chunk facilitation modulated the inhibition effect.     

Event-related brain potentials elicited during word recognition by adult good and poor phonological decoders

Cognitive processing of lexical and sub-lexical stimuli was compared for good and poor adult phonological decoders. Sixteen good decoders and 16 poor decoders, average age 19 years, silently read 150 randomly computer presented sentences ending in incongruous regular, irregular, or nonwords and 100 congruent filler sentences. Electro-encephalographic recordings were made from the final word of each incongruous sentence. Although no significant group differences were found, good decoders showed specialised hemispheric word recognition processing at P200 and P300. Nonwords elicited greater N200 and P300 amplitudes for both good and poor decoders. Larger amplitude P200s were elicited by poor decoders when processing nonwords. These findings provide evidence for separable lexical and sub-lexical procedures and support a psychophysiological basis for a core phonological deficit in poor phonological decoders.     

Mentoring Global Dual-Career Couples: A Social Learning Perspective

This paper explores the dimensions and means to implement a global dual-career expatriate couple mentoring program. The rationale is that learning from an experienced mentor mitigates the complexity of global assignments, leading to more successful completion of overseas assignments. We explored the impact of such mentoring programs on "nontraditional" global managers, along with their trailing spouses. Social learning theory was used as the foundation for the development of such a mentoring program. To add to the contextual understanding of global assignments imposed on global dual-career couples, we explored the effectiveness of mentoring by investigating temporal (before, during, after expatriation) and gender-related dimensions. Further, we analyzed the level of mentor involvement (personal, organizational, and professional) regarding psychosocial and career development.     

Analogous mechanisms of selection and updating in declarative and procedural working memory: Experiments and a computational model

The article investigates the mechanisms of selecting and updating representations in declarative and procedural working memory (WM). Declarative WM holds the objects of thought available, whereas procedural WM holds representations of what to do with these objects. Both systems consist of three embedded components: activated long-term memory, a central capacity-limited component for building structures through temporary bindings, and a single-element focus of attention. Five experiments test the hypothesis of analogous mechanisms in declarative and procedural WM, investigating repetition effects across trials for individual representations (objects and responses) and for sets (memory sets and task sets), as well as set-congruency effects. Evidence for analogous processes was obtained from three phenomena: (1) Costs of task switching and of list switching are reduced with longer preparation interval. (2) The effects of task congruency and of list congruency are undiminished with longer preparation interval. (3) Response repetition interacts with task repetition in procedural WM; here we show an analogous interaction of list repetition with item repetition in declarative WM. All three patterns were reproduced by a connectionist model implementing the assumed selection and updating mechanisms. The model consists of two modules, an item-selection module selecting individual items from a memory set, or responses from a task set, and a set-selection module for selecting memory sets or task sets. The model codes the matrix of binding weights in the item-selection module as a pattern of activation in the set-selection module, thereby providing a mechanism for building chunks in LTM, and for unpacking them as structures into working memory.     

Feminists who flaunt it: exploring the enjoyment of sexualization among young feminist women

The phenomenon of women enjoying sexualized male attention has recently been operationalized and found to be related to primarily traditional and sexist beliefs, but some argue that enjoying sexiness can be a feminist act. This study assessed the extent to which 326 self‐identified heterosexual feminist women reported that they enjoyed sexualization and how this related to beliefs about the need for social change. Results indicated that enjoying sexualization was related to a mix of feminist and traditional beliefs. Paradoxically, feminists who enjoyed sexualization felt empowered but were less likely to notice personal social injustice or continued gender inequity. Whether embracing empowered sexuality is related to a more general gender empowerment is discussed.     

Embodiment effects in memory for facial identity and facial expression

Research suggests that states of the body, such as postures, facial expressions, and arm movements, play central roles in social information processing. This study investigated the effects of approach/avoidance movements on memory for facial information. Faces displaying a happy or a sad expression were presented and participants were induced to perform either an approach (arm flexion) or an avoidance (arm extension) movement. States of awareness associated with memory for facial identity and memory for facial expression were then assessed with the Remember/Know/Guess paradigm. The results showed that performing avoidance movements increased Know responses for the identity, and Know/Guess responses for the expression, of valence-compatible stimuli (i.e., sad faces as compared to happy faces), whereas this was not the case for approach movements. Based on these findings, it is suggested that approach/avoidance motor actions influence memory encoding by increasing the ease of processing for valence-compatible information.     

Insight into the Parenthood Paradox: Mental Health Outcomes of Intensive Mothering

Though people often report wanting to have children because they think it will make them happier, much research suggests that parenting is associated with decreased well-being. Other studies have found that parenting is related to increased life satisfaction. The goal of this study was to provide insight into this paradox by investigating the relationship between a specific way of parenting, intensive parenting, and maternal mental health. An online survey was completed by 181 mothers with children ages 5 and under. Intensive mothering beliefs correlated with several negative mental health outcomes. Controlling for perceived family social support, the belief that women are the essential parent was related to lower life satisfaction and believing that parenting is challenging was related to greater depression and stress. The results of this study suggest that aspects of intensive mothering beliefs are detrimental to women’s mental health. It may not be parenting per se, but specific and particularly intensive ways of parenting, that relate to negative mental health outcomes.     

Religiosity,coping, and suicidality within the religious Zionist community of Israela thematic qualitative analysis

The relationship between religion and mental health has been the subject of extensive research, particularly in recent years. The issues of coping and suicidality have also been widely studied. Significantly, however, how religious people cope with harsh life situations is an area which has been overlooked. The present study based on 18 semi-structured interviews, analyses have members of the Religious Zionist community in Israel cope with harsh life situations. Although the study confirms the conclusions of previous research – in general religion creates a buffer to suicide – the results showed a relatively low impact of religiosity on coping: in general these religious interviewees found it difficult to access their religiosity during harsh life situations. The paper suggests a range of explanations, for example the complexity of personal and collective identities which characterise this group, or – more significantly – the possibilty that religious coping is not actually absent but is only available in a second, later stage of coping.     

The Stigmatizing Effects of Affirmative Action: An Examination of Moderating Variables

Two studies examined (a) the pervasiveness of stigmas of incompetence, (b) the possible moderating effects of qualifications and type of affirmative-action plan, and (c) the influence of an individual's attitudes toward affirmative action on stigmatization of a beneficiary. Results for Study 1 showed that participants evaluated the affirmative-action hiree as less competent and unlikely to have been hired because of qualifications, regardless of the hiree's actual qualifications. Study 2 demonstrated that, while affirmative-action plan had no effect on participants' evaluations, association with affirmative action produced negative evaluations on competence, career progress, and hiring because of qualifications. Attitudes toward affirmative action had a stronger effect on evaluations of the hiree than the qualifications of the hiree. Implications for alleviating stigmatization are discussed.     

Challenge versus threat effects on the goal–performance relationship

This study tested the situational effects of goals and stress on the performance of complex tasks and on adaptation to change in the task. Difficult goals often exceed the individual's resources and thus create stress. However, stress may be appraised as either challenge or threat. Challenge is experienced when there is an opportunity for self-growth with available coping strategies, whereas threat is experienced when the situation is perceived as leading to failure with no available strategies to cope with it. We hypothesized that participants who appraised the situation as a challenge would perform better and adapt better to changes under difficult goal conditions, as compared with general goals or strategy goals. By contrast, threat appraisals would be better addressed by strategy goals rather than difficult goals. One hundred and fifty five students performed a task, which required their making predictions concerning the value of 120 companies' stocks based on three manipulated cues. We used a three by three by two factorial design in which goals, stress, and change (as a repeated factor) were varied to test the hypotheses. Results supported the main hypotheses and demonstrated that the same level of goal difficulty may lead to high or low performance and adaptation to change depending on the appraisal of the situation as challenging or threatening. The theoretical and practical implications of these findings are further discussed.