Flow and Happiness in Later Life: An Investigation into the Role of Daily and Weekly Flow Experiences

Fifty-four older adults ranging in age from 70 to 86 years old (M = 77.54) reported daily levels of positive and negative affect, life satisfaction and daily activities for seven consecutive days. Hierarchical linear modeling (HLM) was used to investigate inter- and intra-individual effects of flow experiences on affect. Higher quality of flow was positively associated with high arousal positive affect (i.e., feeling peppy, enthusiastic, happy), negatively associated with low arousal negative affect (i.e., feeling sad and disappointed), and positively associated with life satisfaction. However, more frequent flow experiences throughout the week predicted lower average levels of positive affect and life satisfaction. Overall, the results demonstrate that flow is linked to the affective experiences of older adults, and that an individual’s overall propensity to experience flow may be influential beyond the immediate effects of a given flow experience.     

Executive career management: Switching organizations and the boundaryless career

There has been little research examining executives who change jobs by specifically following these individuals both before and after their employer changes. By incorporating research on the boundaryless career [Arthur, M. B., & Rousseau, D. M. (Eds.). (1996). The boundaryless career: A new employment principle for a new organizational era. New York: Oxford University Press; Sullivan, S. E., & Arthur, M. B. (2006). The evolution of the boundaryless career concept: Examining physical and psychological mobility. Journal of Vocational Behavior, 69, 19-29] and applying Frank’s theory of relative standing (1985), this study examined factors that may cause executives to change jobs in the context of managing their careers. Our findings revealed that factors, such as age and compensation, were related to the likelihood of job movements as well as declining organizational health. Post-hoc analyses also indicated that executive job-changers received significantly greater increases in total compensation and were more likely to receive increases in organizational status.     

Efficacious Surroundings: Temple Space and Buddhist Well-being

This essay argues that the prospect of health and well-being from a Buddhist perspective must take into account an understanding of religiosity as a process of becoming, a culturally and contextually defined praxis of what and who it is we are and would like to become. It is in this process of becoming that a space of healing is made possible. It is not simply that Buddhist temple space is ‘good’ in some sort of clinical manner, but rather that it is active in its will to achieve a space of becoming healthy and whole.

Real-time comprehension of wh- movement in aphasia: evidence from eyetracking while listening

Sentences with non-canonical wh- movement are often difficult for individuals with agrammatic Broca's aphasia to understand (, inter alia). However, the explanation of this difficulty remains controversial, and little is known about how individuals with aphasia try to understand such sentences in real time. This study uses an eyetracking while listening paradigm to examine agrammatic aphasic individuals' on-line comprehension of movement sentences. Participants' eye-movements were monitored while they listened to brief stories and looked at visual displays depicting elements mentioned in the stories. The stories were followed by comprehension probes involving wh- movement. In line with previous results for young normal listeners [Sussman, R. S., & Sedivy, J. C. (2003). The time-course of processing syntactic dependencies: evidence from eye movements. Language and Cognitive Processes, 18, 143-161], the study finds that both older unimpaired control participants (n=8) and aphasic individuals (n=12) showed visual evidence of successful automatic comprehension of wh- questions (like "Who did the boy kiss that day at school?"). Specifically, both groups fixated on a picture corresponding to the moved element ("who," the person kissed in the story) at the position of the verb. Interestingly, aphasic participants showed qualitatively different fixation patterns for trials eliciting correct and incorrect responses. Aphasic individuals looked first to the moved-element picture and then to a competitor following the verb in the incorrect trials. However, they only showed looks to the moved-element picture for the correct trials, parallel to control participants. Furthermore, aphasic individuals' fixations during movement sentences were just as fast as control participants' fixations. These results are unexpected under slowed-processing accounts of aphasic comprehension deficits, in which the source of failed comprehension should be delayed application of the same processing routines used in successful comprehension. This pattern is also unexpected if aphasic individuals are using qualitatively different strategies than normals to comprehend such sentences, as under impaired-representation accounts of agrammatism. Instead, it suggests that agrammatic aphasic individuals may process wh- questions similarly to unimpaired individuals, but that this process often fails to facilitate off-line comprehension of sentences with wh- movement.     

Unmitigated communion and health among adolescents with and without diabetes: the mediating role of eating disturbances

The authors examined the implications of unmitigated communion--a focus on others to the exclusion of the self--for psychological and physical health among adolescents with (n = 132) and without (n = 131) diabetes times/during a 1-year period. Unmitigated communion predicted greater psychological distress and lower levels of competence cross-sectionally and longitudinally, controlling for sex, pubertal status, and communion. Health status moderated some longitudinal relations, such that relations held only for adolescents with diabetes. In addition, unmitigated communion was associated with poor metabolic control and predicted a deterioration in metabolic control over the year for adolescents with diabetes. Unmitigated communion also was associated with disturbed eating behavior cross-sectionally and longitudinally, and disturbed eating behavior explained some of the relations of unmitigated communion to psychological but not physical health outcomes.     

California Critical Thinking Disposition Inventory: further factor analytic examination

The stability of the factor structure of the California Critical Thinking Disposition Inventory was re-examined using a convenience sample of 800 undergraduate students from nursing (n=520 first bachelors' and n=185 second bachelors' students) and biology (n=95) enrolled in introductory courses in their majors at a 4-yr. mid-Atlantic public university. Ages ranged from 17 to 54 years (M = 23.0, SD = 5.9), with 92 men and 707 women (1 missing). 685 participants identified themselves as Euro-American, 65 as African American, 9 as Hispanic, 26 as Asian, and 11 as "Other" (4 missing). The inventory developed by Facione in 1994 is a 75-item, forced-choice, adjective checklist, yielding seven subscores and a total score assessing testees' disposition toward critical thinking. A principal components factor analysis did not replicate the original factor structure of seven factors but supported the stability of a four-factor structure which had emerged in previous work by Walsh and Hardy and by Kakai. When the 75 original items were reduced to 25, the explained variance for the inventory improved from 27% to 44.95%. Thus, further investigation and continued refinement is warranted.     

Classroom Interactions: Gender of Teacher,Gender of Student,and Classroom Subject

An observational study investigated the effects of gender of teacher, gender of student, and classroom subject (mathematics vs. English literature/language) on teacher–student interactions. A total of 597 high school students (294 males and 303 females) and 36 teachers (28 males and 8 females) were observed in either 18 mathematics classes or 18 literature/language classes. Students and teachers were predominately Caucasian, with the majority of students from a lower- or middle-class background. Observations were coded using the interactions for sex equity in classroom teaching (INTERSECT) observational instrument. It was found that female mathematics teachers, male literature/language teachers, and female literature/language teachers tended to interact somewhat more with male students than with female students. This tendency was not the result of male students having initiated more direct verbal interactions with teachers.     

Data from Russian Help to Determine in Which Languages the Possible Word Constraint Applies

The Possible Word Constraint, or PWC, is a speech segmentation principle prohibiting to postulate word boundaries if a remaining segment contains only consonants. The PWC was initially formulated for English where all words contain a vowel and claimed to hold universally after being confirmed for various other languages. However, it is crucial to look at languages that allow for words without vowels. Two such languages have been tested: data from Slovak were compatible with the PWC, while data from Tarifiyt Berber did not support it. We hypothesize that the fixed word stress could influence the results in Slovak and report two word-spotting experiments on Russian, which has similar one-consonant words, but flexible word stress. The results contradict the PWC, so we suggest that it does not operate in the languages where words without vowels are possible, while the results from Slovak might be explained by its prosodic properties.     

Power in methods: language to infants in structured and naturalistic contexts

Methods can powerfully affect conclusions about infant experiences and learning. Data from naturalistic observations may paint a very different picture of learning and development from those based on structured tasks, as illustrated in studies of infant walking, object permanence, intention understanding, and so forth. Using language as a model system, we compared the speech of 40 mothers to their 13‐month‐old infants during structured play and naturalistic home routines. The contrasting methods yielded unique portrayals of infant language experiences, while simultaneously underscoring cross‐situational correspondence at an individual level. Infants experienced substantially more total words and different words per minute during structured play than they did during naturalistic routines. Language input during structured play was consistently dense from minute to minute, whereas language during naturalistic routines showed striking fluctuations interspersed with silence. Despite these differences, infants' language experiences during structured play mirrored the peak language interactions infants experienced during naturalistic routines, and correlations between language inputs in the two conditions were strong. The implications of developmental methods for documenting the nature of experiences and individual differences are discussed.     

The Associations between Perceived Maternal Psychological Control and Academic Performance and Academic Self-Concept in Chinese Adolescents: The Mediating Role of Basic Psychological Needs

This study examined the associations between perceived maternal psychological control and adolescent academic functioning in terms of academic performance and academic self-concept. The study also tested the possible mediating role of basic psychological needs to investigate how parental psychological control is related to child academic functioning. A sample of Chinese adolescents (N?=?338) completed a self-administered questionnaire on maternal psychological control, academic self-concept, academic performance and basic psychological needs satisfaction. Structural equation modeling was used for data analyses. Findings of this study revealed that Chinese adolescents’ perceptions of maternal psychological control were associated with their academic self-concept, and furthermore this association was mediated by adolescents’ basic psychological needs satisfaction on autonomy, relatedness and competence. Theoretical and practical implications, as well as future research directions were discussed.