The relationship between Facebook and the well-being of undergraduate college students

We investigated how Facebook use and attitudes relate to self-esteem and college adjustment, and expected to find a positive relationship between Facebook and social adjustment, and a negative relationship between Facebook, self-esteem, and emotional adjustment. We examined these relationships in first-year and upper-class students and expected to find differences between the groups. Seventy undergraduate students completed Facebook measures (time, number of friends, emotional and social connection to Facebook), the Rosenberg Self-Esteem Scale, and the Student Adaptation to College Scale. First-year students had a stronger emotional connection to and spent more time on Facebook while they reported fewer friends than upper-class students did. The groups did not differ in the adjustment scores. The number of Facebook friends potentially hinders academic adjustment, and spending a lot of time on Facebook is related to low self-esteem. The number of Facebook friends was negatively associated with emotional and academic adjustment among first-year students but positively related to social adjustment and attachment to institution among upper-class students. The results suggest that the relationship becomes positive later in college life when students use Facebook effectively to connect socially with their peers. Lastly, the number of Facebook friends and not the time spent on Facebook predicted college adjustment, suggesting the value of studying further the notion of Facebook friends.     

Systematic empirical research versus clinical case studies: a valid antagonism?

This paper considers the issue of systematic empirical research versus clinical case studies raised by Hoffman (2009). A rebuttal of Hoffman's arguments is offered, followed by an argument that each method addresses itself to different questions and that posing them in opposition is not fruitful. Finally, criteria and requirements of the case study method are proposed that, if met, would enhance its evidential value.     

For my eyes only: gaze control, enmeshment, and relationship quality

Perceived closeness that preserves the distinctness of each partner enhances intimate relationship quality, whereas pseudocloseness or enmeshment--reflecting an inability to distinguish one's own thoughts and emotions from a partner's--may have more negative outcomes (R. J. Green & P. D. Werner, 1996). Two studies investigated whether a dispositional inability to differentiate self from other is manifested at the attentional level as reduced capacity to inhibit following the gaze of another (A. Frischen, A. P. Bayliss, & S. P. Tipper, 2007). Among healthy elderly spouses in Study 1, superior gaze control predicted superior sociocognitive functioning, and those with poorer gaze control abilities were perceived by the partner as constricting the perceiving partner's autonomy, which in turn predicted lower relationship satisfaction among the latter. Moreover, these links were mediated by enmeshment, as indicated by the percentage of "we"-focused versus "I"- or partner-focused thoughts and emotions in the partners' independent accounts of the same relationship events. Extending these findings in a sample of Parkinson's disease patients and their spouses, Study 2 revealed a biphasic effect of self-other differentiation on relationship dynamics: In the early stages of the disease, increased couple focus promoted superior relationship quality, whereas lack of self-other differentiation predicted poorer relationship quality later. Thus, dispositional variations in fundamental social-perceptual processes predict both close relationship dynamics and long-term relationship quality.     

Managing two cultural identities: the malleability of bicultural identity integration as a function of induced global or local processing

Increasingly, individuals identify with two or more cultures. Prior research has found the degree to which individuals chronically integrate these identities (bicultural identity integration; BII) moderates responses to cultural cues: High BII individuals assimilate (adopting biases that are congruent with norms of the cued culture), whereas low BII individuals contrast (adopting biases that are incongruent with these norms). The authors propose BII can also be a psychological state and modulated by shifts in processing styles. In four experiments, the authors induced a global or local processing style using physical posture (Experiment 1) and cognitive manipulations (Experiments 2-4) and found that BII is enhanced in contexts facilitating a more global processing style (i.e., smiling, high-level construal, and similarity focus). The authors also found that contrastive responses to cultural cues are diminished when BII is situationally enhanced. Implications for research on processing style, identity integration, and performance in culture-based situations are discussed.     

Prefrontal cortex dysfunction and ‘Jumping to Conclusions’: Bias or deficit?

The 'beads task' is used to measure the cognitive basis of delusions, namely the 'Jumping to Conclusions' (JTC) reasoning bias. However, it is not clear whether the task merely taps executive dysfunction - known to be impaired in patients with schizophrenia - such as planning and resistance to impulse. To study this, 19 individuals with neurosurgical excisions to the prefrontal cortex, 21 unmedicated adults with Attention Deficit Hyperactivity Disorder (ADHD), and 25 healthy controls completed two conditions of the beads task, in addition to tests of memory and executive function as well as control tests of probabilistic reasoning ability. The results indicated that the prefrontal lobe group (in particular, those with left-sided lesions) demonstrated a JTC bias relative to the ADHD and control groups. Further exploratory analyses indicated that JTC on the beads task was associated with poorer performance in certain executive domains. The results are discussed in terms of the executive demands of the beads task and possible implications for the model of psychotic delusions based on the JTC bias.     

Patient and partner correlates of couple relationship functioning in bipolar disorder

Extensive research in unipolar depressed and population-based samples has shown cross-partner associations between depressive symptoms and relationship adjustment. Yet despite evidence that bipolar disorder (BPD) is a more chronic and severe illness than unipolar depression, that individuals with BPD are at risk for interpersonal dysfunction, and that critical, unsupportive relationships are predictive of the course of depressive symptoms in BPD, there have been limited efforts to understand the correlates of relationship functioning within BPD. The current study addresses this gap in the literature by examining the associations between the depressive and manic symptoms of individuals with BPD, their partner's depressive symptoms, and relationship functioning, using a multimethod, multi-informant approach. Results revealed that the depressive symptoms of the individual with BPD were associated with poorer relationship functioning, particularly when the partner without BPD also had elevated depressive symptoms. In addition, an interaction between the individual with BPD's depressive and manic symptoms was observed, such that manic symptoms were associated with increased observed hostility and poorer partner relationship adjustment, but only when depressive symptoms were also elevated. These effects persisted even after overall mental health of both partners was controlled.     

A critical eye: Praise directed toward traits increases children’s eye fixations on errors and decreases motivation

Although there is evidence that praise of different types (i.e., generic vs. nongeneric) influences motivation, it is unclear how this occurs. Generic praise (e.g., ??You are smart??) conveys that a child possesses a trait responsible for their performance, whereas nongeneric praise (e.g., ??You worked hard??) conveys that performance is effort-based. Because praise conveys the basis for success, praise may change the interpretation and salience of errors. Specifically, generic praise may highlight the threatening nature of error (i.e., the child does not possess this trait). Because attention is drawn to threats in the environment, we expected generic praise to increase attention to error. We used eyetracking to measure implicit responses to errors (i.e., visual attention: fixation counts and durations) in order to determine the relation between visual attention and verbal reports of motivation (persistence and self-evaluations) in 30 four- to seven-year-old children. Children first saw pictures attributed to them, for which they received either generic or nongeneric praise. The children then saw pictures attributed to them that contained errors??that is, missing features. As a pretest and posttest, the children saw pictures that were ??drawn by other children,?? half of which contained errors. The results indicated that children who received generic praise (??you are a good drawer??) produced more and longer fixations on errors, both their ??own?? and on ??other children??s,?? than did children who received nongeneric praise (??you did a good job drawing??). More fixations on errors were related to lower persistence and lower self-evaluations. These results suggest that generic praise increases attention to errors because error threatens the possession of a positive trait.     

Selective lesions of the dentate gyrus produce disruptions in place learning for adjacent spatial locations

The hippocampus (HPP) plays a known role in learning novel spatial information. More specifically, the dentate gyrus (DG) hippocampal subregion is thought to support pattern separation, a mechanism for encoding and separating spatially similar events into distinct representations. Several studies have shown that lesions of the dorsal DG (dDG) in rodents result in inefficient spatial pattern separation for working memory; however, it is unclear whether selective dDG lesions disrupt spatial pattern separation for reference memory. Therefore, the current study investigated the role of the dDG in pattern separation using a spatial reference memory paradigm to determine whether the dDG is necessary for acquiring spatial discriminations for adjacent locations. Male Long-Evans rats were randomly assigned to receive bilateral intracranial infusions of colchicine or saline (control) into the dDG. Following recovery from surgery, each rat was pseudo-randomly assigned to an adjacent arm or separate arm condition and subsequently tested on a place-learning task using an eight-arm radial maze. Rats were trained to discriminate between a rewarded arm and a nonrewarded arm that were either adjacent to one another or separated by a distance of two arm positions. Each rat received 10 trials per day and was tested until the animal reached a criterion of nine correct choices out of 10 consecutive trials across 2 consecutive days of testing. Both groups acquired spatial discriminations for the separate condition at similar rates. However, in the adjacent condition, dDG lesioned animals required significantly more trials to reach the learning criterion than controls. The results suggest that dDG lesions decrease efficiency in pattern separation resulting in impairments in the adjacent condition involving greater overlap among the distal cues. Conversely, in the separate condition, there was less overlap among distal cues during encoding and less need for pattern separation. These findings provide further support for a critical role for the dDG in spatial pattern separation by demonstrating the importance of a processing mechanism that is capable of reducing interference among overlapping spatial inputs across a variety of memory demands.