A cognitive and an affective dimension of alexithymia in six languages and seven populations

The Dutch Bermond–Vorst Alexithymia Questionnaire (BVAQ) is translated into various languages. The aim of this research was to establish the factor structure of subscales on seven cultural groups. The BVAQ consists of five subscales of eight items each: Emotionalising, Fantasising, Analysing, Identifying, and Verbalising emotions. The BVAQ was administered to a group of Dutch students (n=375), a group of English students (n=175), a group of Australian students, university employees and visitors (n=216), a group of French speaking Belgian students (n=175), a group of Italian people (n=791; a mix of various clinical groups), a group of Polish people (n=427; also a mix of various clinical groups) and a group of Russian people (n=141; general population). The hypothesised two-factor structure of an affective alexithymia dimension (Emotionalising, Fantasising) and a cognitive alexithymia dimension (Insight and Verbalising), with “Analysing emotions” loading on both factors, was clearly supported by confirmatory factor analyses (CFA). Both orthogonal and oblique principal components analyses (PCA), without restriction concerning the number of factors, provided the same two-factor solution in all groups explaining between 55% and 64% of the variance. Oblique rotation further demonstrated that the correlations between these two factors were low in all populations. The combined CFA and PCA results, therefore, indicated that a model with two independent factors has to be preferred over the model assuming two correlated factors.     

Pleasant emotional induction broadens the visual world of young children

These experiments aimed at studying the influence of emotional context on global/local visual processing in children. Children 5 years old, known to present an immature global visual bias, and 8 years old, known to pay attention predominantly to global information, were placed in either a neutral or pleasant emotional context and subsequently presented with a global/local visual judgement task. As with previous findings for adults, both age groups presented a pronounced perceptual bias toward global information following exposure to emotionally pleasant pictures. Interestingly, younger children, who do not present a global bias during the neutral exposure, presented the same preference for global information as older children when exposed to the pleasant context. These findings indicate that emotion may strongly affect visual perception in children, with important implications for educational practice and models of cognition.     

Optimising retention through multiple study opportunities over days: The benefit of an expanding schedule of repetitions

Few studies have investigated how scheduling repeated studies of the same material over several days influences its subsequent retention. The study-phase retrieval hypothesis predicts that, under these circumstances, expanding intervals between repetitions will promote the greatest likelihood that the participant will be reminded of previous occurrences of the item, thus leading to a benefit for subsequent recall. In the present article, participants studied vocabulary pairs that were repeated according to one of three schedules. In the expanding schedule, pairs were presented on days 1, 2 and 13; in the uniform schedule, on days 1, 7 and 13; and in the contracting schedule, on days 1, 12 and 13. Cued-recall was assessed after a retention interval (RI) of 2, 6 or 13 days. Consistent with predictions, the expanding schedule generally led to better performance than the other schedules. However, further analyses suggested that the benefit of an expanding schedule may be greater when the RI is longer.     

Impact of Motivational Climates on Claimed Self-Handicapping Strategies: Illustration in Tropical Environment

The purpose of the present study was to quantitatively and qualitatively examine whether claimed self-handicapping is increased in a performance motivational climate (PMC) compared with a mastery motivational climate (MMC) within a strictly controlled tropical environment. Participants completed measures of self-handicapping using open-ended questions before a physical test. The analyses revealed that (a) participants who engage in self-handicapping strategy were more numerous, (b) the number of self-handicap reported self-handicap score were greater, and (c) participants who engage in self-handicapping strategy reported more impediments in the PMC as compared with MMC. Information about the nature of self-handicapping claims is also provided.     

Postural coordination in looking and tracking tasks

Participants stood in a moving room and looked at a target that was attached to the front wall of the room. They were instructed either to look at the target or to track it, that is, to move so as to maintain a constant distance between the target and their head. Previous research (e.g. Bardy, Oullier, Bootsma, & Stoffregen, Journal of Experimental Psychology: Human Perception and Performance, 2002) has documented stable modes of coordination of the hip and ankle joints that emerge during the tracking task. In the present study our main goal was to determine the effects of task variation (tracking versus looking) on these postural coordination modes. Within trials, we varied the frequency of room motion between 0.10 and 0.75 Hz. The results revealed that in both the tracking and looking tasks, posture was characterized by the emergence of in-phase and anti-phase modes, although the modes were more prominent in the tracking task. For both tasks the coordination mode adopted depended on the frequency of motion of the moving room. Coupling between motion of the room and motion of the head was stronger in the tracking task than in the looking task. Overall, the dynamics of hip-ankle coordination were qualitatively similar during the looking and tracking tasks. This similarity has consequences for the development of a general theory of the visual regulation of stance.     

Methods for comparing scanpaths and saliency maps: strengths and weaknesses

In this article, we are interested in the computational modeling of visual attention. We report methods commonly used to assess the performance of these kinds of models. We survey the strengths and weaknesses of common assessment methods based on diachronic eye-tracking data. We then illustrate the use of some methods to benchmark computational models of visual attention.     

Deductive reasoning and matching-bias inhibition training: Evidence from a debiasing paradigm

Using the matching bias example, the aim of the present studies was to show that adults' reasoning biases are due to faulty executive inhibition programming. In the first study, the subjects were trained on Wason's classical card selection task; half were given training in how to inhibit the perceptual matching bias (experimental group) and half in logic without the inhibition component (control group). On the pre- and post-tests, their performance was assessed on the Evans conditional rule falsification task (with a negation in the antecedent of the rule), a task that also involves matching bias. In addition, subjects were tested for perceptual field dependence/independence using the Embedded Figures Test. The results brought out a specific inhibition training effect, as well as a clear-cut relationship in the experimental group between receptiveness to training and perceptual field independence. In the second study, the training paradigm was the same except that on the pre- and post-tests, the negation was in the consequent of the conditional rule (in this case, the perceptual matching response corresponds to the logical response). The subjects succeeded on the pre-test, and the matching-bias inhibition training had a negative effect on post-test performance. This specific negative priming effect confirms the inhibitory impact of our experimental training and outlines the dissociation of inhibition and logical components.     

Holistic face encoding is modulated by perceived face race: Evidence from perceptual adaptation

Human expertise at processing faces relies on how facial features are encoded: as a whole template rather than as a sum of independent features. This holistic encoding is less prominent for other-race faces, possibly accounting for the difficulty one encounters in recognizing these faces (the ‘other-race effect’). Here, we tested the hypothesis that the magnitude of holistic face encoding can be modulated by racial categorization of the face. Caucasian participants performed a face-composite task with ‘racially-ambiguous’ face-stimuli (cross-race morphed faces, equally categorized as Asian or Caucasian faces in an independent task). The perceived race of the ambiguous faces was manipulated using adaptation. Experiment 1 showed that identical morphed face-stimuli were processed more holistically when perceived as ‘same-race’ than as ‘other-race’, i.e., following adaptation to ‘other-race’ versus ‘same-race’, respectively. Experiment 2 ascertained that the determining factor in the observed holistic processing modulation was the race of the racially-ambiguous face as perceived, rather than expected, by the participants, which supports the idea that the holistic processing of the face-stimuli was modulated by their race-categorization at the perceptual level.     

Metacognition and low achievement in mathematics: The effect of training in the use of metacognitive skills to solve mathematical word problems

The central question underlying this study was whether metacognition training could enhance the two metacognition components—knowledge and skills—and the mathematical problem-solving capacities of normal children in grade 3. We also investigated whether metacognitive training had a differential effect according to the children's mathematics level. A total of 48 participants took part in this study, divided into an experimental and a control group, each subdivided into a lower and a normal achievers group. The training programme took an interactive approach in accordance with Schraw's (1998 Schraw, G. 1998. Promoting general metacognitive awareness. Instructional Science, 26: 113–125. [Crossref], [Web of Science ®] , [Google Scholar]) recommendation and was carried out over five training sessions. Results indicated that children in the training group had significantly higher post-test metacognitive knowledge, metacognitive skills, and mathematical problem-solving scores. In addition, metacognitive training was particularly beneficial to the low achievers. Thus metacognitive training enabled the low achievers to make progress and solve the same number of problems on the post-test as the normal achievers solved on the pre-test.     

Exploring the black box of the contingent reward leadership–performance relationship: The role of perceived justice and emotional exhaustion

Using data collected from three different sources (N = 294), we examined a model in which perceived organizational justice (distributive, procedural, and interactional) and emotional exhaustion mediate the relationship between contingent reward leadership (CRL) and two performance indicators, namely organizational citizenship behaviours (OCB) and absenteeism. We found that procedural justice mediates the negative relationship between CRL and emotional exhaustion while controlling for work overload and transformational leadership. We also found that emotional exhaustion plays a mediating role in the relationship between two dimensions of justice (procedural and interactional) and both OCB and absenteeism. Interactional justice and distributive justice were also directly linked to OCB. Implications of these findings for research on leadership, psychological health, and organizational justice are discussed.