Does the type of judgement required modulate cue competition?

According to the comparator process hypothesis (Matute, Arcediano, & Miller, 1996), cue competition in the learning of between-events relationships arises if the judgement required involves a comparison between the probability of the outcome given the target cue and the probability of the outcome given the competing cue. Alternatively, other associative accounts (the Rescorla-Wagner model: Rescorla &Wagner, 1972) conceive cue competition as a learning deficit affecting the target cue-outcome association. Consequently, the comparator process hypothesis predicts that cue competition occurs in inference judgements but not in contiguity ones, for only the first type of judgement implicitly involves such a comparison. On the other hand, the Rescorla-Wagner model predicts cue competition in both inference and contiguity judgements, because it establishes no relevant role for the type of judgement in producing cue competition. In Experiments 1 and 2 we manipulated the relative validity of cues and the type of question (inference vs. contiguity) in a predictive learning task. In both experiments we found a cue competition effect, but no interaction between the relative validity of cues and the type of question, suggesting that the Rescorla-Wagner theory suffices to explain cue competition.     

Facilitation and interference in the color-naming task

Two experiments were conducted to evaluate the phonological activation of the name of pictures when participants had to name the color in which these pictures were depicted. In Experiment 1, participants named the color of pictures whose names and color names shared the phonological beginning (phonologically related condition), the color of pictures whose names and color names did not share phonology (phonologically unrelated condition), and the color of abstract forms (neutral condition). A facilitatory effect was obtained, so participants were faster in the related condition than in the unrelated condition. However, naming latencies were similar in the neutral condition and the unrelated condition. In Experiment 2, the unrelated condition was replaced by a phonologically incongruent condition in which the name of the picture was phonologically unrelated to its color name but related to the name of other response color names. The results showed again a facilitatory effect when the related condition was compared with the incongruent condition. Importantly, an interference effect was also observed, so naming latencies were longer in the incongruent condition than in the neutral condition. These results are discussed in terms of language production models.     

Guidance systems across Europe: heritage,change and the art of becoming

Guidance systems exist within learning, working and welfare cultures, which are upheld by prevailing institutions and stakeholders. Implementing a lifelong approach questions rooted codes and idiosyncrasies of the sectors across which guidance is distributed. To support individuals' careers, unlock their potential and increase their contribution to the economy i.e. support their process of becoming, lifelong guidance must strive for effective systems' integration across policy fields, cultures and organisations. This article departs from national experiences and discusses how cultures and institutional contexts generate resistance to change, but can also be the departure point for the successful development of lifelong support to people's careers.     

Analysis of the Impact of Creative Technique on the Motivation of Physical Education Students in Dance Content: Gender Differences

The aim of this study was to learn about the effectiveness of two dance teaching techniques, the creative examination technique and the direct instruction technique, on the satisfaction of basic psychological needs, the level of self‐determination, the perception of usefulness, enjoyment and effort of physical education students. Likewise, it purports to analyze the gender difference in the psychological variables addressed in agreement with the teaching technique used, to guide and personalize the treatment of these contents in physical education. A quasi‐experimental design was carried out with four natural groups from two school centers. The direct instruction technique was applied with two groups and the creative examination technique with the other two, in a total of 12 sessions. An initial and final measurement was taken in both groups, and the results revealed the complexity to motivate students after 12 sessions. However, the gender‐dependent analyses offer methodological guidelines, as the creative technique causes adaptative consequences on the male gender and disadaptative consequences on the female gender. By way of conclusion, we can highlight the need to devote more sessions to dance teaching and to apply different treatments depending on the gender.     

Risk Factors for Internalizing and Externalizing Problems in the Preschool Years: Systematic Literature Review Based on the Child Behavior Checklist 1½–5

Early childhood is a common period for the onset of internalizing and externalizing problems. Many are the risk factors that contribute to the emergence of these types of problems. Literature enhances the importance of viewing the child as part of a system, in order to better understand the origin, the trajectory and the impact of risk factors in child mental health in preschool age. The current systematic literature review aims to examine empirical evidence based on the Child Behavior Checklist 1½–5 for risk factors related to the presence of internalizing and externalizing problems in children aged between 3 and 6 years old. The literature review includes articles published from January 2001 to December 2014. Twenty-eight articles that attend to pre-established inclusion and exclusion criteria were reported throughout the review. In general, results indicate that risk factors for internalizing and externalizing problems in preschool age can be organized into three main groups of risks: environment factors, parental/parenting factors, and child factors. It is clear that frequently more than one risk related to the emergence of internalizing and externalizing problems in preschool age children are reported. It is also possible to note that are few risks factors consistently studied in this age, highlighting the need for further investigation.     

Does the Quality of Academic Life Matter for Students’ Performance,Loyalty and University Recommendation?

The quality of academic life (QAL) is concerned with all the general feelings of satisfaction of a student who experiences university. For universities, academic staff, public managers and policy makers, the fundamental question is how the measures and management of this construct can be improved in order to render a better service to students. Based on a sample of 726 students from all Portuguese State universities, we test a structural model that allows us to evaluate the impact of QAL on students’ academic performance (SAP) along with loyalty and willingness to recommend the university. In the analysis of all groups, the results reveal that QAL has a positive and significant, although not robust, influence on SAP. That positive influence is ratified, however, in the multi-group analysis for the 2nd and 3rd Study Cycles, through obtaining significant and robust empirical evidence. The results also show that QAL is a good predictor of loyalty and university recommendation.     

Erratum to: Reducing the Floor Effect in the SF-6D: A Feasibility Study

Applied Research in Quality of Life -     

Dirty dozen: A concise measure of dark triad traits among at-risk youths

Current Psychology - The Dark Triad is a term used to describe a constellation of three socially undesirable personality traits: psychopathy, narcissism, and Machiavellianism. The aim of the...