Resilience and Positive Emotions: Examining the Role of Emotional Memories

Abstract Resilience has been frequently associated with positive emotions, especially when experienced during taxing events. However, the psychological processes that might allow resilient individuals to self-generate those positive emotions have been mostly overlooked. In line with recent advances in memory research, we propose that emotional memories play an important role in the self-generation of positive emotions. The present research examined this hypothesis in two studies. Study 1 provided initial data on the validity and reliability of a measure of emotional memories networks (EMN) and showed that it had a predictive value for broad emotion regulation constructs and outcomes. In addition, Study 1 showed that positive EMN mediated the relationship between psychological resilience and the experience of positive emotions in a context of sadness, even after controlling for pre-experimental positive mood. Study 2 replicated results of Study 1 in a context of anxiety and after controlling for positive affectivity trait.     

Stereotype endorsement and perceived ability as mediators of the girls' gender orientation–soccer performance relationship

ObjectiveThis study investigated girls' endorsement of the stereotype that girls are not good soccer performers through three questions: (1) did stereotype endorsement predict soccer performance? (2) Was this relationship mediated by perceived ability? (3) Was stereotype endorsement related to gender role orientation?MethodOne hundred and two junior high school girls from the 6th to the 9th grade (M age = 13.5 years, SD = 1.23) reported their beliefs about girls' and boys' performance in soccer, perceived ability and gender role orientation. Next, their soccer performance was observed during matches in compulsory physical education classes. A path-analytic model tested the relationships among the variables using a product-moment correlation matrix and a maximum likelihood estimation procedure.ResultsStereotype endorsement (i.e., the belief that girls' performance in soccer is poor) negatively predicted performance, this relationship being mediated by perceived ability. Moreover, masculinity positively predicted perceived ability, and this relationship was partially mediated by stereotype endorsement.ConclusionThis study reinforces the idea that girls' sports performance may be related to gender stereotypes. Interpretations of the results in light of Eccles et al.’s expectancy-value model and stereotype threat theory are discussed, along with implications for practice.     

Restraint and Cancellation: Multiple Inhibition Deficits in Attention Deficit Hyperactivity Disorder

We used variations of the stop signal task to study two components of motor response inhibition—the ability to withhold a strong response tendency (restraint) and the ability to cancel an ongoing action (cancellation)—in children with a diagnosis of attention deficit hyperactivity disorder (ADHD) and in non-ADHD controls of similar age (ages 7–14 years). The goal was to determine if restraint and cancellation were related and if both were deficient in ADHD. The stop signal task involved a choice reaction time task (go task) which required a rapid response. The demand for inhibitory control was invoked through the presentation of a stop signal on a subset of go trials which required that the ongoing response be suspended. The stop signal was presented either concurrently with the go signal (restraint version) or after a variable delay (cancellation version). In Study 1, we compared ADHD and control children on the cancellation version of the stop task; in Study 2, we compared ADHD and controls on the restraint version. In Study 3, a subset of ADHD and control participants completed both tasks so that we could examine convergence of these dimensions of inhibition. Compared to control participants, ADHD participants showed a deficit both in the ability to cancel and to restrain a speeded motor response. Performance on the restraint version was significantly correlated with performance on the cancellation version in controls, but not in ADHD participants. We conclude that ADHD is associated with deficits in both restraint and cancellation subcomponents of inhibition.     

Enhancing Compassion: A Randomized Controlled Trial of a Compassion Cultivation Training Program

Psychosocial interventions often aim to alleviate negative emotional states. However, there is growing interest in cultivating positive emotional states and qualities. One particular target is compassion, but it is not yet clear whether compassion can be trained. A community sample of 100 adults were randomly assigned to a 9-week compassion cultivation training (CCT) program (n = 60) or a waitlist control condition (n = 40). Before and after this 9-week period, participants completed self-report inventories that measured compassion for others, receiving compassion from others, and self-compassion. Compared to the waitlist control condition, CCT resulted in significant improvements in all three domains of compassion—compassion for others, receiving compassion from others, and self-compassion. The amount of formal meditation practiced during CCT was associated with increased compassion for others. Specific domains of compassion can be intentionally cultivated in a training program. These findings may have important implications for mental health and well-being.     

Intentional action arises from early reciprocal exchanges

Intentionality is defined as the cognitive ability to represent goals beyond the here and now of perception. First signs of intentionality appear by the second month after birth. A major mechanism responsible for such development might be the unique reciprocal and intentional ways humans communicate with each other, particularly their young progenies. I argue that starting in the second month, reciprocal exchanges, affective mirroring, and mutual imitations with others provide infants with the unique opportunity to differentiate as well as to compare and conjugate first (self) and third (others') person perspectives. This ability is a prerequisite not only for referential communication but also of intentionality. It corresponds to the emergence of a new contemplative and "meta" stance toward the world. An argument is made that the developmental origins of this stance are primarily social, not to be found in the individual infant interacting solely with physical objects.