Longitudinal relationships between workplace bullying,basic psychological needs,and employee functioning: a simultaneous investigation of psychological need satisfaction and frustration

The aim of this cross-lagged study was to provide new insight into the interplay between workplace bullying, basic psychological needs (for autonomy, competence, and relatedness), and employee functioning. Based on new developments in self-determination theory (SDT) research, we simultaneously examined the temporal relationships between workplace bullying, need satisfaction and frustration, as well as two indicators of psychological functioning: life satisfaction and psychosomatic complaints. Data were collected at two time points over a 12-month period from a sample of 508 Canadian nurses. Results suggest that bullying not only negatively predicted satisfaction for the needs of autonomy and competence, it actively frustrated all three needs. Frustration of the needs for competence and relatedness as well as satisfaction of the need for relatedness also predicted the psychological functioning of employees exposed to bullying behaviour over time. Taken together, the results suggest that evaluating need frustration provides in-depth insight into the detrimental effects of bullying on employees’ psychological inner resources and may explain the impoverishment of employees’ psychological functioning when confronted with bullying behaviour. The implications for the bullying and SDT literature are discussed.     

Reversal learning in gonadectomized marmosets with and without hormone replacement: are males more sensitive to punishment?

This study examined sex differences in executive function in middle-aged gonadectomized marmosets (Callithrix jacchus) with or without hormonal replacement. We tested ten castrated male (mean age 5.5 years) marmosets treated with testosterone cypionate (T, n = 5) or vehicle (n = 5) on Reversal Learning, which contributes to cognitive flexibility, and the Delayed Response task, measuring working memory. Their performance was compared to that of 11 ovariectomized females (mean age = 3.7 years) treated with Silastic capsules filled with 17-β estradiol (E2, n = 6) or empty capsules (n = 5), previously tested on the same tasks (Lacreuse et al. in J Neuroendocrinol 26:296–309, 2014. doi: 10.1111/jne.12147). Behavioral observations were conducted daily. Females exhibited more locomotor behaviors than males. Males and females did not differ in the number of trials taken to reach criterion on the reversals, but males had significantly longer response latencies, regardless of hormone replacement. They also had a greater number of refusals than females. Additionally, both control and T-treated males, but not females, had slower responses on incorrect trials, suggesting that males were making errors due to distraction, lack of motivation or uncertainty. Furthermore, although both males and females had slower responding following an incorrect compared to a correct trial, the sex difference in response latencies was disproportionally large following an incorrect trial. No sex difference was found in the Delayed Response task. Overall, slower response latencies in males than females during Reversal Learning, especially during and following an incorrect trial, may reflect greater sensitivity to punishment (omission of reward) and greater performance monitoring in males, compared to females. Because these differences occurred in gonadectomized animals and regardless of hormone replacement, they may be organized early in life.     

Chronic Childhood Peer Rejection is Associated with Heightened Neural Responses to Social Exclusion During Adolescence

This functional Magnetic Resonance Imaging (fMRI) study examined subjective and neural responses to social exclusion in adolescents (age 12–15) who either had a stable accepted (n?=?27; 14 males) or a chronic rejected (n?=?19; 12 males) status among peers from age 6 to 12. Both groups of adolescents reported similar increases in distress after being excluded in a virtual ball-tossing game (Cyberball), but adolescents with a history of chronic peer rejection showed higher activity in brain regions previously linked to the detection of, and the distress caused by, social exclusion. Specifically, compared with stably accepted adolescents, chronically rejected adolescents displayed: 1) higher activity in the dorsal anterior cingulate cortex (dACC) during social exclusion and 2) higher activity in the dACC and anterior prefrontal cortex when they were incidentally excluded in a social interaction in which they were overall included. These findings demonstrate that chronic childhood peer rejection is associated with heightened neural responses to social exclusion during adolescence, which has implications for understanding the processes through which peer rejection may lead to adverse effects on mental health over time.     

Motor,affective and cognitive empathy in adolescence: Interrelations between facial electromyography and self-reported trait and state measures

This study examined interrelations of trait and state empathy in an adolescent sample. Self-reported affective trait empathy and cognitive trait empathy were assessed during a home visit. During a test session at the university, motor empathy (facial electromyography), and self-reported affective and cognitive state empathy were assessed in response to empathy-inducing film clips portraying happiness and sadness. Adolescents who responded with stronger motor empathy consistently reported higher affective state empathy. Adolescents' motor empathy was also positively related to cognitive state empathy, either directly or indirectly via affective state empathy. Whereas trait empathy was consistently, but modestly, related to state empathy with sadness, for state empathy with happiness few trait–state associations were found. Together, the findings provide support for the notion that empathy is a multi-faceted phenomenon. Motor, affective and cognitive empathy seem to be related processes, each playing a different role in the ability to understand and share others' feelings.     

Idiosyncratic Deals and Helping Behavior: The Moderating Role of I-deal Opportunity for Co-workers

Purpose

This study draws from social comparison theory to explore why and under which circumstances individuals receiving idiosyncratic deals (i-deals) are likely to help their co-workers.

Design

Data were collected with an alumni association of engineers. Participants completed two questionnaires (N = 182 at Time 2).

Findings

We find that the relationship between i-deals and helping behavior is not direct, but is mediated by organizational-based self-esteem. This relationship is stronger when i-deal recipients believe that their co-workers do not have the opportunity to get i-deals for themselves.

Implications

I-deal recipients are expected to help their colleagues because helping colleagues is consistent with the positive self developed thanks to i-deals. When co-workers have the opportunity to get i-deals for themselves, social comparison between the i-deal recipient and colleagues is likely to be more salient, which strengthen the indirect relationship between i-deal and helping behavior.

Originality

This study tests i-deals from the vantage point of social comparison theory rather than from the perspective of social exchange. We thereby provide a richer account of the complexities involved in helping behavior. By exploring contextual variables that are likely to trigger social comparisons, we also expect to better understand the circumstances under which i-deals are likely to be associated with helping behavior.

     

The spatiotopic representation of visual objects across time

Each eye movement introduces changes in the retinal location of objects. How a stable spatiotopic representation emerges from such variable input is an important question for the study of vision. Researchers have classically probed human observers' performance in a task requiring a location judgment about an object presented at different locations across a saccade. Correct performance on this task requires realigning or remapping retinal locations to compensate for the saccade. A recent study showed that performance improved with longer presaccadic viewing time, suggesting that accurate spatiotopic representations take time to build up. The first goal of the study was to replicate that finding. Two experiments, one an exact replication and the second a modified version, failed to replicate improved performance with longer presaccadic viewing time. The second goal of this study was to examine the role of attention in constructing spatiotopic representations, as theoretical and neurophysiological accounts of remapping have proposed that only attended targets are remapped. A third experiment thus manipulated attention with a spatial cueing paradigm and compared transsaccadic location performance of attended versus unattended targets. No difference in spatiotopic performance was found between attended and unattended targets. Although only negative results are reported, they might nevertheless suggest that spatiotopic representations are relatively stable over time.     

Everyday‐like memory for objects in ageing and Alzheimer's disease assessed in a visually complex environment: The role of executive functioning and episodic memory

To investigate everyday memory, more and more studies rely on virtual‐reality applications to bridge the gap between in situ approaches and laboratory settings. In this vein, the present study was designed to assess everyday‐like memory from the virtual reality‐based Human Object Memory for Everyday Scenes (HOMES) test (Sauzéon et al., 2012 , Exp. Psychol., 59, 99) in ageing and in Alzheimer's disease (AD). Two aims motivated this study: the first was to assess multiple processes of episodic memory (EM) functioning embedded within contexts closely related to real life in ageing and AD using the multi‐trial free‐recall paradigm, and the second aim was to evaluate the mediating effects of executive functioning (EF), EM, and subjective memory complaints (SMCs) on age differences in the HOMES measures and in AD. To this end, the HOMES test and neurocognitive tests of EF and EM were administered to 23 younger adults, 23 older adults, and 16 patients with AD. The results were: firstly, compared to young adults, elderly adults presented only free‐recall decline that almost disappeared in recognition condition whereas AD patients exhibited a poor clustering, learning, and recognition performance, and also a high amount of false recognition; secondly, age differences as well as AD related deficits on the HOMES test were mediated by both memory and EF measure while those observed on false memory indices were only mediated by EM measure; thirdly, the HOMES indices are related to SMCs even when episodic or EF measures are controlled. Overall, the results supported the fact that the VR‐based memory test is an appropriate device to capture age‐related differences as well as the AD effect with respect to both in situ and laboratory settings.     

Pink for Girls,Red for Boys,and Blue for Both Genders: Colour Preferences in Children and Adults

Colours carry social connotations like pink for girls and blue for boys. In a cross-sectional study, we investigated whether such early gender coding might be reflected in absolute colour preferences in children and adults of both genders. In two studies, participants selected their favourite (and least favourite, Study 2) colour from an unrestricted sample of colours. We tested 129 Swiss children (Study 1, 10–14 years-old, 68 boys) and 180 Swiss adults (Study 2, 17–48 years-old, 88 men). In children, we observed that girls chose pink/purple as their favourite hue more often than boys did, the most common favourite hue in girls and boys was blue, and boys chose red as their favourite more often than girls did. In adults, we observed that both genders almost never choose pink as their favourite, blue was a common favourite colour, and women were more likely to favour red than were men. In an additional study (n?=?183 Swiss participants, 47 men), we tested whether liking of pink, blue, and red was related to emotion associations with these colours. Pink was associated with positive emotions to the same extent as blue and red. Women further associated more positive emotions with pink than did men. We conclude that some commonalities (blue) and gender differences (pink and red) exist in absolute colour preferences. These differences, however, cannot be fully accounted by emotional associations. We speculate about these gendered colour preferences in relation to gender stereotypes and status differences between men and women.

     

A Patient-Tailored Evidence-Based Approach for Developing Early Neuropsychological Training Programs in Addiction Settings

Neuropsychology Review - Substance use disorders (SUDs) are associated with impairments of cognitive functions, and cognitive training programs are thus rapidly developing in SUD treatment....     

Acquisition of joint attention by olive baboons gesturing toward humans

Animal Cognition - Joint attention is a core ability of human social cognition which broadly refers to the coordination of attention with both the presence and activity of social partners. In both...