Electrophysiological correlates of emotional crossmodal processing in binge drinking

Emotional crossmodal integration (i.e., multisensorial decoding of emotions) is a crucial process that ensures adaptive social behaviors and responses to the environment. Recent evidence suggests that in binge drinking—an excessive alcohol consumption pattern associated with psychological and cerebral deficits—crossmodal integration is preserved at the behavioral level. Although some studies have suggested brain modifications during affective processing in binge drinking, nothing is known about the cerebral correlates of crossmodal integration. In the current study, we asked 53 university students (17 binge drinkers, 17 moderate drinkers, 19 nondrinkers) to perform an emotional crossmodal task while their behavioral and neurophysiological responses were recorded. Participants had to identify happiness and anger in three conditions (unimodal, crossmodal congruent, crossmodal incongruent) and two modalities (face and/or voice). Binge drinkers did not significantly differ from moderate drinkers and nondrinkers at the behavioral level. However, widespread cerebral modifications were found at perceptual (N100) and mainly at decisional (P3b) stages in binge drinkers, indexed by slower brain processing and stronger activity. These cerebral modifications were mostly related to anger processing and crossmodal integration. This study highlights higher electrophysiological activity in the absence of behavioral deficits, which could index a potential compensation process in binge drinkers. In line with results found in severe alcohol-use disorders, these electrophysiological findings show modified anger processing, which might have a deleterious impact on social functioning. Moreover, this study suggests impaired crossmodal integration at early stages of alcohol-related disorders.     

Multimedia instructions and cognitive load theory: Effects of modality and cueing

Background: Recent research on the influence of presentation format on the effectiveness of multimedia instructions has yielded some interesting results. According to cognitive load theory (Sweller, Van Merriënboer, & Paas, 1998) and Mayer's theory of multimedia learning (Mayer, 2001), replacing visual text with spoken text (the modality effect) and adding visual cues relating elements of a picture to the text (the cueing effect) both increase the effectiveness of multimedia instructions in terms of better learning results or less mental effort spent. Aims: The aim of this study was to test the generalisability of the modality and cueing effect in a classroom setting. Sample: The participants were 111 second‐year students from the Department of Education at the University of Gent in Belgium (age between 19 and 25 years). Method: The participants studied a web‐based multimedia lesson on instructional design for about one hour. Afterwards they completed a retention and a transfer test. During both the instruction and the tests, self‐report measures of mental effort were administered. Results: Adding visual cues to the pictures resulted in higher retention scores, while replacing visual text with spoken text resulted in lower retention and transfer scores. Conclusions: Only a weak cueing effect and even a reverse modality effect have been found, indicating that both effects do not easily generalise to non‐laboratory settings. A possible explanation for the reversed modality effect is that the multimedia instructions in this study were learner‐paced, as opposed to the system‐paced instructions used in earlier research.     

Interaction Analysis and Psychology: A Dialogical Perspective

Interaction analysis is not a prerogative of any discipline in social sciences. It has its own history within each disciplinary field and is related to specific research objects. From the standpoint of psychology, this article first draws upon a distinction between factorial and dialogical conceptions of interaction. It then briefly presents the basis of a dialogical approach in psychology and focuses upon four basic assumptions. Each of them is examined on a theoretical and on a methodological level with a leading question: to what extent is it possible to develop analytical tools that are fully coherent with dialogical assumptions? The conclusion stresses the difficulty of developing methodological tools that are fully consistent with dialogical assumptions and argues that there is an unavoidable tension between accounting for the complexity of an interaction and using methodological tools which necessarily “monologise” this complexity.     

What Is Sexual Empowerment? A Multidimensional and Process-Oriented Approach to Adolescent Girls’ Sexual Empowerment

Theorists disagree about how to define the concept of empowerment. This disagreement extends to discussions of adolescent girls’ sexual empowerment. Feminists struggle with whether sexual empowerment should be conceptualized as a subjective internal feeling of power and agency or an objective measure of power and control. Defining sexual empowerment as a subjective state may mistakenly equate feelings of agency with cultural and institutional power. Yet, a subjective definition of sexual empowerment is advantageous in that it validates girls’ own experiences and perceptions. This commentary argues that sexual empowerment might best be conceptualized as a continuous and multidimensional construct. This would allow for the recognition of sexual empowerment as a developmental process, and it would allow for the acknowledgement of ambivalent empowerment.     

The impact of methodological moderators on prevalence rates of workplace bullying. A meta‐analysis

The aim of this study was to investigate how different measurement methods and sampling techniques contribute to the observed variation in prevalence rates of workplace bullying. A total of 102 prevalence estimates of bullying from 86 independent samples (N=130,973) were accumulated and compared by means of meta‐analysis. At an average, the statistically independents samples provided an estimate of 14.6%. Yet, the findings show that methodological moderators influence the estimated rates. As for measurement method, a rate of 11.3% was found for studies investigating self‐labelled victimization from bullying based on a given definition of the concept, whereas a rate of 14.8% was found for behavioural measure studies, and 18.1% for self‐labelling studies without a given definition. A difference of 8.7% points was found between randomly sampled and non‐randomly sampled studies. When controlling for geographical differences, the findings show that geographical factors also influence findings on bullying. Hence, findings from different studies on workplace bullying cannot be compared without taking moderator variables into account.     

Mimicry in social interaction: Benefits for mimickers,mimickees, and their interaction

Mimicry has benefits for people in social interactions. However, evidence regarding the consequences of mimicry is incomplete. First, research on mimicry has particularly focused on effects of being mimicked. Secondly, on the side of the mimicker evidence is correlational or lacks real interaction data. The present study investigated effects for mimickers and mimickees in face‐to‐face interaction. Feelings towards the immediate interaction partner and the interaction in which mimicry takes place were measured after an interaction between two participants in which mimicry did or did not occur. Results revealed that mimickers and mimickees became more affectively attuned to each other due to bidirectional influences of mimicry. Additionally, both mimickers and mimickees reported more feelings of having bonded with each other and rated the interaction as smoother.     

Conceptual and perceptual priming and dissociation in chronic posttraumatic stress disorder

Cognitive models of posttraumatic stress disorder (PTSD) assert that memory processes play a significant role in PTSD (see e.g., Ehlers & Clark, 2000). Intrusive reexperiencing in PTSD has been linked to perceptual processing of trauma-related material with a corresponding hypothesized lack of conceptual processing. In an experimental study that included clinical participants with and without PTSD (N = 50), perceptual priming and conceptual priming for trauma-related, general threat, and neutral words were investigated in a population with chronic trauma-induced complaints as a result of the Troubles in Northern Ireland. The study used a new version of the word-stem completion task (Michael, Ehlers, & Halligan, 2005) and a word-cue association task. It also assessed the role of dissociation in threat processing. Further evidence of enhanced perceptual priming in PTSD for trauma stimuli was found, along with evidence of lack of conceptual priming for such stimuli. Furthermore, this pattern of priming for trauma-related words was associated with PTSD severity, and state dissociation and PTSD group made significant contributions to predicting perceptual priming for trauma words. The findings shed light on the importance of state dissociation in trauma-related information processing and posttraumatic symptoms.     

The performance of rooks in a cooperative task depends on their temperament

In recent years, an increasing number of studies demonstrated the existence of consistent individual differences in behaviour, often referred to as differences in temperament or personality, in a wide range of animal species. There notably is a growing body of evidence showing that individuals differ in their propensity for risk taking or reacting to stressful situations. This variation has been related to differences in learning abilities or performance in cognitive tasks. In the present study, we examined the consequences of inter-individual variation in boldness on performance in a cooperative task in rooks (Corvus frugilegus). Birds were tested individually to measure a number of behavioural parameters related to boldness. The level of a stress-related hormone, corticosterone, in the faeces of each bird was measured under control conditions and after a stress-provoking event. In parallel, we conducted a cooperative string pulling task in which birds were tested in dyads. Successful cooperation depended to a large extent on the temperament of the two partners involved. Temperament, in turn, correlated well with corticosterone levels under stress. Bolder individuals appeared to be more willing to participate in the task, whereas shyer individuals were more influenced by the behaviour of their partner. These findings suggest that a rook’s temperament can limit its options of forming successfully cooperating partnerships under stressful conditions.     

On the neurobiological redefinition of psychiatric symptoms: elimination,reduction, or what?

Synthese - Because biologization of psychiatric constructs does not involve derivation of laws, or reduce the number of entities involved, the traditional term of ‘reduction’ should be...