Infants’ ability to track and reach for temporarily occluded objects

Six‐month‐old infants were presented with a moving object that temporarily became invisible. The object moved on a horizontal path and was made invisible for either 400, 800 or 1,200 ms before being within reach. Two kinds of events were used to make the object invisible: blackout of the room lights and occlusion behind a screen. First, infants saw 6 trials of the fully visible motion, then 12 trials of a temporarily invisible motion and finally 6 trials of the fully visible motion again. Each infant was presented with only one of the 6 experimental conditions. The results show that reaching is much more severely affected by a period of temporary non‐visibility than tracking. The effects of the two modes of non‐visibility were rather different. In general, blackout deteriorated tracking and made the gaze lag at reappearance. It inhibited reaching but this effect attenuated with experience. Longer periods of blackout deteriorated tracking and reaching more. Compared to blackout, occlusion had both a facilitating and an inhibiting effect on infants’ actions. Tracking had less tendency to lag but reaching showed more severe inhibition. The results are discussed in terms of graded representations. Furthermore, it is argued that an occluder facilitates tracking by providing information of where the moving object becomes visible again and it inhibits reaching by interfering with the representation of the object behind the occluder.     

Matters of the variable heart: respiratory sinus arrhythmia response to marital interaction and associations with marital quality

Maintenance of relationship quality requires self-regulation of emotion and social behavior, and women often display greater effort in this regard than do men. Furthermore, such efforts can deplete the limited capacity for self-regulation. In recent models of self-regulation, resting level of respiratory sinus arrhythmia, quantified as high-frequency heart rate variability (HF-HRV), is an indicator of self-regulatory capacity, whereas transient increases in HF-HRV reflect self-regulatory effort. To test these hypotheses in marriage, 114 young couples completed measures of marital quality and a positive, neutral, or negative initial marital task, preceded and followed by resting baseline assessments of HF-HRV. Couples then discussed a current marital disagreement. Resting HF-HRV was correlated with marital quality, suggesting that capacity for self-regulation is associated with adaptive functioning in close relationships. For women but not men, the negative initial task produced a decrease in resting HF-HRV. This effect was mediated by the husbands' negative affect response to the task and their ratings of wives as controlling and directive. When the subsequent disagreement discussion followed the negative initial task, women displayed increased HF-HRV during the discussion but a decrease when it followed the neutral or positive task. The valence of the initial task had no effect on men's HF-HRV during disagreement. Negative marital interactions can reduce women's resting HF-HRV, with potentially adverse health consequences. Women's reduced health benefit from marriage might reflect the depleting effects on self-regulatory capacity of their greater efforts to manage relationship quality.     

The impact of peer relations on academic progress in junior high

The purpose of this study is to examine whether peer relations within classrooms were related to students' academic progress, and if so, whether this can be explained by students' relatedness and engagement, in line with Connell and Wellborn's self-system model. We analyzed data of 18,735 students in 796 school classes in Dutch junior high schools, using multilevel analysis. Academic progress, conceptualized as regular promotion to the next year versus grade retention, moving upward, and moving downward in the track system, was measured at the time of transition between Grades 1 and 2 (equivalent to US Grades 7 and 8). The results indicated that students who were accepted by their peers had lower probabilities to retain a grade or to move downward in the track system. Although peer acceptance was associated with relatedness and engagement, these variables did not explain why peer acceptance was associated to academic progress. Furthermore, peer acceptance and relatedness were more strongly related in classes with more negative class climates.     

Room for advancement: The regulatory fit of bottom‐rank intermediate feedback

This research tests the hypothesis that promotion‐focused individuals experience regulatory fit from bottom rank, intermediate performance‐feedback. Prior research suggests promotion‐focused individuals experience fit in high social ranks (power). Bottom performance ranks may appear psychologically opposite to high power, which might lead one to expect that promotion‐focused individuals experience fit at top ranks. We propose that the opposite occurs in intermediate performance ranking feedback, in that promotion‐focused individuals experience regulatory fit at a bottom rank, because bottom rank implies having something to gain (yielding eagerness), whereas top rank implies having something to lose (yielding vigilance). Study 1 (N = 261) supports the notion that ranks affect eagerness/vigilance. Study 2 (N = 199) extends these findings by examining engagement from regulatory fit.     

How Colleagues Can Support Each Other's Needs and Motivation: An Intervention on Employee Work Motivation

Organisations have flattened and increasingly rely on teamwork. Therefore, colleagues play an increasingly important role in stimulating employee motivation. Adopting Self‐Determination Theory as a guiding framework, the aim of this field experiment was to examine whether team members can be trained in supporting each other's basic psychological needs for autonomy, competence, and relatedness and, hence, increase each other's need satisfaction and autonomous motivation, while decreasing controlled motivation. We delivered training to 146 participants nested in 26 participating teams and assessed basic need satisfaction and autonomous and controlled motivation before and after the intervention. Multilevel regression analyses indicated that employees in the experimental (i.e. intervention) condition had a stronger increase in need satisfaction and autonomous motivation than employees did in the control condition, and that the increase in autonomous motivation was mediated by an increase in need satisfaction. This study provides added value for theory on need satisfaction and demonstrates that a relatively brief intervention among team members may be effective in creating employee need support and increasing autonomous motivation.