Vengeance is self-focused: Comparing vengeful to anger-driven responses

Prior definitions and empirical research do not distinguish responses to transgressions driven by feelings of revenge from responses to transgressions driven by feelings of anger. We used autobiographical recalls to examine differences between vengeful and anger-driven responses. Our findings revealed that vengeful responses are not the same as anger-driven responses. Compared to anger-driven responses, vengeful responses resulted more from offences that induce a self-threat, which elicited more intense negative self-conscious emotions and more rumination. Moreover, compared to anger-driven responses, vengeful responses consisted more of behaviours that induced a self-threat to the other person, were motivated more by intrapersonal goals, were more delayed, elicited more positive emotions and resulted in less relationship restoration. Together, these findings suggest that more so than anger-driven responses, vengeance is self-focused.     

Dissociating object-based and space-based affordances

In what we term the orientation effect, faster spatial responses are made to the corresponding task irrelevant orientation of an object. We ask how this effect relates to object affordances, how attention may be involved, and how the effect relates to the better understood Simon effect. Two separate stimulus-response compatibility effects (an orientation effect and a Simon effect) were observed when spatial responses were made to photographs of objects whose orientation and location had been simultaneously manipulated. When attentional demands were high these separate effects were found using hand responses and foot responses, suggesting an abstract rather than specific coding of object affordances. However, when attentional demands were low only the Simon effect was observed, suggesting that, in order to obtain the orientation effect, objects must be represented at the level of an object.     

Investigating metrical and structural aspects of visual completion: Priming versus searching

Earlier research on visual occlusion showed some flexibility in the formation of visual completions, as long as the structural aspects (e.g., symmetry) of the visible part of the partly occluded shape were preserved in the completion (de Wit & van Lier, ). In this study, we examined whether changing the overall size of the occluded shape would preserve the overall structure. In Experiment 1, using the primed‐matching paradigm, we found evidence for relative size invariance in the completion process. To investigate whether changes in the structural aspects of shape are generally more salient than those of size, we employed the same stimuli in visual search and change detection paradigms. Experiment 2 demonstrated effects of completion in both paradigms. Experiment 3 showed that the metrical aspects of the shapes used in Experiment 1 are nevertheless detected faster than the structural aspects under search conditions. Because the variation in structural aspects is not more salient than in metrical aspects, we conclude that for these shapes, visual completion is indeed size‐invariant. The relations between performances in the three paradigms are discussed.     

Investigating local and global effects of surface colours and contours in amodal completion

ABSTRACT

We studied interpretations of partly occluded shapes. Models that account for amodal completion mostly deal with local and global contour characteristics. In the current study, we were interested in the effects of colour on local and global contour completions. In our stimuli, local contour completions comprised simple linear extensions of the partly occluded contours, whereas global contour completions accounted for global shape regularities. Our stimuli were designed such that the visible surface colour could also be completed in a local or global fashion, being consistent or inconsistent with contour completions. We tested the preferred interpretations of the partly occluded shapes by using a sequential matching task. Participants had to judge whether a test shape could be a previously shown partly occluded shape. We found that interpretations of partly occluded shapes depend on both colour and contour characteristics. Additional time bin analyses revealed that for fast responses colour and contour completions already depend on the visible context of the partly occluded shapes, while for slow responses the congruency between colour and contour completions play a role as well.     

Challenging ‘Belief’ and the Evangelical Bias: Student Christianity in English Universities

Abstract

Popular and academic accounts of university-based religion tend to privilege evangelical Christianity, presented as a morally conservative, conversionist movement at odds with university contexts, which are widely assumed to be vehicles for a progressive Western modernity. This is especially the case in the UK, given the association of higher education with secularisation, yet virtually no research has studied this interface by examining the lives of students. This article discusses findings from the three-year project “Christianity and the University Experience in Contemporary England”, including a nation-wide survey of undergraduate students, in examining how the experience of university shapes on-campus expressions of Christian identity. We argue that a sizeable constituency of undergraduates self-identify as ‘Christian’, but evangelicals emerge not as the dominant majority, but as a vocal minority. The emerging internal complexity is masked by a public discourse that conceives of religion in terms of propositional belief and presents evangelicalism as its pre-eminent form.     

A 32-Year Longitudinal Study of Child and Adolescent Pathways to Well-Being in Adulthood

The purpose of the study was to investigate the relative importance of child and adolescent social and academic pathways to well-being in adulthood (32-years) indicated by a sense of meaning, social engagement, positive coping and prosocial values. Data were drawn from a 15 wave (32-year) longitudinal study of the health and development of around 1000 New Zealanders (Dunedin Multidisciplinary Health and Development Study, New Zealand). Moderate continuity in social connectedness (0.38) and high continuity in academic ability (0.90) was observed across childhood and adolescence. Adolescent social connectedness was a better predictor of adult well-being than academic achievement (0.62 vs. 0.12). There was evidence of an indirect pathway from adolescent academic achievement to adult well-being through social connectedness (0.29). Indicators of well-being in adulthood appear to be better explained by social connection rather than academic competencies pathways. Implications for promoting longer term well-being during the school years are discussed.     

Detection and Validation of Unscalable Item Score Patterns Using Item Response Theory: An Illustration with Harter's Self-Perception Profile for Children

To test the hypothesis that age of first separation from a home environment is a factor in the emotional health of institutionalized boys, Rorschach protocols of 82 residents of Saint Francis Vocational School, a facility for deprived nondelinquent nonretarded youth aged 10 to 18, were examined. Seven Rorschach variables were used as dependent variables of emotional status. It was found that boys who had first been institutionalized before age 10 gave more color-dominant and pure color responses (p .005), and more responses with pathological overtones (p < .005), than did youth first placed at ages 10 to 13 or ages 14 to 17. Fixation was proposed as the basis for the group differences.     

The effects of creative,expressive, and reflective writing on career learning: An explorative study

This study investigates whether creative, expressive, and reflective writing contributes to the formation of a work-life narrative that offers both meaning and direction among students in higher education. The content of writing done by students who participated in a two-day writing course at the start (or in preparation) of their work placements and of a control group who did not take part in the course were compared. Writing samples were analysed using the Linguistic Index Word Count program (Pennebaker, Booth, & Francis, 2007) and an instrument based on Dialogical Self Theory (Hermans & Hermans-Konopka, 2010). Results show writing promotes the development of career narratives.     

Can voicing conflict within experiential learning groups facilitate connection? building and developing effective multi-disciplinary team-working skills

In the UK, Clinical Psychologists (CPs) work in a variety of settings within the National Health Service (NHS), often within Multi-Disciplinary Teams (MDTs). Problem-Based Learning (PBL) within CP training at the University of Hertfordshire (UH) offers unique opportunities to combine scientist-practitioner and reflective-practitioner models to learn about group dynamics from the personal experience of working within an experiential learning group.

Further, given Trainees work three days per week on placement within MDTs in the NHS, the learning gained within a ‘safer’ PBL context can be utilised within these clinical settings. For two years, Trainees at UH have to work in small PBL groups with five or six members learning to work together to achieve a goal (four assessed presentations) negotiating their own personal and professional journey, as well as a group journey. Consequently, PBL offers trainees opportunities to learn (1) how individuals work within a group; (2) how personal experiences influence this process; (3) how others influence them and are influenced by them; and (4) how a group of diverse individuals conceptualise, understand and convey case vignettes to an audience. Within these groups, many Trainees learn to speak out, reflect, listen attentively, empathise, validate and accept diverse experiences. Further, when differences dominate they often learn to negotiate these, finding a way to maintain effective team working in order to complete the presentation. Focusing on the conflict that can occur within (any) group, this paper explores themes from the reflective narratives of six trainees: parallels and differences between MDTs and PBL groups, striving for and achieving authenticity; and conflict as a ‘swear’ word. We conclude that exploring the role PBL can play in training individuals to work effectively in teams may be of benefit within the training of other professional groups.     

Applying organizational justice theory to admission into higher education: Admission from a student perspective

Applicant perceptions of methods used in admission procedures to higher education were investigated using organizational justice theory. Applicants to a psychology study program completed a questionnaire about several admission methods. General favorability, ratings on justice dimensions, relationships between general favorability and these dimensions, and differences in perceptions based on gender and on the aim of the admission procedure (selection or matching) were studied. In addition, the relationship between favorability and test performance, and the relationship between favorability and behavioral outcomes were investigated. Applicants rated interviews and trial‐studying tests most favorably. Contrary to expectations based on the existing literature, high school grades were perceived least favorably and there was no relationship between applicant perceptions and enrollment decisions. In line with previous research in the employment literature, general favorability was most strongly related to face validity, study‐relatedness, applicant differentiation, the chance to show skills, perceived scientific evidence, and perceived wide‐spread use. We found no differences in applicant perceptions based on gender and small differences based on the aim of admission procedures. These results extend the applicant perceptions literature to educational admission and the results are useful for administrators when choosing methods to admit students.