Perceived stress in prodromal Huntington disease

This study examines perceived stress and its relationship to depressive symptoms, life changes and functional capacity in a large sample of individuals who are positive for the Huntington disease (HD) gene expansion but not yet diagnosed. Participants were classified by estimated proximity to HD diagnosis (far, mid, near) and compared with a non-gene-expanded comparison group. Persons in the mid group had the highest stress scores. A significant interaction between age and time since HD genetic testing was also found. Secondary analyses using data from a different data collection point and including a diagnosed group showed the highest stress scores in the diagnosed group. Possible explanations and implications are discussed.     

Socrates on Reason, Appetite and Passion: A Response to Thomas C. Brickhouse and Nicholas D. Smith, Socratic Moral Psychology

Section 1 of this essay distinguishes between four interpretations of Socratic intellectualism, which are, very roughly: (1) a version in which on any given occasion desire, and then action, is determined by what we think will turn out best for us, that being what we all, always, really desire; (2) a version in which on any given occasion action is determined by what we think will best satisfy our permanent desire for what is really best for us; (3) a version formed by the assimilation of (2) to (1), labelled the ??standard?? version?? by Thomas C. Brickhouse and Nicholas D. Smith, and treated by them as a single alternative to their own interpretation; and (4) Brickhouse and Smith??s own version. Section 2 considers, in particular, Brickhouse and Smith??s handling of the ??appetites and passions??, which is the most distinctive feature of interpretation (4). Section 3 discusses Brickhouse and Smith??s defence of ??Socratic studies?? in its historical context, and assesses the contribution made by their distinctive interpretation of ??the philosophy of Socrates??. One question raised in this section, and one that is clearly fundamental to the existence of ??Socratic studies??, is how different Brickhouse and Smith??s Socrates turns out to be from Plato himself, i.e., the Plato of the post-??Socratic?? dialogues; to which the answer offered is that on Brickhouse and Smith??s interpretation Socratic moral psychology becomes rather less distinguishable from its ??Platonic?? counterpart??as that is currently understood??than it is on the interpretation(s) they oppose.     

Within-person relationships between mood and creativity

State mood has been proposed as a facilitator of creative behavior. Whereas positive mood compared to neutral mood generally facilitates creative performance, mood effects are weaker and less consistent when positive mood is compared to negative mood. These inconsistent results may be due to focusing only on mood valence, while neglecting or confounding mood activation. The current study is based on the dual-pathway model, which describes separate roles for mood valence and mood activation in facilitating creativity. We used experience sampling methodology to investigate the concurrent and lagged effects of mood valence and activation on creative process engagement (CPE) within-person over time among individuals working on a long-term project requiring creativity. We also investigated the moderating effects of individual differences in goal orientation and supervisory support on within-person mood-creativity relationships. As expected, we found that activating positive and activating negative moods were positively associated with concurrent CPE, whereas deactivating moods of both valences were negatively related to CPE. Activating negative mood had a significant lagged effect on CPE, whereas activating positive mood did not. We also found that activating positive mood was more strongly related to concurrent CPE among individuals with high rather than low learning goal orientation. Further, activating positive mood interacted with prove goal orientation and supervisory support for creativity, such that activating positive mood had the strongest association with CPE when both prove goal orientation and supervisory support were high.     

Day-to-day variability in nap duration predicts medical morbidity in older adults

Objective: The objectives for the present study were to (a) examine within-person variability of nap duration and (b) assess how variability in nap duration is related to the number of health conditions in a sample of older adults. For highly variable behaviors such as sleep, it is important to consider fluctuations within the person instead of solely comparing averages of behaviors across persons. Method: Data were drawn from a previous study examining sleep in 103 community-dwelling older adults. Subjective estimates of napping behavior were obtained from sleep diaries and objective estimates of napping behavior were obtained using actigraphy. Both measures were collected for 14 consecutive days. The sampled data were aggregated in terms of (a) average daily time spent napping and (b) average within-person fluctuations in daily nap duration. The health measure consisted of the number of self-reported health conditions. Results: Both the objective and subjective measures revealed that there was considerable day-to-day fluctuation in nap duration and that variability in nap duration, not mean duration, uniquely predicted the number of health conditions, b = .03, b* = .26, t(100) = 2.71, p = .01. Conclusions: Duration of napping in older adults is a highly variable behavior, fluctuating as much within- as between-persons. Furthermore, variability in nap duration from day to day is predictive of greater medical morbidity, suggesting that clinicians should assess for inconsistencies in nap behavior in addition to duration, frequency, and timing. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

Bodily perspective taking goes social: the role of personal,interpersonal, and intercultural factors

Mentally placing the self in the physical position of another person might engage social perspective taking because participants have to match their own position with that of another. We investigated the influence of personal (sex), interpersonal (siblings, parental marital status), and cultural (individualistic, collectivistic) factors on individuals' abilities to mentally take the position of front‐facing and back‐facing figures in an online study (369 participants). Replicating findings from laboratory studies responses were slower for front‐facing than back‐facing figures. Having siblings, parents' marital status, and cultural background influenced task performance in theoretically predictable ways. The present perspective‐taking task is a promising experimental paradigm to assess social perspective taking and one that is free from the response biases inherent in self‐report.     

Pausing phenomena: Influence on the quality of instruction

This report summarizes work of 7 years on the influence of a variable called “wait-time” on the development of language and logic of children taking part in elementary science programs. Analysis of over 300 classroom tape recordings showed mean pauses to be on the order of 1 sec; that is, after a teacher asked a question, students had to begin a response within an average time of 1 sec. If they did not, the teacher typically repeated, rephrased or asked a different question, or called on others. A second wait-time is involved: when a student makes a response, the teacher normally reacts or asks another question within an average time of 0.9 sec. This study investigates the consequences of manipulating both species of wait-time. When mean wait-time of 3–5 sec is achieved through training, analysis of more than 900 tapes shows changed values on eight student variables: (1) the length of response (number of words) increases, (2) the number of unsolicited but appropriate responses increases, (3) failures to respond decrease, (4) incidence of speculative responses increases, (5) incidence of student-student comparisons of data increases, (6) incidence of evidence-inference statements increases, (7) frequency of student-initiated questions increases, and (8) the variety in type of verbal moves made by students increases. Servochart plots of recordings show that students discussing science phenomena tend to speak in bursts, with intervals of as much as 3–5 sec between bursts being fairly common provided they are not interrupted. The average post-student-response wait-time of 0.9 sec apparently intervenes between bursts to prevent completion of a thought. The classroom is conceptualized as a two-player game in which the quality of inquiry will tend to improve when there is a better equity in the distribution of moves between the players. The teacher is treated as one player and the collection of students as the second player. Changes in wait-time shift the game toward a more equitable state. Over time, a classroom or instructional group on the prolonged wait-time schedule undergoes certain spontaneous changes. Two teacher variables change: (1) response flexibility scores increase, and (2) teacher questioning patterns becomes more variable. There is some indication that teacher expectations for performance of students rated as relatively slow improves.