What people desire, feel conflicted about, and try to resist in everyday life

In the present study, we used experience sampling to measure desires and desire regulation in everyday life. Our analysis included data from 205 adults, who furnished a total of 7,827 reports of their desires over the course of a week. Across various desire domains, results revealed substantial differences in desire frequency and strength, the degree of conflict between desires and other goals, and the likelihood of resisting desire and the success of this resistance. Desires for sleep and sex were experienced most intensively, whereas desires for tobacco and alcohol had the lowest average strength, despite the fact that these substances are thought of as addictive. Desires for leisure and sleep conflicted the most with other goals, and desires for media use and work brought about the most self-control failure. In addition, we observed support for a limited-resource model of self-control employing a novel operationalization of cumulative resource depletion: The frequency and recency of engaging in prior self-control negatively predicted people's success at resisting subsequent desires on the same day.     

Sociocultural antecedents of academic motivation and achievement: Role of values and achievement motives in achievement goals and academic performance

With a view to understand the influence of culture on achievement motivation, the study aimed to test the hypothesized mediating role of individual‐oriented and social‐oriented achievement motives in linking value orientations (e.g. achievement, security, conformity, hedonism) to achievement goals (i.e. mastery‐approach, mastery‐avoidance, performance‐approach, and performance‐avoidance goals) as predictors of English and mathematics achievements. These hypothesized relationships were tested in the one‐path analytic model with a sample of Indonesian high‐school students (n = 356; 46% girls, M age = 16.20 years). The findings showed that security and conformity values positively predicted social‐oriented achievement motive; self‐direction values positively predicted individual‐oriented achievement motive; and hedonism values negatively predicted both achievement motive orientations. Both individual‐oriented and social‐oriented achievement motives positively predicted mastery‐approach and performance‐approach goals. Interestingly, social‐oriented achievement motive also positively predicted mastery‐avoidance and performance‐avoidance goals, which in turn, negatively predicted English and mathematic achievement. There was also some evidence for the direct effects of values on performance‐approach goals and achievement. Taken together, the findings evinced the relevance of achievement goal constructs to Indonesian students and the psychometric properties of the Indonesian version of the Achievement Goals Questionnaire for further use in Indonesia. The study concludes that the meanings of academic motivation and achievement should be seen from a sociocultural perspective relevant to the context in which they are being studied.     

The Slip Induction Task: Creating a window into cognitive control failures

Regardless of age, education, or social status, we all experience moments where we ask ourselves, "what was I thinking?!?" Typically, we experience errors of this sort, or slips of action, during routine tasks that require a whole sequence of movements. However, most action slip research has focused on creating response conflict within single movements. The Slip Induction Task (SIT) is a step toward creating response conflict within truer to life action routines. As such, the SIT attempts to induce action slips in a well-learned movement routine through the occasional presentation of unexpected cues. We find that the SIT is able to reliably induce action slips, especially when the unexpected cue necessitates a movement to an unexpected target location. Furthermore, when participants are able to avoid an action slip, these changes in movement routine are accompanied by a cost in speed.     

Dopaminergic modulation of incentive motivation in adolescence: age-related changes in signaling, individual differences, and implications for the development of self-regulation

Behavioral activation that is associated with incentive-reward motivation increases in adolescence relative to childhood and adulthood. This quadratic developmental pattern is generally supported by behavioral and experimental neuroscience findings. It is suggested that a focus on changes in dopamine neurotransmission is informative in understanding the mechanism for this adolescent increase in reward-related behavioral activation and subsequent decline into adulthood. Evidence is presented to indicate that incentive-reward motivation is modulated by mesoaccumbens dopamine, and that it increases in adolescence before declining into adulthood because of normative developmental changes at the molecular level. Potential mechanisms of variation in functional mesoaccumbens dopamine transmission are discussed with a focus on the interplay between tonic and phasic modes of dopamine transmission in modulating both general incentive-motivational biases and the efficacy of reward learning during exposure to novel reward experiences. Interactions between individual difference factors and these age-related trends are discussed.     

Goal Orientation and Feedback Congruence: Effects on Discretionary Effort and Achievement

This study examines the differential effects of outcome feedback for achievement goal orientations' relationship with effort and achievement. In support of our predictions, learning goal orientation had a positive relationship with task achievement in the absence of outcome feedback and a negative relationship in its presence, while performance goal orientation maintained a positive relationship with achievement regardless of whether outcome feedback was provided. We attribute this to a decrease in task interest when initial task purpose, as determined by personal goal orientation, is incongruent with the subsequent task cues provided by outcome feedback. Predictions regarding task effort and combined goal orientation effects were not supported. Implications for theory and practice are discussed.     

The Unity of Self at the Interface of the Animal Body and the Cultural System

The self is defined by unity, which must be constructed from multiple inner processes and representations. The unity is more a requirement of social life than of brain activities. The self exists at the interface between the physical body and the social system, which for humans includes culture. The three main aspects of the self are a network of information (sometimes called the self-concept), an interpersonal being (e.g., member of a group or relationship), and executive function (e.g., making decisions). For each of these, multiple inner processes and representations must be integrated to produce the unity of self. Conscious processing plays a key role in this integrative process, because it is a vital means by which different areas of brain and mind exchange information.     

The Impact of Right Temporal Lobe Epilepsy On Nonverbal Memory: Meta-regression of Stimulus- and Task-related Moderators

Neuropsychology Review - Nonverbal memory tests have great potential value for detecting the impact of lateralized pathology and predicting the risk of memory loss following right temporal lobe...     

The Appearance‐Change Instruction Does Not Improve Line‐up Identification Accuracy

In many jurisdictions, police instruct a witness, before presenting a photo line‐up, that the suspect's appearance may be different in the photo than it was at the time of the crime. The experiments reported here examine the impact of this ‘appearance‐change instruction’ (ACI), exploring its effects with different crimes, perpetrators, line‐ups, and different phrasings of the ACI. The data indicate that the ACI increases witnesses' willingness to make a choice from a line‐up but does not increase accuracy. Copyright © 2013 John Wiley & Sons, Ltd.