When Is Dominance Related to Smiling? Assigned Dominance, Dominance Preference, Trait Dominance, and Gender as Moderators

We investigated gender and different types of dominance measures as potential moderators of the relation between dominance and smiling. We asked participants about their preference for either a dominant or a subordinate role (dominance preference), randomly assigned one of these roles to them (assigned dominance), and assessed trait dominance, felt dominance, and perceived dominance. Participants had two 8-min dyadic interactions in same-gender groups (33 all-women dyads, 36 all-men dyads), in which one was assigned to be the owner of an art gallery and the other was assigned to be the assistant to the owner. Interactions were videotaped, and smiling and perceived dominance were assessed on the basis of the videotapes. Both the particular dominance measure and gender moderated the relation between dominance and smiling. Results showed that for women in subordinate positions, those who wanted to be in a subordinate position smiled more than those who wanted to be in a dominant position. No such effect occurred for men and for participants in assigned dominant positions.     

Zooming into daily life: within-person associations between physical activity and affect in young adults

Objective: Negative affect in daily life is linked to poorer mental and physical health. Activity could serve as an effective, low-cost intervention to improve affect. However, few prior studies have assessed physical activity and affect in everyday life, limiting the ecological validity of prior findings. This study investigates whether daily activity is associated with negative and positive evening affect in young adults.

Design: Young adults (N = 189, Mdn = 23.00) participated in an intensive longitudinal study over 10 consecutive days.

Main Outcome Measures: Participants wore accelerometers to objectively assess moderate-to-vigorous physical activity continuously throughout the day and reported their affect in time-stamped online evening diaries before going to sleep.

Results: On days when participants engaged in more activity than usual, they reported not only less depressed and angry evening affect but also more vigour and serenity in the evening.

Conclusion: Young adults showed both less negative and more positive affect on days with more activity. Physical activity is a promising health promotion strategy for physical and mental well-being.     

Heart Rate Recovery After Exercise in Outpatients with Coronary Heart Disease: Role of Depressive Symptoms and Positive Affect

Heart rate recovery after 1 min of exercise cessation (HRR-1) is an important prognostic factor in patients with cardiovascular disease (CVD). We aimed to further elucidate the association between HRR-1 and known psychosocial risk factors in patients referred for comprehensive cardiac rehabilitation. We examined 521 patients with coronary heart disease in the first week of an outpatient cardiac rehabilitation program. Depressive and anxiety symptoms were measured with the Hospital Anxiety and Depression Scale, and positive (PA) and negative affect were rated with the Global Mood Scale. Depressive symptoms showed a significant inverse relationship with HRR-1 (p?<?.05), controlling for sociodemographic and medical covariates, whereas anxiety symptoms did not show a significant association. PA made a significant contribution to HRR-1 as well (p?<?.05). Our findings suggest an independent association between HRR-1 and psychosocial risk factors of CVD.     

Gender differences in memory for the appearance of others

Five studies investigated gender differences in the accurate recall of the appearance of others. The greater interpersonal orientation and interpersonal sensitivity of women were predicted to give women an advantage over men in appearance accuracy. Under both directed- and incidental-learning conditions, women more accurately recalled information concerning the appearance of their social targets than did men, participants' memory for the appearance of female targets was more accurate than it was for male targets, and neither gender was found to be a relative advantage in recalling the appearance of same-gender targets. The motivational and knowledge-based factors that might underlie a gender difference in appearance accuracy are discussed.     

Anybody can be a boss but only certain people make good subordinates: behavioral impacts of striving for dominance and dominance aversion

The present study investigated whether people in assigned subordinate or dominant roles differ in their dominance behavior according to whether they initially wanted a subordinate or a dominant role. Sixty-six females and 72 males interacted twice for 8 mins in same-gender dyads. Prior to the interaction, participants could indicate whether they preferred to take a subordinate or a dominant role. Roles were then assigned randomly. Both interactions were videotaped and later coded for perceived dominance and speaking time. Results showed that for assigned subordinates, those who initially wanted to be in the dominant position were perceived as more dominant and behaved more dominantly than those who initially wanted to be in the subordinate role. For assigned high-dominance people, there was no difference in perceived dominance and behavioral dominance between those who initially wanted the dominant versus subordinate position.     

Metacognitive monitoring and control processes involved in primary school children's test performance

Background Within the context of students' self‐regulated learning, the interplay between learners' individual characteristics and the context of testing have been emphasized for assessing learning outcomes. Aims The present study examined metacognitive monitoring and control processes in elementary schoolchildren's test taking behaviour and explored the impacts of these metacognitive skills for the accuracy and the quantity of test performance. Sample and methods A total of 133 participants from third and fifth grade did a cloze test about a previously learned science topic, gave confidence judgments for every answer, and were then allowed to cross‐out answers if they wished. Two different mock scoring schemes for test performance were compared with a control group. Results Results revealed well‐developed monitoring skills indicating that by the age of 9 children can reliably distinguish between correct and incorrect answers. As for control skills, 11‐ and 12‐year‐olds proved to be better able to improve their test performance by selectively withdrawing answers that would have been incorrect than the 9‐ to 10‐year‐olds. Conclusions The study offers evidence for the impact of metacognitive processes in students' learning outcomes and documents strategic behaviour during test taking, as well as developmental progression in the involved skills.     

Empowering Mimicry: Female Leader Role Models Empower Women in Leadership Tasks Through Body Posture Mimicry

Sex Roles - In two studies we investigated the behavioral process through which visible female leader role models empower women in leadership tasks. We proposed that women tend to mimic the...