Dissociating stimulus-stimulus and response-response effects in the Stroop task.

The separate semantic and response competition interactions between colour and word processing in a manual Stroop task were evaluated by comparing three trial types. Identity trials are both semantically compatible and response compatible (e.g., BLUE in the colour blue), different response trials are both semantically incompatible and response incompatible (e.g., BLUE in the colour green, where blue and green have different response keys), and same response trials are semantically incompatible and response compatible (e.g., the word BLUE in the colour red, where blue and red have the same key press response). Ink colours were embedded in two different word types, colour words, and colour associates. The results using colour words replicated the findings of De Houwer (2003) and demonstrated both a semantic effect (a difference between same response trials and identity trials) and response competition (a difference between same response trials and different response trials). In contrast, the results using colour associates provided evidence for only a semantic effect. These findings support interpretations of the colour associate Stroop effect that attribute the effect to semantics, but challenge Klein's (1964) response competition account and Sharma and McKenna's (1998) claim that the effect of colour associates is dependent on verbal responding. The results confirm that the Stroop colour-word task appears to involve at least two mechanisms, a semantic mechanism and a response competition mechanism.     

National Identity in a United Germany: Nationalism or Patriotism? An Empirical Test With Representative Data

Nationalism and patriotism can be thought of as consequences of national identity that represent positive evaluations of one's own group but imply different social goals. This paper investigates the ways in which these concepts are related to attitudes toward minorities. The data analyzed were drawn from a representative sample of residents of the former East and West Germany who responded to items on the national identity of Germans in 1996 as part of a panel study. A model with multiple indicators was tested via a multiple-group analysis of a structural equations model followed by latent class analyses. Both East and West Germans displayed attitudinal patterns that link national identity with tolerance toward others; in both subsamples, nationalism and patriotism were respectively associated with greater intolerance and greater tolerance toward minorities.     

Beauty,ugliness and the sublime

Jung and Freud had very different ideas about the nature of analysis. This paper begins by exploring how Jung's gnostic approach, with its goal of individuation, is deeply informed by Buddhist and Taoist principles. His pluralistic, relational model regards truth as subjective and co‐constructed with the patient. In contrast, Freud's secular methodology has objective truth as its goal. His classical psychoanalysis is a form of reality testing where the analyst claims to know the painful, singular, objective reality which the patient tries to evade. The theory of aesthetic development (see Piaget 1951, Baldwin 1975, Parsons 1980, Housen 1992, Harris Williams 2010) proposes that artistic appreciation is linked to human development. The paper looks at how the apperception of beauty, related to both truth and meaning, acts as an indicator and facilitator of individuation in the clinical encounter. This is illustrated by a clinical case study. Through empirical research, support is given to the argument (Bollas 1978, Meltzer 1988) that our early experience of the feminine/maternal plays a central role in developing an aesthetic capacity. The experience of the sublime in analysis is examined and portrayed as a means by which aesthetic development may be reignited and narcissistic isolation shattered.     

Shyness,Self-regulation,and Cognitive Problem Solving in Typically Developing 4-year-olds: A Pilot Study

Because shy children are at risk for poor academic achievement, it is important to examine factors that contribute to variability in the relation between individual differences in shyness and cognitive functioning before school entry. The authors examined whether on-task facilitative private speech—a proxy of self-regulation—moderated the association between individual differences in shyness and performance on an executive function (EF) task in 52 typically developing 4-year-olds. They found that private speech interacted with shyness to predict performance on the EF task in girls but not in boys. More specifically, shyness was inversely related to EF task performance when girls used low amounts of regulatory private speech, but was positively related to performance when girls used high amounts of regulatory private speech. These preliminary findings are discussed in the context of implications for shy children in educational settings.     

Indigenizing and Decolonizing the Teaching of Psychology: Reflections on the Role of the Non‐Indigenous Ally

Canada's 2015 Truth and Reconciliation Commission published 94 Calls to Action including direction to post‐secondary institutions “to integrate Indigenous knowledge and teaching methods into classrooms” as well as to “build student capacity for intercultural understanding, empathy, and mutual respect.” In response, Canadian universities have rushed to “Indigenize” and are now competing to hire Indigenous faculty, from a limited pool of applicants. However, it is missing the true spirit of reconciliation for non‐Indigenous faculty to continue with the status quo while assigning the sole responsibility of Indigenizing curriculum to these new hires. How can non‐Indigenous psychology professors change their teaching to ensure that all students acquire an appreciation of traditional Indigenous knowledge about holistic health and healing practices, as well as an understanding of Canada's history of racist colonization practices and its intergenerational effects? Community psychologists, particularly those who have established relationships with Indigenous communities, have an important role to play. In this article, I survey the existing literature on Indigenizing and decolonizing psychological curriculum and share ways in which I have integrated Indigenous content into my psychology courses. I also reflect upon the successes, questions, and ongoing challenges that have emerged as I worked in collaboration with first Anisinaabek First Nations and then Mi'kmaw/L'nu First Nations.     

Can faith move mountains? How implicit theories about willpower moderate the adverse effect of daily emotional dissonance on ego-depletion at work and its spillover to the home-domain

Recent findings have demonstrated that implicit theories about willpower (the belief whether willpower relies on a limited vs. nonlimited resource) moderate the ego-depletion-effect. This study examines this moderating mechanism in occupational settings where employees increasingly have to deal with the unpleasant state of emotional dissonance, which requires the exertion of volitional self-control. By integrating findings on implicit theories about willpower, arguments brought up by the strength model of self-control, and notions from the spillover literature, we propose that believing in a nonlimited resource theory of willpower buffers the effect of emotional dissonance on ego-depletion at work and diminishes the spillover of ego-depletion from the work- to the home-domain. In a diary study covering 10 working days (N = 71), we examine a moderated mediation model in which ego-depletion at work mediates the relation between emotional dissonance and ego-depletion at home and analyse whether implicit theories about willpower moderate both paths (a and b) of the proposed mediation model. Our results provide support for the mediation hypothesis and show that endorsing a nonlimited resource theory buffers the effect of emotional dissonance on ego-depletion at work, thereby disrupting the indirect effect of emotional dissonance on ego-depletion at home. Subsequently, we discuss implications of holding a nonlimited resource theory.