Take a risk or proceed with caution: Prevention motivation moderates responses to near-loss events

A persistently pressing issue identified in the decision-making literature is that people not only fail to recognize the risks entailed in a near-loss event but also subsequently engage in further risk-taking. We contend in this paper that prevention motivation critically regulates decision-makers' responses to a near-loss. Across three studies, we found that high prevention-focused individuals perceive greater risks in a near-loss event and are subsequently less likely to take risks, compared with low prevention-focused individuals. This finding highlights the significance of applying a motivational perspective to studying decision-making and risk.     

Activity of creatine kinase in mice under various “Stress” conditions

“Stress” induced by swimming, immobilization, and fighting in male albino mice results in a significant increase of creatine kinase (CK) activity in blood obtained by decapitation. The increase partially depends on motor activity as shown in fighting animals. Males show higher CK values than females. Isolation and even immobilization also lead to higher CK activity, the latter to a similar extent as swimming and fighting. We believe that CK activity is regulated by processes additional to motor activity.     

How do I feel about the behavior? The interplay of affective associations with behaviors and cognitive beliefs as influences on physical activity behavior.

Individuals have affective associations with health behaviors. In other domains such associations have been shown to influence behavior, but affective associations with health behaviors are not included in current health decision-making models. The authors examined whether affective associations with exercise predicted individuals' activity behavior and, if so, how they interfaced with other decision-making constructs to influence behavior. Adult participants (N = 433) reported their current physical activity behavior and affective associations with physical activity. Health belief model and theory of planned behavior constructs were also assessed. More positive affective associations with activity significantly predicted greater activity behavior. Moreover, the influence of the health belief model and theory of planned behavior constructs on activity behavior was mediated through affective associations. Affective associations were shown to play a central role in individuals' activity behavior, both as a mediator of the effects of cognitively based decision-making factors and as an independent predictor of activity behavior. The results suggest the need to include affective influences on behavior in formal models of health decision making and, potentially, to explore affectively based intervention routes to change behaviors.     

Klaus-Uwe Adam,Therapeutisches Arbeiten mit Träumen. Theorie und Praxis der Traumarbeit

Ohne Zusammenfassung     

The Health Professional Ethics Rubric: Practical Assessment in Ethics Education for Health Professional Schools

A barrier to the development and refinement of ethics education in and across health professional schools is that there is not an agreed upon instrument or method for assessment in ethics education. The most widely used ethics education assessment instrument is the Defining Issues Test (DIT) I & II. This instrument is not specific to the health professions. But it has been modified for use in, and influenced the development of other instruments in, the health professions. The DIT contains certain philosophical assumptions (??Kohlbergian?? or ??neo-Kohlbergian??) that have been criticized in recent years. It is also expensive for large institutions to use. The purpose of this article is to offer a rubric??which the authors have named the Health Professional Ethics Rubric??for the assessment of several learning outcomes related to ethics education in health science centers. This rubric is not open to the same philosophical critiques as the DIT and other such instruments. This rubric is also practical to use. This article includes the rubric being advocated, which was developed by faculty and administrators at a large academic health science center as a part of a campus-wide ethics education initiative. The process of developing the rubric is described, as well as certain limitations and plans for revision.     

Conceptual layers and strategies in tour planning

We present an exploratory study of an everyday navigation planning situation, addressing spatial planning strategies as well as cognitive shifts between the visually available map and the conceptualized real-world environment. Participants were asked to plan a diversified holiday route on an island, with the help of a map representing spatial as well as activity information. Following the task proper, they reported in written form about the problem-solving process. Route trajectories were analyzed with respect to their properties, and reports were analyzed with respect to the represented concepts and linguistic patterns. Results reveal that route trajectories tended to be circular rather than random, with relatively few detours or crossing lines. The underlying spatial planning strategies as represented in the written reports resembled earlier findings on the Traveling Salesperson Problem, providing insights into the extent to which this abstract task transfers to a naturalistic scenario. Most crucially, our linguistic analysis provides new results about the representation of conceptual layers when considering the real-world navigation domain of traveling in relation to the actual table-top map planning domain.     

First-order factor structure of the Personality Research Form

To establish the first-order factor structure of the Personality Research Form, a high school sample of 327 boys and a college sample of 215 men and women were administered Form AA. Principal component analyses were made, in both samples, of the 20 scales subdivided into two subsets. Nine factors were found to be equivalent in the college and high school data. Comparison with Edwards and Abbott analyses revealed substantial agreement. It was concluded that 12 scales could be used to measure the constructs embodied in the Personality Research Form.     

Reasoning about curvilinear motion: Using principles or analogy

People possess implicit theories about the motion of objects, theories that are often incorrect. When asked to predict the path of an object emerging from a curved tube, for example, people often say that the object will continue to follow a curved path. However, when solving a problem that reminds them of a familiar previous instance, people often reason by analogy to the instance. In this study, we show that a previous instance must be very superficially similar to a problem in order to be used as an analogy; otherwise, people will use their implicit theories as the basis of their reasoning.