Assessing mood with affect-sensitive tasks

It is hypothesized that when an individual experiences a change in mood there are concomitant changes in performance at cognitive and psychomotor tasks. The present study attempts to identify tasks which are mood-sensitive. The nature of affect-sensitive tasks will yield information about how mood influences behavior. Further, to the extent that relationships between mood and affect-sensitive tasks are found, clients may be motivated to change their mood by a knowledge of expectable improvements in performance. Ten tasks and a mood-adjective checklist were administered to 106 subjects. Four of the tasks showed statistically significant relationships with self-reported mood. Results were promising for further investigations of affect-sensitive tasks.     

Naturally occurring mood and learning: comment on Hasher, Rose, Zacks, Sanft, and Doren

We comment on the article by Hasher, Rose, Zacks, Sanft, & Doren (1985) in which they failed to find mood-congruent learning (MCL). MCL occurs whenever subjects learn more about materials that are congruent with their moods (e.g., depressed subjects learn more sad material). Hasher et al. failed to observe MCL with normal college students who scored high versus low on the Beck Depression Inventory and an affect checklist; in contrast, positive MCL has been observed with clinically depressed patients and with normals given laboratory mood inductions. Hasher et al. argue that moderately depressed normal students may be qualitatively different from clinically depressed patients and mood-induced subjects. Although we accept the findings of Hasher et al., we think it is also plausible that MCL may be a general though small effect which is present among normal college students as well.     

“Care for the Common Home”: Responses to Pope Francis’s Encyclical Letter

Journal of Religion and Health - This article aims to build awareness of the growing global crisis in social, economic and environmental terms from different disciplinary approaches. The authors...     

Visceral sensitivity as a mediator of outcome in the treatment of irritable bowel syndrome

Patients with irritable bowel syndrome (IBS) experience anxiety about visceral sensations, leading to avoidance behaviors and hypervigilance that maintain IBS symptoms. The current study used data from a clinical trial that compared a treatment aimed at reducing anxiety about visceral sensations (interoceptive exposure; IE) to an attention control (AC) and a CBT-based stress-management treatment (SM) to examine whether changes in visceral sensitivity mediated IBS symptom and quality of life outcomes. Data from participants who completed one of the three treatments (N = 76) were subjected to mediation analyses. Visceral sensitivity mediated treatment outcomes across all outcome measures and across all treatment groups, with no differences between IE and the other treatment groups. This finding suggests that psychosocial treatments for IBS may work by decreasing visceral sensitivity, and the degree to which visceral sensitivity is decreased is related to outcome, suggesting IE may be the preferable treatment option.     

Omission of expected reward agitates Atlantic salmon (Salmo salar)

The evolutionary background for cognition and awareness is currently under ardent scrutiny. Poikilothermic vertebrates such as teleost fishes are capable of classical conditioning and have long-term memories, but it remains unknown to what degree such capabilities are associated with affective states. Here, we investigate whether the concept of frustration may apply to Atlantic salmon. In mammals, this paradigm comprises the omission of an expected reward (OER), which elicits behavioural and physiological coping responses (e.g. aggression and stress reactions). Six groups with 200 fish in each were conditioned to associate a flashing light (CS) with feeding. Conditioning over 22?days led to a change from aversion to attraction to the CS. Subsequently, 3 groups served as control, and 3 groups were subjected to an OER paradigm for 9?days, in which the expected food reward was delayed for 30?min during two out of three daily meals. Compared to controls, OER groups displayed higher levels of aggression and more heterogeneous growth rates, indicating a more pronounced social hierarchy. Cortisol levels did, however, not differ between treatments and both groups responded similarly to acute stress. These results indicate that teleost fishes, like mammals, respond aggressively to OER. The capacity to respond behaviourally to frustrating conditions thus likely reflects an adaptive response to environmental unpredictability, which has been conserved throughout vertebrate evolution.     

When does procedural fairness promote organizational citizenship behavior? Integrating empowering leadership types in relational justice models

We examined how procedural fairness interacts with empowering leadership to promote employee OCB. We focused on two core empowering leadership types—encouraging self-development and encouraging independent action. An experiment revealed that leaders encouraging self-development made employees desire status information more (i.e., information regarding one’s value to the organization). Conversely, leaders encouraging independent action decreased employees’ desire for this type of information. Subsequently, a multisource field study (with a US and German sample) showed that encouraging self-development strengthened the relationship between procedural fairness and employee OCB, and this relationship was mediated by employees’ self-perceived status. Conversely, encouraging independent action weakened the procedural fairness-OCB relationship, as mediated by self-perceived status. This research integrates empowering leadership styles into relational fairness theories, highlighting that multiple leader behaviors should be examined in concert and that empowering leadership can have unintended consequences.     

Mental contrasting of a dieting wish improves self-reported health behaviour

Mentally contrasting a desired future with present reality standing in its way promotes commitment to feasible goals, whereas mentally indulging in a desired future does not. Dieting students (N?=?134) reported their most important dieting wish that they deemed attainable within a 2-week period. Then, they were directed to mentally contrast or indulge in thoughts and images about the named dieting wish. A control condition was given no directions. Two weeks after the experiment, dieters retrospectively rated their behaviour change: in the mental contrasting condition they reported having eaten relatively fewer calories overall, fewer high-calorie food and more low-calorie food compared to those in the indulging and control conditions, and they also reported having been more physically active. This transfer effect from one health domain to another suggests a more generalised effect of mental contrasting versus indulging and control than previously assumed.     

When Diversity in Training Improves Dyadic Problem Solving

Students learned how to solve binomial probability problems from either a procedurally based lesson or a conceptually based lesson and then worked in distributed pairs by using a computer‐based chat environment. Cognitively homogeneous dyads (i.e. both members received the same lesson) performed more accurately on standard problems, whereas cognitively diverse dyads (i.e. each member received a different lesson) performed more accurately on transfer problems. The cognitively homogeneous dyads perceived a greater sense of common ground with their partner, but spent a greater proportion of their time communicating about low‐level details (e.g. message verification) whereas the cognitively diverse dyads spent a greater proportion of their time on high‐level discussion (e.g. solution development). Results help to clarify that common training leads to more positive perceptions of collaboration, but only improves performance on problems that are highly similar to those experienced during training, whereas diverse training improves the ability of a dyad to perform well in new situations. Copyright © 2011 John Wiley & Sons, Ltd.