Influence of Peers’ Types of Trust on Trust Repair: The Role of Apologies

This study aims to answer the question how previous trust experiences contextualize trust repair efforts. The concepts of calculus-based and relational trust are utilized to show the influence of the kind of trust on trust repair tactics, specifically apologies. We focus on a neglected referent of trust, that is trust between peers, and elucidate apology and its complements that might be effective between peers. We propose that the effectiveness of apologies and its specific complements depend not only on trust breach but also on the type of trust prior to a breach. Specifically, we claim that when apology is complemented with compensation or external attributions, these tactics repair trust more effectively in calculus-based trust. But, when apology is complemented with empathy, acknowledgment of violated norms, and extensive involvement, these tactics can effectively repair trust in relational trust. The paper aims to contribute to our understanding of apologies and the effectiveness of it under different conditions.     

A field study on watching eyes and hand hygiene compliance in a public restroom

Humans modify their behavior in a socially desirable way when being watched by others. We applied this basic idea to hand hygiene compliance, a behavior that is crucial for preventing germ transmission and successive infections in many settings. Building on the assumption that hand hygiene behavior is socially desirable, we assume that individuals show stronger hand hygiene compliance when being watched. In a field study in a women's public restroom (N = 354), we exposed individuals to a message advising that hand‐washing protects against the spread of pathogens. In the experimental condition, stylized human watching eyes were presented above the message. In the control condition, three stars were presented. Analysis revealed a significantly higher percentage of hand hygiene compliance in the watching eyes condition (83.3%) compared to the control condition (71.9%; odds ratio: 1.95, p = .01). The applied value for employers and public institutions is discussed.     

Emphasizing excellence and diversity cues on university websites: Additive or interactive effects on prospective students' psychological reactions?

A series of three web‐based scenario experiments investigated how emphasizing excellence and/or diversity on university websites affects students' psychological reactions toward the advertising institution. Our findings form a robust pattern suggesting that emphasizing excellence and emphasizing diversity have additive (rather than interactive or mutually interfering) effects. Two studies (N = 346 and N = 128) showed that the effects of emphasizing excellence and diversity arise from different psychological processes related to important aspects of student applicants' expectations about how well they “fit in” and how well the institution will meet their needs. Study 3 (N = 363), using a within‐subject design, further corroborated that participants preferred universities whose websites emphasized both excellence as well as diversity. Practical implications and directions for future research are discussed.     

Experience,Effectiveness, and Perceptions Toward Sport Psychology Consultants: A Critical Review of Peer-Reviewed Articles

The first scientific papers on sport psychology consultants (SPCs) focused primarily on the professional practice of experienced SPCs. Since then, the scientific literature on SPCs has greatly diversified. The purpose of this review is to summarize and critically examine the findings of three scientifically studied topics on SPCs: SPCs' experiences, perceptions toward SPCs, and SPCs' effectiveness. Peer-reviewed scientific articles published in English were found in the main sport and psychology databases. The primary results in relation to each topic and the limitations of these papers are presented. The discussion examines future avenues from which to develop research on SPCs.     

The Vasarhelyi method of child art psychotherapy: an adjunctive treatment in childhood depression

We describe the use of child art psychotherapy (CAP) following the Vasarhelyi method in an 11-year-old female with a history of anxiety and depression which limited her capacity to attend school and in a 15-year-old male who had a history of depressive symptoms with suicidal thinking. In each case, the use of other therapies such as cognitive behaviour therapy was not possible or unsuccessful. Through the creation of images, each young person revealed concerns which had not been previously verbalised, and recovery was linked in time to the revelation of these worries. We propose the use of the Vasarhelyi method of CAP as an adjunctive treatment of depression in young people.     

Variation in the speech signal as a window into the cognitive architecture of language production

The pronunciation of words is highly variable. This variation provides crucial information about the cognitive architecture of the language production system. This review summarizes key empirical findings about variation phenomena, integrating corpus, acoustic, articulatory, and chronometric data from phonetic and psycholinguistic studies. It examines how these data constrain our current understanding of word production processes and highlights major challenges and open issues that should be addressed in future research.     

Literacy acquisition influences children's rapid automatized naming

Previous research has established that learning to read improves children's performance on reading‐related phonological tasks, including phoneme awareness (PA) and nonword repetition. Few studies have investigated whether literacy acquisition also promotes children's rapid automatized naming (RAN). We tested the hypothesis that literacy acquisition should influence RAN in an international, longitudinal population sample of twins. Cross‐lagged path models evaluated the relationships among literacy, PA, and RAN across four time points from pre‐kindergarten through grade 4. Consistent with previous research, literacy showed bidirectional relationships with reading‐related oral language skills. We found novel evidence for an effect of earlier literacy on later RAN, which was most evident in children at early phases of literacy development. In contrast, the influence of earlier RAN on later literacy was predominant among older children. These findings imply that the association between these two related skills is moderated by development. Implications for models of reading development and for dyslexia research are discussed.