Procedural injustice at work,justice sensitivity,job satisfaction and psychosomatic well‐being

In a field study with 295 factory employees, three hypotheses were tested: (1) Procedural injustice at work is correlated negatively with job satisfaction and psychosomatic well‐being. (2) The perception of procedural injustice depends on the person's chronic justice sensitivity. (3) Justice sensitivity moderates the correlation of procedural injustice with satisfaction and well‐being, the correlation becoming larger with increasing justice sensitivity. Procedural injustice was defined as the discrepancy between desired (ought) and perceived (is) procedures. Justice sensitivity and procedural fairness according to Leventhal's criteria (consistency, nonpartiality, accuracy, correctability, representativeness) and one additional criterion (open information) were measured via questionnaire. Job satisfaction, number of sick days during the last six months and number of days a person felt sick at work during the last six months served as indicators of psychosomatic well‐being. The first and second hypotheses were supported by the data. Partial support was also obtained for the third hypothesis: Justice sensitivity moderated the correlation of procedural unfairness with (a) the number of days the person felt sick at work and (b) the sum of this variable with the number of sick days. Copyright © 1999 John Wiley & Sons, Ltd.     

What are you looking at? Infants’ neural processing of an adult's object‐directed eye gaze

Previous research suggests that by 4 months of age infants use the eye gaze of adults to guide their attention and facilitate processing of environmental information. Here we address the question of how infants process the relation between another person and an external object. We applied an ERP paradigm to investigate the neural processes underlying the perception of the direction of an adult's eye gaze in 4-month-old infants. Infants showed differential processing of an adult's eye gaze, which was directed at a simultaneously presented object compared to non-object-directed eye gaze. This distinction was evident in two ERP components: The Negative component, reflecting attentional processes, and the positive slow wave, which is involved in memory encoding. The implications of these findings for the development of joint attention and related social cognitive functions are discussed.     

Eye movements reveal sustained implicit processing of others' mental states

The ability to attribute mental states to others is crucial for social competency. To assess mentalizing abilities, in false-belief tasks participants attempt to identify an actor's belief about an object's location as opposed to the object's actual location. Passing this test on explicit measures is typically achieved by 4 years of age, but recent eye movement studies reveal registration of others' beliefs by 7 to 15 months. Consequently, a 2-path mentalizing system has been proposed, consisting of a late developing, cognitively demanding component and an early developing, implicit/automatic component. To date, investigations on the implicit system have been based on single-trial experiments only or have not examined how it operates across time. In addition, no study has examined the extent to which participants are conscious of the belief states of others during these tasks. Thus, the existence of a distinct implicit mentalizing system is yet to be demonstrated definitively. Here we show that adults engaged in a primary unrelated task display eye movement patterns consistent with mental state attributions across a sustained temporal period. Debriefing supported the hypothesis that this mentalizing was implicit. It appears there indeed exists a distinct implicit mental state attribution system.     

Task switching and action sequencing

We investigated if task switching affects late response processes that occur after the selection of a response. Subjects performed a sequence of two responses. The first and second response were selected, and then executed in close succession. The interresponse interval (IRI) was taken as a measure of late response processes. The two responses could either belong to different tasks (task-switch condition), or to the same task that was performed twice (task-repetition condition). In all three experiments, the IRI was found to be longer in the task-switch condition than in the task-repetition condition, consistent with the idea that task switching affected late response processes. However, the effects of the manipulation of the stimulus-onset asynchrony revealed that the tendency to perform the two responses as a sequence was reduced in the task-switch condition relative to the task-repetition condition. Thus, the data do not provide unequivocal evidence for task switching affecting late response processes. The data show, however, that task switching affected action sequencing. Two actions that do not belong to the same task context are less likely to be performed as an action sequence. We suggest that task switching interacts with higher-order control processes that cannot be studied within the traditional task-switching paradigm.     

National Norms and Correlates of the PHQ-8 and GAD-7 in Parents of School-age Children

Anxiety and depressive disorders are global public health concerns, and research suggests that these disorders are common in parents and can adversely influence family functioning. However, little is known about normative levels of anxiety and depressive symptoms in parents of school-age children. The present study reports on generalized anxiety and depressive symptoms in 1570 parents and guardians of a nationally representative sample of children ages five to twelve years using two widely used and validated questionnaires: the eight-item variant of the Patient Health Questionnaire depression scale (PHQ-8) and the seven-item Generalized Anxiety Disorder scale (GAD-7). Moderate to severe levels of generalized anxiety symptoms were reported in 12.7% of the total sample and moderate to severe levels of depressive symptoms were reported in 14.1% of the sample; 17.7% of the sample reported moderate to severe levels of either generalized anxiety or depressive symptoms. This percentage was higher for females, younger parents and guardians, and parents and guardians reporting lower household incomes. These data, collected online in early 2018, may be useful for researchers and clinicians studying and treating anxiety and depression in parents. Further, these data provide a baseline for researchers currently studying the impact of changes related to the novel coronavirus (COVID-19) pandemic (e.g., school closures) on the mental health of parents of school-age children.

     

Child decision-making: On the burden of predecisional information search

In many decision situations, individuals must actively search information before they can make a satisfying choice. In such instances, individuals must be aware of the fact that not all information may be equally relevant for the choice at hand—thus, individuals should weight information by its respective relevance. We compared children’s and adult’s decision-making in a child-friendly decision game. For each decision, participants received information on the content of 3 piggy banks on an information-board. In Experiment 1, we manipulated the weight-structure by presenting decisions with similarly relevant or differently relevant information. Results suggested that 8- to 9-year-olds did not adapt their search to the weight-structure. In contrast, 10- to 12-year-olds did consider relevance weights. Still, 8- to 9-year-olds and 10- to 12-year-olds were unable to search for a good, adultlike information sample containing all relevant and no irrelevant information. Thus, children based their decisions on a biased information sample. In Experiment 2, we intensified the need to consider relevance weights by introducing a search constraint. In doing so, we replicated the deficits of 8- to 9-year-olds and found adultlike behavior in 11- to 12-year-olds. Our findings suggest that although children understand that relevance may vary, they are not immediately able to effectively consider relevance weights in their information search—which appears to be a skill that continues to develop throughout childhood. We discuss the resulting implications for understanding children as decision makers as well as the general ability to perform structured information search.