Predicting real-world behaviour: Cognition-emotion links across adulthood and everyday functioning at work

ABSTRACT

Inspired by the discovery of positive age trends in emotional well-being across adulthood, lifespan researchers have uncovered fascinating age differences in cognition–emotion interactions in healthy adult samples, for example in emotion processing, memory, reactivity, perception, and regulation. Taking stock of this body of research, I identify four trends and five remaining gaps in our understanding of emotional functioning in adulthood. In particular, I suggest that the field should pay stronger attention to the prediction of real-world behaviour. Using the sample case of work functioning, I outline gaps in current knowledge, including the lack of data on middle-aged adults, the neglect of relevant cognitive-emotional mechanisms, and the unclear role of life experience. Filling these gaps will enable progress in research on emotional aging in and beyond the work setting and enhance its practical utility for individuals, organisations, and society.     

Testing primary‐school children's understanding of the nature of science

Understanding the nature of science (NOS) is a critical aspect of scientific reasoning, yet few studies have investigated its developmental beginnings and initial structure. One contributing reason is the lack of an adequate instrument. Two studies assessed NOS understanding among third graders using a multiple‐select (MS) paper‐and‐pencil test. Study 1 investigated the validity of the MS test by presenting the items to 68 third graders (9‐year‐olds) and subsequently interviewing them on their underlying NOS conception of the items. All items were significantly related between formats, indicating that the test was valid. Study 2 applied the same instrument to a larger sample of 243 third graders, and their performance was compared to a multiple‐choice (MC) version of the test. Although the MC format inflated the guessing probability, there was a significant relation between the two formats. In summary, the MS format was a valid method revealing third graders' NOS understanding, thereby representing an economical test instrument. A latent class analysis identified three groups of children with expertise in qualitatively different aspects of NOS, suggesting that there is not a single common starting point for the development of NOS understanding; instead, multiple developmental pathways may exist.     

Identifying and Referring Youths at Risk for Suicide Following Participation in School‐Based Gatekeeper Training

Gatekeeper training is a core strategy of the Garrett Lee Smith Memorial Suicide Prevention Act of 2004. Using data gathered from school‐based gatekeeper trainings implemented by GLS grantees, this analysis examines training and gatekeeper factors associated with (1) identification and referral patterns and (2) services at‐risk youths receive. Time spent interacting with youths was positively correlated with the number of gatekeeper identifications and knowledge about service receipt. Gatekeepers who participated in longer trainings identified proportionately more at‐risk youths than participants in shorter trainings. Most gatekeeper trainees referred the identified youths to services regardless of training type.     

Why count stuff? Young preschoolers do not use number for measurement in continuous dimensions

Adults routinely use numbers to make precise references to amounts of substance (e.g. 5 liters of water), but the ontogenesis of this capability is poorly understood. We developed a new method for addressing this issue. This report focuses on children’s ability to conceive of measuring substances by drawing on numerical information. Three‐ to 5‐year‐olds are unable to use even small differences of number to facilitate the quantitative comparison of small portions of sand. It is argued that children are biased to enumerate objects and to measure substances without counting.     

A placebo-controlled randomized trial of D-cycloserine augmentation of cue exposure therapy for smoking cessation

Recent studies underscore the importance of studying d-cycloserine (DCS) augmentation under conditions of adequate cue exposure treatment (CET) and protection from reconditioning experiences. In this randomized trial, we evaluated the efficacy of DCS for augmenting CET for smoking cessation under these conditions.

Sixty-two smokers attained at least 18 hours abstinence following 4 weeks of smoking cessation treatment and were randomly assigned to receive a single dose of DCS (n=30) or placebo (n=32) prior to each of two sessions of CET. Mechanistic outcomes were self-reported cravings and physiologic reactivity to smoking cues. The primary clinical outcome was 6-week, biochemically-verified, continuous tobacco abstinence.

DCS, relative to placebo, augmentation of CET resulted in lower self-reported craving to smoking pictorial and in vivo cues (d = 0.8 to 1.21) in a relevant subsample of participants who were reactive to cues and free from smoking-related reconditioning experiences. Select craving outcomes were correlated with smoking abstinence, and DCS augmentation was associated with a trend toward a higher continuous abstinence rate (33% vs. 13% for placebo augmentation).

DCS augmentation of CET can significantly reduce cue-induced craving, supporting the therapeutic potential of DCS augmentation when applied under appropriate conditions for adequate extinction learning.