Depression and interpersonal stress: The mediating role of emotion regulation

Maladaptive emotion regulation is a risk factor for depression when an individual is experiencing stressful interpersonal events. Although emotion regulation has several different dimensions, little is known about which of these mediate the relationship between interpersonal stress and depressive symptoms. The current study examined self-ratings of emotion regulation, interpersonal stress, and depression in a sample of non-clinical undergraduate students (N = 152). Our results indicated that two facets of emotion regulation (i.e., lack of emotional clarity and limited access to emotion regulation strategies) fully mediate the relationship between interpersonal stress and depression. Hence, to minimize depressive symptoms when experiencing interpersonal stress, our findings suggest that it is important for individuals to be clear about their feelings and to attempt to transition from negative feelings to alternative feelings.     

Remembering Public,Political Events: A Cross‐Cultural and ‐Sectional Examination of Australian and Japanese Public Memories

We examined and compared the initiating conditions of flashbulb memory (FBM) confidence and event memory accuracy across two different, yet similar public, political events occurring in two different countries: Australia and Japan. To do so, we seized upon the occurrence of two politically important events: the resignation of the Japanese and Australian Prime Ministers in June 2010. In a series of mean and correlation analyses, we concluded that different factors may determine event memory accuracy and FBM confidence across cultures. In particular, the way different cultures emotionally appraise and rehearse the event, their attitude toward the political parties/their political involvement and self‐construal may have important implications for how individuals accurately remember the event and the confidence they hold for their memories of the context when learning of the event. We discuss avenues of future research to better understand the extent to which cultural differences drove these results. Copyright © 2015 John Wiley & Sons, Ltd.     

Effects of chewing on cognitive processing speed

In recent years, chewing has been discussed as producing effects of maintaining and sustaining cognitive performance. We have reported that chewing may improve or recover the process of working memory; however, the mechanisms underlying these phenomena are still to be elucidated. We investigated the effect of chewing on aspects of attention and cognitive processing speed, testing the hypothesis that this effect induces higher cognitive performance. Seventeen healthy adults (20–34 years old) were studied during attention task with blood oxygenation level-dependent functional (fMRI) at 3.0 T MRI. The attentional network test (ANT) within a single task fMRI containing two cue conditions (no cue and center cue) and two target conditions (congruent and incongruent) was conducted to examine the efficiency of alerting and executive control. Participants were instructed to press a button with the right or left thumb according to the direction of a centrally presented arrow. Each participant underwent two back-to-back ANT sessions with or without chewing gum, odorless and tasteless to remove any effect other than chewing. Behavioral results showed that mean reaction time was significantly decreased during chewing condition, regardless of speed-accuracy trade-off, although there were no significant changes in behavioral effects (both alerting and conflict effects). On the other hand, fMRI analysis revealed higher activations in the anterior cingulate cortex and left frontal gyrus for the executive network and motor-related regions for both attentional networks during chewing condition. These results suggested that chewing induced an increase in the arousal level and alertness in addition to an effect on motor control and, as a consequence, these effects could lead to improvements in cognitive performance.     

Lesson Plans and the Contingency of Classroom Interactions

In their examination of elementary science classrooms, Amerine and Bilmes (1988) found that following instructions requires students to understand the relationship between the projected outcome and the corresponding course of actions. One of the most important resources for instructions is the lesson plan, which prescribes the sequence of teaching. However, there is often a gap between what is planned and what actually happens in the classroom. This raises the question of how teachers come to terms with contingent variants and unexpected outcomes that real-time interactions occasion and how lesson plans are configured into these processes. This study examines a teacher education program that uses lesson plans as a central resource for teaching mathematics. The results suggest that classroom teachers use lesson plans as communicative resources to identify problems, specify assumptions about their teaching and act on the evolving contingency of classroom interaction. The interactional contingency is the locus of teaching practices, not an obstacle to the application of procedures in lesson plans.     

Unbalanced triangle in the social dilemma of trust: Internet studies of real‐time,real money social exchange between China,Japan, and Taiwan

Using a dyadic game theory paradigm, three experiments on the social dilemma of trust were conducted over the Internet in real time, involving real money. It was predicted and found that in‐group favouritism in trusting behaviour was contingent on historical relationships between societies. In the China–Japan experiment, mainland Chinese but not Japanese trusted and made fair allocations to in‐group members more than out‐group members, and out‐group trust was best predicted by positive stereotypes of the out‐group for Chinese and identity for Japanese. In the China–Taiwan experiment, Taiwanese but not Mainland Chinese trusted in‐group members more than out‐group members, and in‐group trust for Taiwanese was best predicted by perceptions of current realistic threats. In the Taiwan–Japan experiment, there were slight in‐group favouring tendencies in trust, and positive stereotypes of the out‐group were the best predictors of out‐group trust. Japanese were unique in not displaying in‐group favouring behaviour at all, whereas both Chinese and Taiwanese were context specific in their in‐group favouritism. Stereotypes, social identities, perceptions of realistic threat, and historical anger made significant contributions to predicting trusting behaviour, but overall these survey measures only accounted for small and inconsistent amounts of variance across the three experiments.     

A normative set of 98 pairs of nonsensical pictures (droodles)

Our purpose in the present study is to provide a normative set of nonsensical pictures known as droodles and to demonstrate the role of semantic comprehension in facilitating recall of pictorial stimuli. The set consists of 98 pairs of droodles. Experiment 1 standardized these pictorial stimuli with respect to several variables, such as appropriateness of verbal labels, relationship between two droodles, and correct recall. Appropriateness of verbal labels was rated higher for pictures presented in pairs than for pictures presented singly. Experiment 2 used the standardized set of droodles in a recall experiment similar to those of Bower, Karlin, and Dueck (1975) and others. As we expected, semantic interpretation can strongly facilitate recall. Multiple regression analysis showed that several measures had significant power of explanation for recall performance. The full set of norms and pictures from this article may be downloaded from http://brm.psychonomic-journals.org/content/supplemental.     

Basic principles of MRI and morphometry studies of human brain development

Magnetic resonance imaging has undergone dramatic development in the past years. This has been paralleled by developments in the tools for extracting quantitative information from these images in support of capturing the anatomic features of brain development in living humans. This has revolutionized our expectations for current and future diagnostic and investigative work with the developing brain. This paper will cover the classes of information that are readily available in the MR image, the mechanisms for extracting quantitative results, and a sample of the application of these types of methods to developmental issues. These applications highlight tissue‐ and anatomic‐based contrasts in the nature and rate of developmental maturation within the brain. This will be followed by a discussion of the emergent themes of developmental science as elucidated by these classes of observation.     

Visual search asymmetry with uncertain targets

The underlying mechanism of search asymmetry is still unknown. Many computational models postulate top-down selection of target-defining features as a crucial factor. This feature selection account implies, and other theories implicitly assume, that predefined target identity is necessary for search asymmetry. The authors tested the validity of the feature selection account using a singleton search task without a predefined target. Participants conducted a target-defined and a singleton search task with a circle (O) and a circle with a vertical bar (Q). Search asymmetry was observed in both tasks with almost identical magnitude. The results were not due to trial-by-trial feature selection, because search asymmetry persisted even when the target was completely unpredictable. Asymmetry in the singleton search was also observed with more complex stimuli, Kanji characters. These results suggest that feature selection is not necessary for search asymmetry, and they impose important constraints on current visual search theories.     

Recognition of odors and identification of sources

The purpose of the present study was to investigate the accuracy of the memory for odors and for the location of odors. In Experiment 1, 5 unfamiliar odors were presented in each of 2 rooms. Twenty participants were instructed to remember only the odors (odor-only control group) and 20 were instructed to remember both the odors and the room where the odors were presented (odor place group). In Experiment 2, both the odor presentation room and the sex of the experimenters were manipulated to increase the uniqueness of the odor location. The results demonstrated that the memory for an odor is superior to the memory for the location of an odor. The results also indicated that the intention to learn the sources of an odor improves the memory for the source. These results are discussed in the context of the source monitoring framework.