Emotional processing of individuals high in psychopathic traits

One of the most important clinical features of psychopaths is their differential emotional response style. The present study examined the modulating effect of negative mood induction on the processing of emotional information and its relation to psychopathy. The sample of 105 participants were randomly assigned to two types of mood induction conditions (negative vs neutral) and viewed three types of visual stimuli (positive, neutral, negative). Psychopathic Personality Inventory‐R (PPI‐R; Lilienfeld & Andrews) was employed to measure their psychopathic traits. It was hypothesized that individuals high on PPI‐II (i.e., self‐centered impulsivity) would show greater response latencies to emotionally negative pictures when they were induced into a negative mood compared to individuals high on PPI‐I (i.e., fearless dominance). In general, individuals high on PPI‐II showed greater response latencies to emotionally negative pictures, but their responsivity did not vary as a function of mood manipulation or task demands. When controlling the influence of other PPI factors, PPI‐I predicted reaction time (RT) facilitation to positive pictures in general (i.e., faster RT), and when interacting with a negative mood induction, it predicted longer viewing time of and more difficulty disattending from positive pictures (i.e., slower RT). These results were discussed within emotional processing theory associated with psychopathy.     

Verbal Working Memory as a Longitudinal Mechanism of Vocabulary Problems in Preschoolers with ADHD

Elucidation of early potential risk factors of Attention-Deficit/Hyperactivity Disorder (ADHD) is important to allow for early identification of ADHD and targeted early intervention for children with ADHD. Delayed language skills, particularly poor vocabulary, is an early-developing potential risk factor that is thought to be involved in developmental pathways to ADHD; however, mechanisms explaining the relationship between poor vocabulary skills and ADHD symptoms are unclear and warrant investigation. The present study examines the relationship between poor vocabulary skills and ADHD symptoms by testing cognitive mechanisms, namely verbal working memory (WM), that might account for this link. Participants were 109 young children between the ages of three and six and their primary caregivers. Diagnostic information on ADHD symptoms was available from parents and teachers/daycare providers via standardized rating forms. Vocabulary skills and WM were measured through child performance on laboratory tasks. Mediation analyses found poor verbal working memory significantly partially explained the vocabulary-ADHD association for both parent and teacher-rated ADHD symptoms. Further, effects of verbal WM on the association between poor vocabulary and increased ADHD symptoms largely held at one-year follow-up. Development of early interventions targeting verbal WM may be a promising new direction for early ADHD intervention work.     

Implementation trial of a cognitive behavioural therapy programme for reducing student stress in the final year of secondary school

The final year of secondary school has been shown to be associated with heightened student stress. Psychological interventions have been shown to be effective in reducing and preventing distress in students during this school period, although the widespread adoption of these interventions into school settings is limited. There have been recent calls for research to examine the implementation success of evidence-based programmes when used by schools in school settings. The present study aimed to evaluate the implementation success of an evidence-based cognitive-behavioural therapy programme (Study without Stress) using the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework. At one Australian high school, all tutor group teachers were trained by the school counsellor to deliver the programme in standard school classes to students in the lead up to their final year of secondary school. Students (n = 80) and teachers (n = 11) reported on programme success against the RE-AIM framework at pre-intervention, post-intervention, and three-month follow-up. The findings indicated that SWOS was implemented successfully by the school. SWOS was associated with maintaining student stress levels at normal levels over time, as well as reducing the severity of stress for initially highly distressed students. The findings provide evidence from implementation science that SWOS can be adapted and delivered effectively by school staff to manage stress in final year secondary school students.     

Private Announcements on Topological Spaces

In this work, we present a multi-agent logic of knowledge and change of knowledge interpreted on topological structures. Our dynamics are of the so-called semi-private character where a group G of agents is informed of some piece of information \(\varphi \), while all the other agents observe that group G is informed, but are uncertain whether the information provided is \(\varphi \) or \(\lnot \varphi \). This article follows up on our prior work (van Ditmarsch et al. in Proceedings of the 15th TARK. pp 95-102, 2015) where the dynamics were public events. We provide a complete axiomatization of our logic, and give two detailed examples of situations with agents learning information through semi-private announcements.     

He's a Laker; She's a “Looker”: The Consequences of Gender-Stereotypical Portrayals of Male and Female Athletes by the Print Media

Although an extensive qualitative literature shows that coverage of women's sport often focuses on female athletes' attractiveness (to the exclusion of their athleticism), there is a dearth of quantitative research examining exactly what effect this coverage has on people's perceptions of athletes. As part of a 2 (Gender of the Athlete: Female or Male) × 2 (Gender of the Participant: Female or Male) × 2 (Focus of the Article: Physical Attractiveness or Athleticism) between-subjects design, 92 predominantly White undergraduates (40 men, 52 women) read a fictitious newspaper profile about an Olympic athlete in which the article focused on the athlete's attractiveness (as coverage of female athletes often does) or on the athlete's athleticism (as coverage of male athletes often does). Interestingly, participants neither had favorable impressions of nor liked articles about female and male athletes when attractiveness was the main focus of an article. These findings suggest that the media should be cognizant of the harmful and erroneous impressions that can result from portraying athletes in terms of their personal attributes rather than their athletic accomplishments.     

The Syllable Effect in Anagram Solution: Unrecognised Evidence from Past Studies

Six previous studies of the variables affecting anagram solution are re-examined for the evidence that number of syllables contributes to solution difficulty. It was shown that the number of syllables in a solution word was confounded with imagery for one study and with diagram frequency for another. More importantly it was shown that the number of syllables has a large effect on anagram solution difficulty in the re-analysis of the results from the other four studies. In these studies, the number of syllables was either more important than the principal variable examined in the experiment or the second most important variable. Overall the effect size for the number of syllables was large, d = 1.14. The results are discussed in the light of other research and it is suggested that anagram solution may have more in common with other word identification and reading processes than has been previously thought.     

When team members’ values differ: The moderating role of team leadership

Integrating theory and research on values, diversity, situational strength, and team leadership, we proposed that team leadership moderates the effects of values diversity on team conflict. In a longitudinal survey study of national service teams, we found significant, but opposite, moderating effects of task-focused and person-focused leadership. As predicted, task-focused leadership attenuated the diversity–conflict relationship, while person-focused leadership exacerbated the diversity–conflict relationship. More specifically, task-focused leadership decreased the relationship between work ethic diversity and team conflict. Person-focused leadership increased the relationship between traditionalism diversity and team conflict. Team conflict mediated the effects of the interactions of leadership and values diversity on team effectiveness.