Knowing when to hold ‘em: regret and the relation between missed opportunities and risk taking in children,adolescents and adults

Regret over missed opportunities leads adults to take more risks. Given recent evidence that the ability to experience regret impacts decisions made by 6-year-olds, and pronounced interest in the antecedents to risk taking in adolescence, we investigated the age at which a relationship between missed opportunities and risky decision-making emerges, and whether that relationship changes at different points in development. Six- and 8-year-olds, adolescents and adults completed a sequential risky decision-making task on which information about missed opportunities was available. Children also completed a task designed to measure their ability to report regret when explicitly prompted to do so. The relationship between missed opportunities and risky decision-making did not emerge until 8 years, at which age it was associated with the ability to explicitly report regret, and was stronger in adults than in adolescents. These novel results highlight the potential importance of the ability to experience regret in children and adolescents’ risky decision-making.     

Relational‐Cultural Theory and Supervision: Evaluating Developmental Relational Counseling

This article overviews relational‐cultural theory and developmental relational counseling (DRC) and reports the results of a randomized study evaluating supervisory relational health as defined by DRC theoretical constructs. As measured by an adaptation of the Relational Health Index (Liang et al., 2002 ), counseling students enrolled in clinical courses identified clear preferences for supervisory relationships that promoted accurate relational awareness, compassion, clarity, feedback receptivity, and responsible use of power.     

Temporal Binding,Causation, and Agency: Developing a New Theoretical Framework

In temporal binding, the temporal interval between one event and another, occurring some time later, is subjectively compressed. We discuss two ways in which temporal binding has been conceptualized. In studies showing temporal binding between a voluntary action and its causal consequences, such binding is typically interpreted as providing a measure of an implicit or pre-reflective “sense of agency.” However, temporal binding has also been observed in contexts not involving voluntary action, but only the passive observation of a cause–effect sequence. In those contexts, it has been interpreted as a top-down effect on perception reflecting a belief in causality. These two views need not be in conflict with one another, if one thinks of them as concerning two separate mechanisms through which temporal binding can occur. In this paper, we explore an alternative possibility: that there is a unitary way of explaining temporal binding both within and outside the context of voluntary action as a top-down effect on perception reflecting a belief in causality. Any such explanation needs to account for ways in which agency, and factors connected with agency, has been shown to affect the strength of temporal binding. We show that principles of causal inference and causal selection already familiar from the literature on causal learning have the potential to explain why the strength of people's causal beliefs can be affected by the extent to which they are themselves actively involved in bringing about events, thus in turn affecting binding.     

A Systematic Review of the Factors Associated with Post-Traumatic Growth in Parents Following Admission of Their Child to the Intensive Care Unit

This systematic review aims to identify the demographic, clinical and psychological factors associated with post-traumatic growth (PTG) in parents following their child’s admission to the intensive care unit (ICU). Papers published up to September 2021 were identified following a search of electronic databases (PubMed, Medline, Web of Science, PsycINFO, CINAHL, PTSDpubs and EMBASE). Studies were included if they involved a sample of parents whose children were previously admitted to ICU and reported correlational data. 1777 papers were reviewed. Fourteen studies were eligible for inclusion; four were deemed to be of good methodological quality, two were poor, and the remaining eight studies were fair. Factors associated with PTG were identified. Mothers, and parents of older children, experienced greater PTG. Parents who perceived their child’s illness as more severe had greater PTG. Strong associations were uncovered between PTG and post-traumatic stress, psychological well-being and coping. PTG is commonly experienced by this population. Psychological factors are more commonly associated with PTG in comparison with demographic and clinical factors, suggesting that parents’ subjective ICU experience may be greater associated with PTG than the objective reality.

     

The link between deductive reasoning and mathematics

ABSTRACT

Recent studies have shown that deductive reasoning skills (including transitive and conditional inferences) are related to mathematical abilities. Nevertheless, so far the links between mathematical abilities and these two forms of deductive inference have not been investigated in a single study. It is also unclear whether these inference forms are related to both basic maths skills and mathematical reasoning, and whether these relationships still hold if the effects of fluid intelligence are controlled. We conducted a study with 87 adult participants. The results showed that transitive reasoning skills were related to performance on a number line task, and conditional inferences were related to arithmetic skills. Additionally, both types of deductive inference were related to mathematical reasoning skills, although transitive and conditional reasoning ability were unrelated. Our results also highlighted the important role that ordering abilities play in mathematical reasoning, extending findings regarding the role of ordering abilities in basic maths skills. These results have implications for the theories of mathematical and deductive reasoning, and they could inspire the development of novel educational interventions.