Visualizing actions from a third‐person perspective: effects on health behavior and the moderating role of behavior difficulty

Visualizing behavior from a third‐person (vs. first‐person) perspective can produce stronger motivation to enact the behavior. However, the effects of perspective on health behaviors have been mixed. Hypothesizing that the difficulty of the visualized behavior might moderate the effect of perspective, two experiments manipulated the difficulty of the visualized behaviors (fruit/vegetable consumption; exercise) plus perspective and subsequently measured motivation (Experiments 1 and 2) and behavior (Experiment 2). In both experiments, the third‐person perspective produced stronger motivation to perform the easier, but not the more difficult, behavior. This effect extended to behavior in Experiment 2. Under certain conditions, encouraging people to visualize behavior from a third‐person perspective could represent a useful and cost‐effective means of promoting health behavior change.     

A two‐part mixed effects model for cigarette purchase task data

The Cigarette Purchase Task is a behavioral economic assessment tool designed to measure the relative reinforcing efficacy of cigarette smoking across different prices. An exponential demand equation has become a standard model for analyzing purchase task data, but its utility is compromised by its inability to accommodate values of zero consumption. We propose a two‐part mixed effects model that keeps the same exponential demand equation for modeling nonzero consumption values, while providing a logistic regression for the binary outcome of zero versus nonzero consumption. Therefore, the proposed model can accommodate zero consumption values and retain the features of the exponential demand equation at the same time. As a byproduct, the logistic regression component of the proposed model provides a new demand index, the “derived breakpoint”, for the price above which a subject is more likely to be abstinent than to be smoking. We apply the proposed model to data collected at baseline from college students (N = 1,217) enrolled in a randomized clinical trial utilizing financial incentives to motivate tobacco cessation. Monte Carlo simulations showed that the proposed model provides better fits than an existing model. We note that the proposed methodology is applicable to other purchase task data, for example, drugs of abuse.     

Jung in education: a review of historical and contemporary contributions from analytical psychology to the field of education

The available literature on the influence of Jungian thought on the theory and practice of education leaves the impression that although the work of Carl Jung and analytical psychology have much to offer the field of education, the Jungian influence has so far been slight. While this has certainly been true, the last decade or so has nevertheless witnessed an increased scholarly interest in exploring how analytical psychology may inform and inspire the field of education. As an explanation for this burgeoning interest in Jung, several of the contemporary contributors mention that analytical psychology has the potential of functioning as a counterbalance to the tendencies in Western societies to focus on measurable learning targets and increasingly standardized measures of teaching and assessment. It seems pertinent then to gain an overview of how analytical psychology has so far inspired the field of education and how it may fruitfully continue do so in the future. To this end this paper is structured chronologically, starting with the different phases of Jung's own engagement with the field of education and ending with later post‐Jungian applications of his concepts and ideas to education.     

Might anything be plain good?

Philosophical Studies - G.E. Moore said that rightness was obviously a matter of maximising plain goodness. Peter Geach and Judith Thomson disagree. They have both argued that ‘good’ is...     

Credo

I believe psychoanalysis is, first and foremost, an art. As an artist, empathy, curiosity, and creativity are required of the clinician. These qualities contribute to making every treatment unique, just suited for this patient with this therapist at this moment. Psychoanalytic theories provide useful models, metaphors, and model scenes that enable clinicians to better understand and engage their patients. Each theory can make a unique contribution to the analyst’s pallet but, I argue, attempts to integrate theories can dull their uniqueness. The personal experiences that led to these proposals about psychoanalysis and psychoanalytic treatment are described.     

Learning from Homeschooling Routines

This study provides a rare opportunity to look inside the homeschool and to observe the routines of homeschooling families from across the United States. With more than 1000 survey participants, and nine parents selected for interviews, the compiled data were analyzed through open coding techniques. Meaningful aspects that arose from the routines of homeschoolers included collaboration with other educational entities, the use of community resources, faith, individualized instruction, and the flexibility of school structure. The findings of this research may provide meaningful information for Christian teachers, parents, and others in our search for the optimal educational environment.     

Wealth differentials in the impact of conditional and unconditional cash transfers on education: findings from a community-randomised controlled trial in Zimbabwe

We investigated (1) how household wealth affected the relationship between conditional cash transfers (CCT) and unconditional cash transfers (UCT) and school attendance, (2) whether CCT and UCT affected educational outcomes (repeating a year of school), (3) if baseline school attendance and transfer conditions affected how much of the transfers participants spent on education and (4) if CCT or UCT reduced child labour in recipient households. Data were analysed from a cluster-randomized controlled trial of CCT and UCT in 4043 households from 2009 to 2010. Recipient households received $18 dollars per month plus $4 per child. CCT were conditioned on above 80% school attendance, a full vaccination record and a birth certificate. In the poorest quintile, the odds ratio of above 80% school attendance at follow-up for those with below 80% school attendance at baseline was 1.06 (p = .67) for UCT vs. CCT. UCT recipients reported spending slightly more (46.1% (45.4–46.7)) of the transfer on school expenses than did CCT recipients (44.8% (44.1–45.5)). Amongst those with baseline school attendance of below 80%, there was no statistically significant difference between CCT and UCT participants in the proportion of the transfer spent on school expenses (p = .63). Amongst those with above 80% baseline school attendance, CCT participants spent 3.5% less (p = .001) on school expenses than UCT participants. UCT participants were no less likely than those in the control group to repeat a grade of school. CCT participants had .69 (.60–.79) lower odds vs. control of repeating the previous school grade. Children in CCT recipient households spent an average of .31 fewer hours in paid work than those in the control group (p < .001) and children in the UCT arm spent an average of .15 fewer hours in paid work each week than those in the control arm (p = .06).