In search of clarity: self-esteem and domains of confidence and confusion

To date, research suggests that self-concept clarity is a monolithic construct: Some people have clearly defined self-concepts in all domains, whereas others do not. The authors argued that self-concept clarity is instead multifaceted and varies across trait domains. The authors predicted that social commodities (SCs; e.g., looks, popularity, social skills) would show less self-concept clarity than would communal qualities (CQs; e.g., kindness, warmth, honesty), due to domain differences in observability, ambiguity, and controllability. Results replicated past findings that self-esteem predicts self-concept clarity but also demonstrated that participants' SC self-views were less clear than their CQ self-views. Moreover, people showed greater clarity about traits that were lower in observability and higher in ambiguity and controllability. These findings suggest that everyone, regardless of self-esteem, has self-concept domains of relative confidence and confusion.     

Children’s sense of reality: The development of orbitofrontal reality filtering

Orbitofrontal reality filtering denotes a memory control mechanism necessary to keep thought and behavior in phase with reality. In adults, it is mediated by the orbitofrontal cortex and subcortical connections and its failure induces reality confusion, confabulations, and disorientation. Here we investigated for the first time the development of this mechanism in 83 children from ages 7 to 11 years and 20 adults. We used an adapted version of a continuous recognition task composed of two runs with the same picture set but arranged in different order. The first run measures storage and recognition capacity (item memory), the second run measures reality filtering. We found that accuracy and reaction times in response to all stimulus types of the task improved in parallel across ages. Importantly, at no age was there a notable performance drop in the second run. This means that reality filtering was already efficacious at age 7 and then steadily improved as item memory became stronger. At the age of 11 years, reality filtering dissociated from item memory, similar to the pattern observed in adults. However, performance in 11-year-olds was still inferior as compared to adults. The study shows that reality filtering develops early in childhood and becomes more efficacious as memory capacity increases. For the time being, it remains unresolved, however, whether this function already depends on the orbitofrontal cortex, as it does in adults, or on different brain structures in the developing brains of children.     

A cross-cultural study of relationships between daily social interaction and the five-factor model of personality

Two studies, one in the United States (N = 130) and another in Germany (N = 100), examined relationships between daily social interaction and the traits of the Five-Factor Model. In both studies, student participants described their social interactions for 2 weeks using the Rochester Interaction Record. In both countries, Agreeableness and Conscientiousness were positively related to reactions to social interaction, whereas Neuroticism was unrelated to reactions to interactions. In the United States, Extraversion and Openness were positively related to reactions to interactions, whereas these factors were not related to reactions to interactions in Germany. In the United States, Extraversion was positively related to how socially active participants were, whereas none of the FFM traits was related to amount of social interaction in the German sample. In both countries, Extraversion was positively related to percent of interactions involving friends. The results highlight the importance of taking into account the sociocultural milieus within which personality unfolds.     

Conceptual activation of distractors during selection is not sufficient to produce negative priming

Negative priming (NP) occurs when responses are slower because the targets were distractors on the preceding trial. Word-naming NP occurs only with words that have been presented repeatedly as targets; novel words do not show NP. The activation-inhibition explanation is that representations of repeated-word distractors are activated already and must be inhibited; the inhibition carries over to the next trial. If this explanation is correct, novel-word NP should occur if the word is semantically primed (thus activating its representation) before it occurs as a distractor. In two experiments, there was NP for words from a repeated set, and the magnitude of NP increased when the same word could occur as a target on consecutive trials. There was positive, rather than negative, priming for novel-word targets that had been semantically primed as distractors. Either the activation from semantic priming was not sufficiently strong to require inhibition, or the activation-inhibition hypothesis does not refer to activation of conceptual representations.     

Semantic priming,prime reportability,and retroactive priming are interdependent

In two experiments, semantic analysis of prime words was measured in terms of facilitation in naming a semantically related target word. Targets were degraded but gradually clarified until the subject named them. Subjects reported the prime after naming the target. Experiment 1 used semantic associates as primes at a 50-msec prime-target stimulus onset asynchrony (SOA). Experiment 2 used both semantic-associate and identity primes at a 1,000-msec prime-target SOA. Reported primes showed facilitation in both experiments, whereas unreported primes did not. It appears that primes that undergo enough analysis to facilitate target processing are also available for conscious report. However, retroactive priming in both experiments showed that target processing also had an impact on prime reportability. The interdependence of priming and prime reportability disallows a straightforward interpretation of the origin of the facilitation.     

Ethics of neuroimaging in pediatric development

Neuroimaging in pediatrics is accompanied by all the ethical dilemmas associated with neuroimaging in adults, magnified significantly. The defining characteristics of childhood make working ethically with the population particularly problematic. Children have not developed the rational capabilities necessary to make informed decisions and the variability and change associated with development contribute to heightened risks and/or benefits of any procedure and limit interpretation of data. As a consequence, fewer pediatric than adult neuroimaging research studies have been done, further limiting general knowledge of the field. Significant strides have been made just within the past few years with the collection of normative data sets of healthy children. Recommendations on how to proceed with pediatric neuroimaging studies while ensuring ethical treatment of the participants are presented.     

“Running on fumes”: emotional exhaustion and burnout of teachers following a natural disaster

This study reports on the emotional exhaustion and burnout of five teachers who acted as first responders when a large earthquake struck their city during school hours. Eighteen months after the earthquake, these teachers recounted, then discussed their earthquake experiences. Teachers used a mood meter (Brackett and Kremenitzer, Creating emotionally literate classrooms: an introduction to the RULER approach to social and emotional learning, Dude Publishing, New York, 2011) to indicate their core affect for three situations; in the early aftermath of the earthquake (recollected); at the time of the interview, and in their present teaching. They also completed a series of questionnaires, including the Positive and Negative Affect Scale (Watson et al. in J Pers Soc Psychol 54(6):1063–1070, 1988), and the Copenhagen Burnout Inventory, Adapted for Teachers (Milfont et al. in Soc Indic Res 89(1):169–177, 2008.  https://doi.org/10.1007/s11205-007-9229-9). The mood meter was a valuable tool for tracking the core affect of a group of teachers as a whole, over time and in different contexts. Generally, teachers showed improved core affect over time. However, the mood meter also revealed individual variations and differences in core affect over time and in different contexts. The findings revealed the individual nature of teachers’ current emotional exhaustion and burnout in response to the unique antecedents that each teacher experienced during this period. With a new and innovative use of the mood meter as part of the interview process, it has revealed insightful qualitative data for understanding and making sense of the teachers’ emotional responses and ways to interpret these. Overall, this study confirms the importance and value of within-teacher experiential research examining the experiences, emotional exhaustion and burnout of individual teachers.