Is seeking bad mood cognitively demanding? Contra-hedonic orientation and working-memory capacity in everyday life

Hedonism, or wanting to feel good, is central to human motivation. At times, however, people also seek to maintain or enhance negative affect or to dampen positive affect, and this can be instrumental for the later attainment of their goals. Here, we investigate the assumption that such contra-hedonic orientation is cognitively more demanding than prohedonic orientation, above and beyond the effects of momentary affective experience. We provided 378 participants with mobile phones that they carried with them for 3 weeks while pursuing their daily routines. The phones prompted participants at least 54 times to report their current affect-regulation orientation and to work on two trials of a cognitively demanding working memory task. As expected, contra-hedonic orientation was substantially less prevalent than prohedonic orientation. It was reported in 15% of the measurement occasions. Participants who reported on average more contra-hedonic orientation showed lower average working memory performance throughout the study interval. Further, controlling for the effects of accompanying affective experiences, momentary occurrences of contra-hedonic orientation were associated with temporary declines in working memory performance within individuals, and this could neither be explained by lacking task compliance nor by other characteristics of the individual or the situation. Prohedonic orientation showed a considerably smaller association with working memory performance. These findings are consistent with the view that contra-hedonic orientation is accompanied by momentarily more diminished cognitive resources than is prohedonic orientation.     

Peer Disagreement and Independence Preservation

It has often been recommended that the differing probability distributions of a group of experts should be reconciled in such a way as to preserve each instance of independence common to all of their distributions. When probability pooling is subject to a universal domain condition, along with state-wise aggregation, there are severe limitations on implementing this recommendation. In particular, when the individuals are epistemic peers whose probability assessments are to be accorded equal weight, universal preservation of independence is, with a few exceptions, impossible. Under more reasonable restrictions on pooling, however, there is a natural method of preserving the independence of any fixed finite family of countable partitions, and hence of any fixed finite family of discrete random variables.     

Synaesthetic associations decrease during infancy

Early development is characterized by a period of exuberant neural connectivity followed by a retraction and reweighting of connections over the course of development. It has been proposed that this connectivity may facilitate arbitrary sensory experiences in infants that are unlike anything experienced by typical adults but are similar to the sensory experiences of adults with synaesthesia, a rare sensory phenomenon that has been associated with exuberant neural connectivity and that is characterized by strong arbitrary associations between different sensations. We provide the first evidence for this infant-synaesthesia hypothesis by showing that the presence of particular shapes influences color preferences in typical 2- and 3-month-olds, but not in 8-month-olds or adults. These results are consistent with the possibility that exuberant neural connectivity facilitates synaesthetic associations during infancy that are typically eliminated during development, but that a failure of the retraction process leads in rare cases to synaesthesia in adults.     

The unexpectedly positive consequences of confronting sexism

Majority-group members expect to dislike those who confront them for prejudiced behavior. Yet if majority-group members are susceptible to the same social constraints as minority-group members, then their public responses to confrontation should be similarly inhibited. A tempered response to confrontation could smooth a potentially problematic social interaction, thereby producing an outcome that is better than expected. Female confederates confronted men during an interpersonal interaction and then had a second conversation. When interpersonally confronted, men reported equally positive evaluations of a sexist and gender-neutral confronter and confrontational interaction. Additionally, after the sexist confrontation, men's compensatory efforts increased mutual liking and this mutual liking then reduced men's use of sexist language. Thus, social forces also constrain those who are confronted as prejudiced, thereby positively influencing intergroup relations.     

Brief report--associations of personality disorder with early separation anxiety in patients with adult separation anxiety disorder

A recent study has suggested a link between early separation anxiety and personality disorder. It is possible that this relationship is mediated or confounded by the presence of adult separation anxiety disorder (ASAD). In a clinic study of 397 anxiety patients, we found that ASAD patients with heightened early separation anxiety had higher rates of any Cluster C personality disorder compared to ASAD patients without elevated early separation anxiety, and higher rates of any Cluster B or C personality disorder compared to anxiety patients with low early separation anxiety and no ASAD. Although cross-sectional in design, the study supports a direct link between early separation anxiety and some adult personality disorders, irrespective of the type of adult anxiety disorder present, including ASAD.     

An association between understanding cardinality and analog magnitude representations in preschoolers

The preschool years are a time of great advances in children’s numerical thinking, most notably as they master verbal counting. The present research assessed the relation between analog magnitude representations and cardinal number knowledge in preschool-aged children to ask two questions: (1) Is there a relationship between acuity in the analog magnitude system and cardinality proficiency? (2) Can evidence of the analog magnitude system be found within mappings of number words children have not successfully mastered? To address the first question, Study 1 asked three- to five-year-old children to discriminate side-by-side dot arrays with varying differences in numerical ratio, as well as to complete an assessment of cardinality. Consistent with the analog magnitude system, children became less accurate at discriminating dot arrays as the ratio between the two numbers approached one. Further, contrary to prior work with preschoolers, a significant correlation was found between cardinal number knowledge and non-symbolic numerical discrimination. Study 2 aimed to look for evidence of the analog magnitude system in mappings to the words in preschoolers’ verbal counting list. Based on a modified give-a-number task ( [Wynn, 1990] and [Wynn, 1992] ), three- to five-year-old children were asked to give quantities between 1 and 10 as many times as possible in order to assess analog magnitude variability within their developing cardinality understanding. In this task, even children who have not yet induced the cardinality principle showed signs of analog representations in their understanding of the verbal count list. Implications for the contribution of analog magnitude representations towards mastery of the verbal count list are discussed in light of the present work.     

Developmental relations between reading fluency and reading comprehension: a longitudinal study from Grade 1 to Grade 2

From a developmental framework, relations among list reading fluency, oral and silent reading fluency, listening comprehension, and reading comprehension might be expected to change as children's reading skills develop. We examined developmental relations among these constructs in a latent-variable longitudinal study of first and second graders. Results showed that list reading fluency was uniquely related to reading comprehension in Grade 1, but not in Grade 2, after accounting for text reading fluency (oral or silent) and listening comprehension. In contrast, text reading fluency was uniquely related to reading comprehension in Grade 2, but not in Grade 1, after accounting for list reading fluency and listening comprehension. When oral reading fluency and silent reading fluency were compared, oral reading fluency was uniquely related to reading comprehension after accounting for silent reading fluency in Grade 1, whereas silent reading fluency was uniquely related to reading comprehension after accounting for oral reading fluency in Grade 2.     

Sound support: intermodal information facilitates infants' perception of an occluded trajectory

In a visual occlusion task, 4-month-olds were given a dynamic sound cue (following the trajectory of an object), or a static cue (sound remained stationary). Infants' oculomotor anticipations were greater in the Dynamic condition, suggesting that representations of visual occlusion were supported by auditory information.     

Psychoedukation bei Personen mit erh?htem Psychoserisiko

Background

So far only few studies are available which have evaluated the effectiveness of psychoeducation for individuals at risk of psychosis in the early initial prodromal state (EIPS) whereas the benefit of psychoeducation in psychotic patients has been repeatedly confirmed. Thus the aim of this study was to investigate the effect of psychoeducation in individuals with increased risk of psychosis in the EIPS.

Method

A total of 128 help-seeking outpatients in the EIPS participated in a randomized controlled multicentre trial of 12 months of either psychoeducation as part of an integrated psychological intervention (IPI) or supportive counseling (SC). The time to transition to psychosis at 12-month and 24-month follow-up as well as the social adjustment at baseline, time of transition or post-treatment by means of the social adjustment scale (SAS?II) were assessed.

Results

The IPI was superior to SC in preventing progression to psychosis at 12-month (3.2% versus 16.9%, p?=0.008) and 24-month follow-up (6.3% versus 20.0%, p?=0.019). Both treatments resulted in significant pre-post improvements in SAS?II with no significant differences between the two groups.

Conclusions

Psychoeducation as part of an integrated intervention is effective for preventing the onset of psychosis over a 24-month time period in people in an EIPS. Moreover patients at risk of developing first episode psychosis seem to benefit from a specific psychoeducational intervention in the context of other treatments as well as from SC.