Persistent Heightened Cortisol Awakening Response and Adolescent Internalizing Symptoms: A 3-year Longitudinal Community Study

An atypical Cortisol Awakening Response (CAR) has been related to adult anxiety and depression, but little is known about the association between long-term atypical CAR and adolescent anxiety and depression. This study aimed to longitudinally identify subgroups of adolescents with distinct levels of CAR (i.e., adolescents with and without persistent atypical CAR) and to examine their development of anxiety and depressive symptoms over 3 successive years. A community sample of 184 Dutch adolescents (M _age?=?14.99 at T₁, 57 % boys) completed annual salivary cortisol assessments at home at time of awakening, and 30 and 60 min post-awakening (i.e., CAR) for 3 successive years. Adolescents also reported annually on their anxiety and depressive disorder symptoms. Latent Class Growth Analysis suggested two subgroups of adolescents with respect to CAR: a “low” group with stable low levels of AUC_g (Area Under the Curve with respect to the ground) over time and a “high” group with high and increasing levels of AUC_g over time. Controlling for sex, the high and low CAR groups significantly differed in depressive symptoms only, but none of the anxiety disorder symptoms. More specifically, adolescents in the high CAR group showed significantly higher mean levels of depressive symptoms over time compared to adolescents in the low CAR group. These results suggest that persistent heightened CAR is a more consistent, yet modest, correlate of adolescent depressive symptoms than anxiety disorder symptoms.     

Personal and Social Facets of Job Identity: A Person-Centered Approach

Purpose

The purpose of this study was to examine ego-identity (Erikson, Psychol Issues 1:1–171, 1959; Identity, youth and crisis, Norton, New York, 1968; Marcia, J Pers Soc Psychol 3:551–558, 1966) and social identity (Tajfel and Turner, In: Austin WG, Worchel S (Eds.) The social psychology of intergroup relations. Brooks/Cole, Monterey, pp 33–47 1979; Turner et al., Rediscovering the social group: A self-categorization theory. Blackwell, Oxford, 1987) theories within the organizational literature. We adopted a person-centered approach to analyze whether employees classified in various identity statuses and identification profiles exhibited differences in job outcomes (i.e., burnout, job satisfaction, and organizational citizenship behaviors). We also analyzed interconnections among identity statuses and identification profiles.

Design/methodology/approach

Participants were 515 employees (85.4 % women) between 24 and 64 years old. They completed self-reported questionnaires assessing personal identity, social identity, and job outcomes.

Findings

Cluster analysis indicated that participants could be classified into four identity statuses (i.e., achievement, early closure, moratorium, and searching moratorium) and into four identification profiles (i.e., orthogonal combinations of high vs. low organizational and group identification, respectively). Employees classified in the various identity statuses and identification profiles reported meaningful differences on job outcomes. Further, findings highlighted significant associations between identity statuses and identification profiles, giving rise to various identity configurations associated with job outcomes.

Implications

This study highlights the importance of integrating different facets of job identity. These findings have relevant implications in terms of suggesting which dimensions of identity should be promoted in order to reduce workers’ burnout, and enhance their satisfaction and organizational citizenship behaviors.

Originality/value

This study provides evidence for integrating ego-identity and social identity theories. In doing so, it bridges developmental psychology literature on personal identity with social and organizational psychology literature on social identity, setting the basis for a comprehensive line of research.     

A generalized longitudinal mixture IRT model for measuring differential growth in learning environments

This article describes a generalized longitudinal mixture item response theory (IRT) model that allows for detecting latent group differences in item response data obtained from electronic learning (e-learning) environments or other learning environments that result in large numbers of items. The described model can be viewed as a combination of a longitudinal Rasch model, a mixture Rasch model, and a random-item IRT model, and it includes some features of the explanatory IRT modeling framework. The model assumes the possible presence of latent classes in item response patterns, due to initial person-level differences before learning takes place, to latent class-specific learning trajectories, or to a combination of both. Moreover, it allows for differential item functioning over the classes. A Bayesian model estimation procedure is described, and the results of a simulation study are presented that indicate that the parameters are recovered well, particularly for conditions with large item sample sizes. The model is also illustrated with an empirical sample data set from a Web-based e-learning environment.     

Disentangling posterror and postconflict reduction of interference

Conflict monitoring theory (CMT; Botvinick, Braver, Barch, Carter, & Cohen Psychological Review, 108, 624–652, 2001) states that response conflict, the simultaneous activation of two competing responses, increases task focus and reduces interference from irrelevant information. CMT also defines errors as conflict, and reduced interference effects have consistently been reported following errors (Ridderinkhof Psychological Research, 66, 312–323, 2002). However, previous computations of this posterror reduction of interference (PERI) have overlooked the congruency of the previous trial. This is problematic, because most errors are made on incongruent trials, creating a confound between (previous) accuracy and (previous) congruency. Therefore, it is likely that reduced interference following errors is in fact the congruency sequence effect (i.e., reduced interference following incongruent, relative to congruent, trials). Our results corroborate this idea by demonstrating that participants indeed showed significant PERI following a congruent trial, but inverse PERI following an incongruent trial. These findings are discussed in light of the adaptation-by-binding account (Verguts & Notebaert Psychological Review, 115, 518–525, 2008, Trends in Cognitive Sciences, 13, 252–257, 2009).     

Feeling we’re biased: Autonomic arousal and reasoning conflict

Human reasoning is often biased by intuitive beliefs. A key question is whether the bias results from a failure to detect that the intuitions conflict with logical considerations or from a failure to discard these tempting intuitions. The present study addressed this unresolved debate by focusing on conflict-related autonomic nervous system modulation during biased reasoning. Participants’ skin conductance responses (SCRs) were monitored while they solved classic syllogisms in which a cued intuitive response could be inconsistent or consistent with the logical correct response. Results indicated that all reasoners showed increased SCRs when solving the inconsistent conflict problems. Experiment 2 validated that this autonomic arousal boost was absent when people were not engaged in an active reasoning task. The presence of a clear autonomic conflict response during reasoning lends credence to the idea that reasoners have a “gut” feeling that signals that their intuitive response is not logically warranted. Supplemental materials for this article may be downloaded from http://cabn.psychonomic-journals.org/content/supplemental.     

From Addition to Multiplication … and Back: The Development of Students’ Additive and Multiplicative Reasoning Skills

This study builds on two lines of research that have so far developed largely separately: the use of additive methods to solve proportional word problems and the use of proportional methods to solve additive word problems. We investigated the development with age of both kinds of erroneous solution methods. We gave a test containing missing-value problems to 325 third, fourth, fifth, and sixth graders. Half of the problems had an additive structure and half had a proportional structure. Moreover, in half of the problems the internal and external ratios between the given numbers were integer, while in the other cases numbers were chosen so that these ratios were noninteger. The results indicate a development from applying additive methods “anywhere” in the early years of primary school to applying proportional methods “anywhere” in the later years. Between these two stages many students went through an intermediate stage where they simultaneously applied additive methods to proportional problems and proportional methods to additive problems, switching between them based on the numbers given in the problem.     

Children's Criteria for Representational Adequacy in the Perception of Simple Sonic Stimuli

This article describes how children build increasingly abstract knowledge of linear measurement, emphasizing ways they relate space and number. Assessments indicate children struggle to understand measurement, especially concepts related to complex paths as in perimeter tasks. This article draws on developmental accounts of children's knowledge of measurement to describe the coordination of cognitive processes as a progression through increasingly abstract layers of strategy (Clements, 2003; Lehrer, 2003) within a constructivist perspective (Steffe &; Cobb, 1988; Steffe &; Thompson, 2000). This article reports 4 case studies from a 6-month teaching experiment with Grade 4 students to examine ways of promoting their strategy development. Attending to children's understanding of length along straight objects alone proved inadequate in predicting and validating models of children's developing strategies and concepts for perimeter. Setting perimeter tasks that emphasized integral relations among unit of length, sides of polygons and perimeter, and prompting children to integrate partitive, iterative, and counting schemes appeared to promote increasingly abstract length measurement strategies. The researchers came to distinguish between a naïve use of units to find length (Level 2a) and a more abstract strategy for unitizing and iterating (Level 2b), extending an earlier framework (Clements, Battista, Sarama, Swaminathan, &; McMillen, 1997). Finally, implications for instruction are drawn from the development of tasks and questioning sequences.     

Subjective visibility depends on level of processing

Is visual awareness graded or binary? Experimental work has provided support for both possibilities, leading to two coexisting but contradictory theoretical accounts. Here we propose a promising candidate factor through which to integrate both accounts: the depth of stimulus processing required by the task. We compared color identification (a low-level task) with numerical judgements (a high-level task) performed on the very same colored number stimuli. Psychophysical curves were analyzed for both objective discrimination performance and subjective visibility ratings on a trial-by trial basis. We observed a graded relationship between stimulus duration and visibility in the low-level task, but a more non-linear relationship in the high-level task. Both patterns of results have previously been consistently associated with the graded and the dichotomous account, respectively. Follow-up experiments that manipulate the level of processing can further unify previously inconsistent results, thus integrating two major theories of visual awareness.