Loneliness and Attitudes Toward Being Alone in Belgian and Chinese Adolescents: Examining Measurement Invariance

Loneliness is an adverse phenomenon that tends to peak during adolescence. As loneliness is a subjective state, it is different from the objective state of being alone. People’s attitudes toward being alone can be more or less negative or positive. Cultures differ in the form and meaning of social behavior, interpersonal relationships, and time spent alone. However, for cross-cultural comparisons to be meaningful, measurement invariance of the measure should be established. The present study examined measurement invariance of the Loneliness and Aloneness Scale for Children and Adolescents (LACA) in a sample of 218 Belgian and 190 Chinese early adolescents, aged 11–15 years. Using nested multigroup confirmatory factor analyses, measurement invariance of the LACA across Belgium and China was established. More specifically, evidence was found for configural, metric, and partial scalar invariance. Because partial scalar invariance was established, the two cultural groups could be compared. No significant differences were found for peer-related loneliness. Regarding the attitudes toward aloneness, Belgian adolescents were more negative and less positive toward being alone than Chinese adolescents. The present study is encouraging for researchers who want to use the LACA for cross-cultural comparisons, in that we found evidence for measurement invariance across two disparate cultural groups speaking completely different languages.     

Mortality salience and morality: thinking about death makes people less utilitarian

According to the dual-process model of moral judgment, utilitarian responses to moral conflict draw on limited cognitive resources. Terror Management Theory, in parallel, postulates that mortality salience mobilizes these resources to suppress thoughts of death out of focal attention. Consequently, we predicted that individuals under mortality salience would be less likely to give utilitarian responses to moral conflicts. Two experiments corroborated this hypothesis. Experiment 1 showed that utilitarian responses to non-lethal harm conflicts were less frequent when participants were reminded of their mortality. Experiment 2 showed that the detrimental effect of mortality salience on utilitarian conflict judgments was comparable to that of an extreme concurrent cognitive load. These findings raise the question of whether private judgment and public debate about controversial moral issues might be shaped by mortality salience effects, since these issues (e.g., assisted suicide) often involve matters of life and death.     

Old and new ways to study characteristics of reading disability: The case of the nonword-reading deficit

Theoretical and computational models of reading have traditionally been informed by specific characteristics of disabled readers. One of the most frequently studied marker effects of developmental dyslexia is the nonword-reading deficit. Disabled readers are generally believed to show a specific problem in reading nonwords. This study presents a survey of frequently cited methods used to examine this effect by controlling general reading ability in various ways. An extensive analysis, however, shows that the majority of these methods (grade equivalents scores, the reading-level match design, and interactions in a chronological-age match design) actually fail to account for confounding variables such as age and general slowing, potentially affecting the conclusions reached. To alleviate this problem, an alternative method is presented: i.e. state trace analysis. Applying this method in a sample of Dutch disabled and typical readers, the results revealed an absence of a nonword-reading deficit in the disabled readers. Furthermore, after controlling for their decoding ability, disabled readers showed inferior word reading performance, which strongly suggests that the fundamental problem of disabled readers does not relate to the reading of nonwords but concerns their (dis)ability to acquire orthographic (word-specific) knowledge. Further, predictions for disabled readers in an inconsistent orthography like English are formulated. Finally, based on a review of neurobiological studies, implications for theories of reading disability are discussed.     

The development of the SNARC effect: evidence for early verbal coding

In a recent study, Gevers and colleagues (2010, Journal of Experimental Psychology: General, Vol. 139, pp. 180-190) showed that the SNARC (spatial numerical association of response codes) effect in adults results not only from spatial coding of magnitude (e.g., mental number line hypothesis) but also from verbal coding. Because children are surrounded by rulers, number lines, and the like in the classroom, it is intuitively appealing to assume that they first use their mental number line to represent numbers and that only later in development a verbal recoding of magnitude information takes place. However, this hypothesis has never been tested. The goal of the current study was to define the developmental pattern of both accounts (spatial and verbal) in explaining the SNARC effect. To this end, 9- and 11-year-olds were tested in a magnitude comparison task. Surprisingly, clear and robust evidence for verbal coding of magnitude information was observed in both age groups. Our results imply that the ability to use verbal coding of magnitude information is robustly present early in formal schooling.     

Verbal, Facial and Autonomic Responses to Empathy-Eliciting Film Clips by Disruptive Male Adolescents with High Versus Low Callous-Unemotional Traits

This study examined empathy-related responding in male adolescents with disruptive behavior disorder (DBD), high or low on callous-unemotional (CU) traits. Facial electromyographic (EMG) and heart rate (HR) responses were monitored during exposure to empathy-inducing film clips portraying sadness, anger or happiness. Self-reports were assessed afterward. In agreement with expectations, DBD adolescents with high CU traits showed significantly lower levels of empathic sadness than healthy controls across all response systems. Between DBD subgroups significant differences emerged at the level of autonomic (not verbal or facial) reactions to sadness, with high CU respondents showing less HR change from baseline than low CU respondents. The study also examined basal patterns of autonomic function. Resting HR was not different between groups, but resting respiratory sinus arrhythmia (RSA) was significantly lower in DBD adolescents with high CU traits compared to controls. Results support the notion that CU traits designate a distinct subgroup of DBD individuals.     

Conflict: run! Reduced Stroop interference with avoidance responses

Conflict has been hypothesized to be aversive, triggering avoidance behaviour (Botvinick, 2007). To test this hypothesis, a standard Stroop task was modified such that avoiding was part of the response set. More precisely, participants were asked to move a manikin towards or away from Stroop stimuli, depending on the colour of the words. Results showed that the type of response (approach versus avoidance) modulated the Stroop congruency effect. Specifically, the reaction time analysis revealed that the stimulus congruency effect disappeared with avoidance responses, contrary to approach responses where a stimulus congruency effect was present. Moreover, the error data showed a reduction of the general congruency effect when avoiding. These results suggest that in the face of conflict, avoidance is the predominant response.     

Dissociable neural systems of sequence learning

Although current theories all point to distinct neural systems for sequence learning, no consensus has been reached on which factors crucially define this distinction. Dissociable judgment-linked versus motor-linked and implicit versus explicit neural systems have been proposed. This paper reviews these two distinctions, yet concludes that these traditional dichotomies prove insufficient to account for all data on sequence learning and its neural organization. Instead, a broader theoretical framework is necessary providing a more continuous means of dissociating sequence learning systems. We argue that a more recent theory, dissociating multidimensional versus unidimensional neural systems, might provide such framework, and we discuss this theory in relation to more general principles of associative learning and recent imaging findings.