Gaps Between Immigrant Spouses in Host Country Language Proficiency: Longitudinal Effects on Marital Satisfaction

Research on immigration underscores the importance of language acculturation in successful adjustment to life in a new country. However, the profound impact of different levels of language proficiency between immigrant spouses on their married life is an understudied topic. The current study explores whether differences between immigrant spouses in host language proficiency predict marital satisfaction in their first four years in the host country. Using a three-wave longitudinal study, with intervals of one to two years, we collected data from 316 married couples who immigrated from the Former Soviet Union to Germany and Israel. Language proficiency and marital satisfaction were measured via self-report questionnaires. We conducted an Actor-Partner Interdependence Model analysis to control for dyadic and time data dependencies. The results indicate that differences between spouses in their host language proficiency predict marital dissatisfaction, and that this effect is exacerbated over time. These associations held across gender and host country. The findings are discussed in light of the gap-distress model.     

The Role of Fathers’ Posttraumatic Stress Symptoms and Dyadic Adjustment in the Intergeneration Transmission of Captivity Trauma

This study aimed to assess the longitudinal associations between the 1973 Israeli-Arab War ex-prisoners of war’s (ex-POWs) posttraumatic stress disorder symptoms (PTSS) and dyadic adjustment (DAS) and their adult offspring’s secondary PTSS and DAS. A sample of 124 Israeli father–child dyads has been examined (fathers at 2003 and 2008; offspring at 2013–2014). Results show that fathers’ PTSS and DAS mediated the link between war captivity and offspring’s secondary PTSS and DAS, respectively. The intergenerational transmission of captivity trauma is indirectly explained by the long-term effects of the fathers’ PTSS on their offspring’s secondary PTSS and DAS.     

Internet Safety and the Silver Surfer: The Relationship Between Gist Reasoning and Adults' Risky Online Behavior

Currently, fewer older adults are online compared with younger generations. However, with many new initiatives aiming to significantly increase the number of older internet users, they will increasingly be exposed to potential victimisation from internet fraud, a fundamental issue affecting all adult internet users. Despite this, little research has examined online risk‐taking across the adult lifespan or adults' reasoning about risky online behaviors. Using fuzzy trace theory, we investigated adults' online risk‐taking behavior and intentions, and whether these behaviors were related to different ways of reasoning about risk, namely, gist reasoning (using qualitative, intuitive knowledge) and verbatim reasoning (using quantitative, specific knowledge). Participants (326 adults, 18–79 years old, M_age = 49.54 years) reported their past risk‐taking behavior, future online risk intentions, gist and verbatim reasoning about online risk, sensation seeking, and time spent online. Age was negatively correlated with past risk‐taking, time online, future risk intentions, and sensation seeking. However, time spent online was positively related to future risk intentions, suggesting that spending more time using the internet could lead individuals to take more risks. Increased verbatim reasoning predicted increased intentions to take online risks, while gist reasoning predicted reduced intentions to take risks online. Our findings extend online risk research applying fuzzy trace theory to adolescents and young adults and suggest that online safety training incorporating gist‐based reasoning strategies could benefit all adults and, in particular, older generations. Copyright © 2017 John Wiley & Sons, Ltd.     

Interest as a Motivational Resource: Feedback and Gender Matter, but Interest Makes the Difference

This study tested the hypothesis that interest in a certain topic enables children to sustain their intrinsic motivation in topic-related tasks when positive feedback is absent. Ninety-one Israeli children in the seventh grade completed a questionnaire assessing their interest in the topic of logic questions. Later, in individual sessions, children worked on logic questions, and either received positive feedback or no feedback on their performance. Then, they completed a questionnaire assessing their intrinsic motivation to participate in a similar task. As expected, children with a high level of interest reported more intrinsic motivation than did children not high on interest. Among children with moderate interest, absence of positive feedback was associated with decreased intrinsic motivation for boys, and increased motivation for girls. This gender-related pattern was interpreted as suggesting that girls with moderate interest perceived the positive feedback as an attempt to control them. The findings support the view that interest may serve as a personal resource that helps children to cope with non-optimal learning conditions.     

When guessing what another person would say is better than giving your own opinion: Using perspective-taking to improve advice-taking

We investigated how perspective-taking might be used to overcome bias and improve advice-based judgments. Decision makers often tend to underweight the opinions of others relative to their own, and thus fail to exploit the wisdom of others. We tested the idea that decision makers taking the perspective of another person engage a less egocentric mode of processing of advisory opinions and thereby improve their accuracy. In Studies 1–2, participants gave their initial opinions and then considered a sample of advisory opinions in two conditions. In one condition (self-perspective), they were asked to give their best advice-based estimates. In the second (other-perspective), they were asked to give advice-based estimates from the perspective of another judge. The dependent variables were the participants' accuracy and indices that traced their judgment policy. In the self-perspective condition participants adhered to their initial opinions, whereas in the other-perspective condition they were far less egocentric, weighted the available opinions more equally and produced more accurate estimates. In Study 3, initial estimates were not elicited, yet the data patterns were consistent with these conclusions. All the studies suggest that switching perspectives allows decision makers to generate advice-based judgments that are superior to those they would otherwise have produced. We discuss the merits of perspective-taking as a procedure for correcting bias, suggesting that it is theoretically justifiable, practicable, and effective.     

The ‘Right’ Side of Creativity: Creative Personality and Social Risk-Taking Predict Political Party Affiliation

Factors that predict political party affiliation are of particular importance in research due to the wider implications in politics and policy making. Extending this line of work, the idea that creativity predicts party affiliation was tested using 2 conceptualizations of creativity: creative personality and creative ideation. Participants (N = 406) based in the United States completed measures of creativity, socio-political attitudes, and domain specific risk-taking, and indicated their party affiliation. Results revealed a significant link between creative personality and political party affiliation. Furthermore, in addition to the socio-political attitudes, this link was explained, in part, by individuals’ social risk-taking. Specifically, individuals with higher scores on creative personality were more likely to affiliate to the Democratic party, whereas the reverse was true for affiliation to the Republican party. This article provides new insights into factors that predict political party affiliation and presents wider social implications of the findings.     

Adapted to explore: Reinforcement learning in Autistic Spectrum Conditions

Recent studies have recorded a tendency of individuals with Autism Spectrum Conditions (ASC) to continually change their choices in repeated choice tasks. In the current study we examine if this finding implies that ASC individuals have a cognitive style that facilitates exploration and discovery. Six decision tasks were administered to adolescents with ASC and matched controls. Significant differences in shifting between choice options appeared in the Iowa Gambling task (Bechara, Damasio, Damasio, & Anderson, 1994). A formal cognitive modeling analysis demonstrated that for about half of the ASC participants the adaptation process did not conform to the standard reinforcement learning model. These individuals were only coarsely affected by choice-outcomes, and were more influenced by the exploratory value of choices, being attracted to previously un-explored alternatives. An examination of the five simpler decision tasks where the advantageous option was easier to determine showed no evidence of this pattern, suggesting that the shifting choice pattern is not an uncontrollable tendency independent of task outcomes. These findings suggest that ASC individuals have a unique adaptive learning style, which may be beneficial is some learning environment but maladaptive in others, particularly in social contexts.