Determinants of attentive blank stares. An EFRP study

Attentive blank stares mean a failure to notice changes in a visual scene, despite looking at the area of change (Caplovitz, Fendrich, & Hughes, 2008). In this research project we have shown that people differ in terms of attentive blank stare incidences. Novices tend to fail to notice changes in the target area more often than experts. This effect is greater in persons with low visual working memory capacity (VWMC) than with high VWMC. In addition, in a group of novices with low VWMC, attentive blank stares are more frequent compared to a group with high VWMC. Attentive blank stares did not disappear even after the high VWMC group were given expertise training. With the method of eye-fixation-related potentials (EFRP) we analyzed the amplitude of lambda response, which may reflect the state of the attentional system, during encoding information about a change, prior to a decision whether a change has occurred or not. We demonstrate that the cases of attentive blank stares are accompanied by significantly lower amplitude of the lambda response compared with cases involving change detection. In addition, we discovered greater lambda responses in a group with expertise who noticed the change than in novices. The EFRP record coming from occipital electrodes in the 80–180 ms window function was marked by left-sided asymmetry in the cases of change detection and by right-sided asymmetry in the cases of attentive blank stares.     

Innovative moments and change in Career Construction Counseling

This article presents an exploratory study of the process of change during Career Construction Counseling (CCC). The Innovative Moments Coding System (IMCS) and the Return to the Problem Coding System (RPCS) were used to an intensive analysis of a career counseling case — the case of Michael. Both systems are grounded in a narrative conception of the self which suggests that narrative change results from the elaboration and development of narrative exceptions to a client's core problematic self-narrative. The IMCS identifies and tracks the occurrence of five different types of narrative change and the RPCS tracks the ambivalence present in the clients discourse throughout the therapeutic process. This is the first attempt to use these methods with a career counseling case. The results suggest that the narrative elaboration progresses from the first to the third session. We discuss these results, emphasizing the process of change in career counseling with clients in which maladaptive repetition underlies career decision-making difficulties.     

Job emotions and job cognitions as determinants of job satisfaction: The moderating role of individual differences in need for affect

Research has shown that job satisfaction is determined by both cognitions about the job and affect at work. However, findings from basic and applied attitude research suggest that the extent to which attitudes are based on affective and cognitive information is contingent on stable individual differences, in particular need for affect. Based on current conceptualizations of job satisfaction as an attitude toward the job, we hypothesized that job satisfaction depends more on affect and less on cognitions, the higher a person's need for affect is. To test these hypotheses, we conducted two correlational studies (N = 194 university employees; N = 134 employees from various organizations) as well as an experimental study (N = 191 university employees) in which the salience of positive versus negative job cognitions was varied. Results supported our hypotheses. We discuss theoretical and practical implications of these differences in affective and cognitive underpinnings of job satisfaction.     

Some thoughts on Likert-type scales

Many articles published in the International Journal of Clinical and Health Psychology describe the results obtained in studies that have used Likert-type scales. Such scales have advantages and disadvantages and in this article I comment on some of these. In particular I comment on the effects of using scales that start with the positive end and finish with the negative one, and on those that present high ratings on the left - as opposed to the right. I also consider that scores on negatively-worded items differ from those obtained on positively-worded ones and that it is not, therefore, appropriate to simply reverse the scores obtained on such items. Finally, I note that some items on these scales present more than one issue and it is hard to know whether when responding to these items, respondents are responding to all of the item or just one part.     

Career construction counseling: A thematic analysis of outcomes for four clients

Thematic analysis was used in this study of career construction counseling with four diverse, purposively-selected participants. After the intervention, the participants who sought and received career construction counseling were interviewed to determine their experience of the intervention. The results showed the value of career construction counseling in bringing about change in the participants' career-life stories.     

More than One Way to Get There: Pathways of Change in Coparenting Conflict after a Preventive Intervention

This study explored pathways of change in the levels of conflict couples experienced after Supporting Father Involvement, an evidence‐based, prevention‐oriented couples and parenting intervention that included a diverse low‐income and working class group of participants. Pathways of change were examined for couples with baseline conflict scores that were initially low, medium, and high. The growth mixture model analysis found that the best‐fitting model for change in couples' conflict was represented by three distinctly different change patterns. The intervention was most successful for High‐Conflict couples. This finding contributes to a growing literature examining variations in how relationships change over time and the process of change, especially for couples in distress. This study supports further investigation into the impact and costs associated with universal interventions versus those that target specific groups of higher risk families.     

Accounting for the Theory of Planned Behaviour in departure time choice

Motivating people to change their departure time could play a key role in reducing peak-hour congestion, which remains one of the most prevalent transport problems in large urban areas. To achieve this behavioural change, it is necessary to better understand the factors that influence departure time choice. So far departure time choice modelling focussed mainly on objective factors, such as time and costs as main behavioural determinants. In this study, we derived psychological factors based on the Theory of Planned Behaviour, estimated them based on structural equation modelling, and included them into a discrete choice model. The psychological factors were measured based on an online questionnaire addressed to car commuters to the city centre of Copenhagen (N = 286). The questionnaire additionally included a travel diary and a stated preference experiment with nine departure time choice scenarios. All psychological factors had a significant effect on departure time choice and could improve the model as compared to a basic discrete choice model without latent constructs. As expected, the effects of the psychological factors were different depending on framework conditions: for people with fixed starting times at work, the intention to arrive at work on time (as estimated by subjective norm, attitude, perceived behavioural control) had the strongest effect; for people with flexible working hours, the attitude towards short travel time was most relevant. Limitations, the inclusion of additional psychological factors and their possible interactions are discussed.     

Changes in implicit and explicit exercise-related attitudes after reading targeted exercise-related information

The purpose of this research was to examine if reading exercise information targeted at pretest explicit attitudes were related to changes in corresponding implicit or explicit attitudes. The associative-propositional evaluation (APE) model guided the research. Participants (N = 154) completed pretest measures of implicit and explicit attitudes; one week later they read information that targeted pretest explicit affective or instrumental attitudes and again completed the attitude measures. Results showed changes in implicit attitudes in both instrumental message conditions that supported the hypotheses that counter-attitudinal information would result in implicit attitude change in the opposite direction to the reading whereas information that targeted congruent attitudes would show changes in keeping with the information. This study demonstrates the importance of considering how implicit cognitions may change as a result of reading exercise-related information, and the relationship between implicit and explicit attitudes.