Self-compassion,a better alternative to rumination than distraction as a response to negative mood

Self-compassion – having a healthy, mindful and kind self-attitude – may be a better way to cope with negative experiences than distraction. This was tested in 152 undergraduates who underwent a negative mood induction and then completed either a self-compassionate writing task or a distraction task. Results showed that participants who wrote self-compassionately experienced increases in positive affect while participants who distracted experienced reductions in positive affect. Both groups significantly reduced in negative affect; however, there was no significant difference between them. An interaction was found between rumination and time, demonstrating that high ruminators experienced greater reduction of sadness than low ruminators. The current findings demonstrate greater short-term benefits of approaching a negative mood using self-compassion compared to distraction and results are discussed in the context of the broaden and build theory of positive emotions.     

Influence of biological kinematics on abstract concept processing

Though figure–ground assignment has been shown to be probably affected by recognizability, it appears sensible that object recognition must follow at least the earlier process of figure–ground segregation. To examine whether or not rudimentary object recognition could, counterintuitively, start even before the completion of the stage of parsing in which figure–ground segregation is done, participants were asked to respond, in a go/no-go fashion, whenever any out of 16 alternative connected patterns (that constituted familiar stimuli in the upright orientation) appeared. The white figure of the to-be-attended stimulus—target or foil—could be segregated from the white ambient ground only by means of a frame surrounding it. Such a frame was absent until the onset of target display. Then, to manipulate organizational quality, the greyness of the frame was either gradually increased from zero (in Experiment 1) or changed abruptly to a stationary level whose greyness was varied between trials (in Experiments 2 and 3). Stimulus recognizability was manipulated by orientation angle. In all three experiments the effect of recognizability was found to be considerably larger when organizational quality was minimal due to an extremely faint frame. This result is argued to be incompatible with any version of a serial thesis suggesting that processing aimed at object recognition starts only with a good enough level of organizational quality. The experiments rather provide some support to the claim, termed here “early interaction hypothesis”, positing interaction between early recognition processing and preassignment parsing processes.     

The role of working memory capacity in multiple-cue probability learning

Multiple-cue probability learning (MCPL) involves learning to predict a criterion when outcome feedback is provided for multiple cues. A great deal of research suggests that working memory capacity (WMC) is involved in a wide range of tasks that draw on higher level cognitive processes. In three experiments, we examined the role of WMC in MCPL by introducing measures of working memory capacity, as well as other task manipulations. While individual differences in WMC positively predicted performance in some kinds of multiple-cue tasks, performance on other tasks was entirely unrelated to these differences. Performance on tasks that contained negative cues was correlated with working memory capacity, as well as measures of explicit knowledge obtained in the learning process. When the relevant cues predicted positively, however, WMC became irrelevant. The results are discussed in terms of controlled and automatic processes in learning and judgement.     

Assessing changes in performance and monitoring processes in individual and collaborative tests according to students' metacognitive skills

This study assessed students' test performances and metacognitive processes in real classroom settings. Psychology undergraduates were categorised according to their metacognitive skills (high vs. low) and had their test performances and monitoring processes in two different types of tests (multiple-choice and short-answer tests) compared in individual and collaborative test conditions. Students' test preparation practices, attributions, and regulatory processes during test-taking were also compared by using open-ended questions. In the collaborative tests, three types of metacognitive pairings were made (high/high vs. high/low vs. low/low). Results showed that: (1) in individual tests, high-metacognitive students presented better performance and higher confidence levels due to their more effective test preparation practices and regulatory skills; (2) Differences in performance and confidence levels due to metacognitive skills disappear when students take tests collaboratively; (3) Over time, collaborative testing had particular positive effects on the low/low metacognitive pairings. Results are discussed focusing on their educational implications.     

‘No entry’, an invitation to intrude,or both? Reflections on a group of anorexic patients

This paper describes the twice‐weekly psychoanalytic psychotherapy of a young woman who had undergone major bowel surgery in her early 20s, with no clear medical indication for the surgery. Whilst the concept of ‘No Entry’ described by Williams ( 1997a , b ) aptly describes many features of more ‘typical’ anorexic patients, this paper describes a particular group of anorexic patients, referred by their physicians for multiple medical procedures; and proposes there is a group of anorexic patients, repeatedly referred for medical investigations, into whom particular types of entries occur. These are entries into the body ‘legitimized’ as medical, with a trajectory towards multiple procedures, examinations and surgical operations. Other entries (outside the medical setting) may occur in a state of altered consciousness, under the influence of alcohol or drugs, such that any wish for intrusion is disowned and denied. In both sets of events, intrusion is both invited, and consciously denied. The case example illuminates some of these features, and aspects of the countertransference are also described. Attention is drawn to relevant research focusing on surgical intrusion. Finally, there is an exploration as to how such patients may invite intrusions into the body through surgery and medical procedures.     

Joining up with ‘not us’ staff to run adolescent groups in schools

The author describes the development of a model for working with staff members from non-psychoanalytic backgrounds to run therapeutic and therapy-like pupil groups in schools. She draws on her experience of co-facilitating groups at a London-based secondary school and uses examples from recent group work with Year 10 pupils (aged 14–15). Child psychotherapists who have shied away either from doing group work in general, or more specifically taking on group work in schools, may be encouraged to see that the underlying principles are essentially no different from those of individual therapy. Worrying and troublesome young people tend to have difficulties in their external relationships, often exhibited at school and contributing to their underachievement. Psychoanalytically informed groups such as the kind portrayed here can address this difficulty by offering a safe setting for interactions with other group participants and with the leaders to be observed, examined and challenged in the here and now. Attention is paid to primitive anxieties and the defences employed to keep them at bay, including the tendency to place individual needs before group needs when sense of self and sometimes survival itself are felt to be threatened. The aim is for participants to learn about themselves by sharing a group experience and, if successful, integrate some conflicting aspects of themselves. This model for doing group work demonstrates how child psychotherapists can make a unique and valuable contribution, provided the school environment is conducive and there is a member of staff who is open to learning a new way of working.     

Development of serial processing in reading and rapid naming

Serial rapid automatized naming (RAN) is more strongly related to reading fluency than naming of isolated words, suggesting that the implementation of serial processing may underlie the RAN–reading relationship. In this study, 107 Greek children from Grade 2 and 107 from Grade 6 were tested with discrete and serial naming of digits, objects, and words in 50-item arrays. The correlation between discrete and serial word reading was very high in Grade 2 but only moderate in Grade 6. In confirmatory factor analysis, a reading–naming latent structure fit the Grade 2 data best; in contrast, a serial–discrete structure fit the Grade 6 data. Thus, the superficial longitudinal stability of RAN–reading correlations belies vastly different patterns of interrelations, indicative of changes in the developing cognitive processes underlying both naming and reading. Word fluency tasks in Grade 2 are apparently accomplished largely as a series of isolated individual word naming trials even though multiple individual letters in each word may be processed in parallel. In contrast, specifically serial procedures are applied in Grade 6, presumably via simultaneous processing of multiple individual words at successive levels. It is proposed that this feat requires endogenous control of cognitive cascades.     

Development and Validation of the Couple Communication Satisfaction Scale

Abstract

The study presents the development and validation of a new Couples Communication Satisfaction Scale (CCSS). The CCSS observes each partner’s level of satisfaction with various aspects of their communication. An exploratory factor analysis revealed five factors that addressed their own communication presence, own emotional experience, their partner’s responsiveness, their partner’s contribution, and communication characteristics. A confirmatory factor analysis was also conducted to validate the five-factor structure. Findings revealed high levels of reliability in the sample and across genders. Measuring couple communication satisfaction may be helpful in providing a more complete picture of couple communication processes.     

Inhibitory control as a moderator of threat-related interference biases in social anxiety

This research examines control over the effect of arousal, a dimension of affect, on judgement. Past research shows that high processing motivation enhances control over the effects of affect on judgement. Isolating and studying arousal as opposed to valence, the other dimension of affect, and its effect on judgement, we identify boundary conditions for past findings. Drawing from the literature on processes by which arousal influences judgement, we demonstrate that the role of motivation is contingent upon the type of judgement task (i.e., memory- versus stimulus-based judgement). In stimulus-based judgement, individuals exert greater control over the effect of arousal on judgement under low compared to high motivation. In contrast, in memory-based judgement individuals exert greater control over the effect of arousal under high compared to low motivation. Theoretical implications and avenues for future research are discussed.     

Strength of affective reaction as a signal to think carefully

Analytic processes reduce biases, but it is not known how or when these processes will be deployed. Based on an affective signal hypothesis, relatively strong affective reactions were expected to result in increased analytic processing and reduced bias in judgement. The valence and strength of affective reactions were manipulated through varying outcomes in a game or evaluative conditioning of a stimulus. Relatively strong positive or negative affective reactions resulted in less desirability bias. Bias reduction only occurred if participants had time to deploy analytic processes and indicators of the degree of analytic processing (in the form of attentional control) predicted less bias. Affective processes have long been acknowledged as a source of bias, but these findings suggest affective processes are also integral to bias reduction.