The effect of superstitious thinking on psychosocial stress responses and perceived task performance

Previous research on superstitious belief, a subset of paranormal belief (Irwin, 1993 ), has suggested that people tend to invoke luck‐related superstitions in stressful situations as an attempt to gain an illusion of control over outcomes. Based on this, the current study examined whether luck‐related superstition, in the form of a “lucky” pen, could influence the psychological response to a psychosocial stressor. Participants (N = 114), aged between 17 and 59 years (M = 22.98, SD = 4.57) from James Cook University Singapore, were randomly assigned to one of four conditions: (a) no‐stress with no lucky pen; (b) no‐stress with a lucky pen; (c) stress with no lucky pen or; (d) stress with a lucky pen. The results revealed that participants provided with a lucky pen experienced lower state anxiety when exposed to the stressor. Further, participants provided with a lucky pen perceived their performance to be better than those without it. However, superstitious belief did not significantly change following exposure to stress. Taken together, the present findings add some support to the suggestion that belief in transferable luck may facilitate coping with a stressor. However, further research is needed to fully understand the mechanisms behind the potential benefits of superstitious belief.     

吸烟利弊权衡对戒烟计划的预测作用：一个有调节的中介模型

考察吸烟利弊权衡对戒烟计划的预测,以及戒烟意愿的中介作用和未来取向的调节作用。对340名吸烟者进行问卷调查结果的统计分析发现：（1）吸烟利弊权衡显著正向预测戒烟计划;（2）戒烟意愿对吸烟利弊权衡和戒烟计划的关系起完全中介作用;（3）未来取向负向调节吸烟利弊权衡和戒烟计划的关系,但对吸烟利弊权衡和戒烟意愿关系的调节不显著。这些结果说明,吸烟者戒烟计划发展经历前决策和前行动阶段,且该过程受未来取向的调节。     

不同冥想类型对创造性思维的影响及作用机制

冥想与创造性的关系正逐渐被关注,澄清冥想练习对创造性思维的影响效果和作用机制对个体创新潜能的培养与提升具有重要意义。不同冥想类型对创造性思维的影响具有特异性,专注冥想主要通过注意聚焦和提升自上而下的执行控制能力来对聚合思维产生积极影响;正念冥想引起的离焦的注意状态,以及对认知灵活性和积极情绪的促进,有助于发散思维。未来应加强不同冥想类型与创造性思维的整合研究,探讨冥想影响创造性思维的脑机制,以及冥想与其他干预训练对创造性思维的不同作用机制等。     

Happy thoughts: Enhancing well-being in the classroom with a positive events diary

Positive psychology interventions (PPIs) are effective in increasing well-being across the population. Whilst educators are recognising the importance of well-being in the classroom and of its long-term impact on life trajectory, the transformative potential of PPIs in educational settings is yet to be fully realised. This study investigates, for the first time, the effects of a PPI in school children by means of a daily dairy. Self-report questionnaires were used to measure well-being in school children aged 8–11 years. Across two studies, children kept a positive events diary, recording three experiences every day for a week. The intervention led to an increase in happiness and a decrease in depressive symptoms immediately following the intervention and at a three-month follow-up. Children who had unhappier baseline scores benefitted more from the intervention. This study demonstrates significant scope, in school settings, for targeted light-touch interventions to promote well-being in those with the greatest need.     

Looking forward: the effects of photographs on the qualities of future thinking

Future episodic thinking relies on the reconstruction of remembered experiences. Photographs provide one means of remembering, acting as a “cognitive springboard” for generating related memory qualities. We wondered whether photographs would also invite embellishment of future thought qualities, particularly in the presence (or absence) of associated memories. In two studies participants generated future events in familiar (associated memories) and novel (no associated memories) locations. Half of the participants viewed scene location photographs during event generation. All participants then imagined the events for one minute and completed a self-report measure of content qualities. Results of the current set of studies suggested that for novel locations, no differences in qualities emerged; however, for familiar locations, photographs did not enhance qualities and, in some cases, actually constrained perceptual (Experiments 1 and 2) and sensory (Experiment 1) detail ratings of future thoughts. Thus, photographs did not invite embellishment of future thought details.     

Can spatialisation be extended to episodic memory and open sets?

The SPoARC effect (Spatial Positional Associated Response Codes) has only been observed in working memory (WM) using closed sets. It is interpreted as showing that individuals spatialise to-be-remembered items in a left-to-right fashion, using spatialisation as context. Given that context is crucial for episodic memory (EM), we tested if this effect could be observed in EM by using 15-word lists taken from an open set. After each list, 30 probes were sequentially displayed to test recognition. The left/right-hand key assignment for yes/no answers was varied. No SPoARC effect was observed. However, as all previous SPoARC experiments had used short lists and closed sets, it was not possible to know if this absence of SPoARC was due to the open set feature or the length of the lists. A second experiment was thus run using open sets and short 5-word lists, which do not necessitate EM to be remembered. A SPoARC effect was observed indicating that Experiment 1 result was due to the involvement of supra-span lists and that SPoARC effects do not extend to EM with open sets. Experiment 2 also enabled us to generalise the SPoARC effect to open sets in WM for the first time.     

老年人对情绪性事件的情景模拟:回忆过去与想象未来

研究采用自传体访谈技术,首次考察了老年人在对情绪性事件进行回忆和想象中生成的内部细节和外部细节数量,及其对回忆和想象内容的主观评估。结果发现:(1)无论是回忆还是想象任务,老年人都比年轻人提供了更少的内部细节和略多的外部细节;(2)与年轻人相似,老年人在想象未来积极事件时产生了更多的内部细节,表现出对积极信息的加工偏好;(3)老年人比年轻人更倾向于认为想象的事件与过去发生的事件相似度高,表明该群体在想象过程中更多地依赖了过去的记忆。该结果揭示了老年人对情绪性事件的回忆和想象特点,说明在回忆和想象过程中出现的与年龄有关的缺陷同样会体现在情绪性事件中,这很好地支持了建构性情景模拟假说。     

Anthropocentric by Default? Attribution of Familiar and Novel Properties to Living Things

Humans naturally and effortlessly use a set of cognitive tools to reason about biological entities and phenomena. Two such tools, essentialist thinking and teleological thinking, appear to be early developmental cognitive defaults, used extensively in childhood and under limited circumstances in adulthood, but prone to reemerge under time pressure or cognitive load. We examine the nature of another such tool: anthropocentric thinking. In four experiments, we examined patterns of property attribution to a wide range of living and non‐living objects, manipulating time pressure, response type, and property (either novel or familiar) in a total of 471 participants. Results showed no tendency toward increased similarity‐based attribution patterns indicative of anthropocentric thinking under time pressure. However, anthropocentric thinking was consistently observed for unfamiliar properties. These findings suggest that anthropocentric thinking is not a developmentally persistent cognitive default, but rather a cognitive strategy deliberately employed in situations of uncertainty.     

Developing a Learning Progression for Curriculum,Instruction, and Student Learning: An Example from Mathematics Education

Learning progressions have been demarcated by some for science education, or only concerned with levels of sophistication in student thinking as determined by logical analyses of the discipline. We take the stance that learning progressions can be leveraged in mathematics education as a form of curriculum research that advances a linked understanding of students learning over time through careful articulation of a curricular framework and progression, instructional sequence, assessments, and levels of sophistication in student learning. Under this broadened conceptualization, we advance a methodology for developing and validating learning progressions, and advance several design considerations that can guide research concerned with engendering forms of mathematics learning, and curricular and instructional support for that learning. We advance a two-phase methodology of (a) research and development, and (b) testing and revision. Each phase involves iterative cycles of design and experimentation with the aim of developing a validated learning progression. In particular, we gathered empirical data to revise our hypothesized curricular framework and progression and to measure change in students. thinking over time as a means to validate both the effectiveness of our instructional sequence and of the assessments designed to capture learning. We use the context of early algebra to exemplify our approach to learning progressions in mathematics education with a focus on the concept of mathematical equivalence across Grades 3-5. The domain of work on research on learning over time is evolving; our work contributes a broadened role for learning progressions work in mathematics education research and practice.