Don't derogate this message! Self-affirmation promotes online type 2 diabetes risk test taking

The aim of the present study was to examine whether self-affirmation promotes acceptance of threatening type 2 diabetes information and risk-testing behaviour. In an experimental study (N = 84), we manipulated self-affirmation by allowing participants to affirm a value that was either personally important or unimportant to them, and measured participants' risk level prior to reading threatening type 2 diabetes information. As dependent variables, we measured message derogation, intentions to do an online type 2 diabetes risk test and online risk-testing behaviour. Findings showed that self-affirmation decreased message derogation, increased intentions to do an online risk test and promoted online risk test taking among at-risk participants. Among participants not at-risk, self-affirmation decreased intentions and online risk test taking. Therefore, it is concluded, that for an at-risk population self-affirmation can decrease defensive responses to threatening health information and promote (online) risk test taking for diseases.     

Integration of five health behaviour models: Common strengths and unique contributions to understanding condom use

The purpose of this research was to select from the health belief model (HBM), theories of reasoned action (TRA) and planned behaviour (TPB), information–motivation–behavioural skills model (IMB) and social cognitive theory (SCT) the strongest longitudinal predictors of women's condom use and to combine these constructs into a single integrated model of condom use. The integrated model was evaluated for prediction of condom use among young women who had steady versus casual partners. At Time 1, all constructs of the five models and condom use were assessed in an initial and a replication sample (n?=?193, n?=?161). Condom use reassessed 8 weeks later (Time 2) served as the main outcome. Information from IMB, perceived susceptibility, benefits, and barriers from HBM, self-efficacy and self-evaluative expectancies from SCT, and partner norm and attitudes from TPB served as indirect or direct predictors of condom use. All paths replicated across samples. Direct predictors of behaviour varied with relationship status: self-efficacy significantly predicted condom use for women with casual partners, while attitude and partner norm predicted for those with steady partners. Integrated psychosocial models, rich in constructs and relationships drawn from multiple theories of behaviour, may provide a more complete characterisation of health protective behaviour.     

Brain Activity and Cognitive Transition during Childhood: A Longitudinal Event-Related Brain Potential Study

This study examined the relation between brain activation and cognitive development using event-related brain potentials (ERPs) and a longitudinal design. Five-year-old girls performed a visual recognition (‘oddball’) task and an experimental analogue of the Piagetian conservation of liquid quantity task at three experimental sessions, with one year between consecutive sessions. The data revealed age-related changes in neurocognitive mechanisms common to both tasks. In comparing children before and after a Piagetian transition on a traditional clinical conservation test the data revealed a major shift in performance and ERPs to the experimental analogue of the liquid quantity task. These findings are consistent with a previously performed cross-sectional study and provide strong support for the hypothesis that cognitive transition is related to new neurocognitive mechanisms emerging during childhood. Possible implications of these findings for child neuropsychology are discussed.     

Mom told me scary things about this animal: Parents installing fear beliefs in their children via the verbal information pathway

This study investigated whether fear beliefs can be installed in children after parents had received negatively tinted information about a novel stimulus. Parents of children aged 8-13 years (N = 88) were presented with negative, positive, or ambiguous information about an unknown animal and then given a number of open-ended vignettes describing confrontations with the animal with the instruction to tell their children what would happen in these situations. Results indicated that children's fear beliefs were influenced by the information that was provided to the parent. That is, parents who had received negative information provided more threatening narratives about the animal and hence installed higher levels of fear beliefs in their children than parents who had received positive information. In the case of ambiguous information, the transmission of fear was dependent on parents' trait anxiety levels. More precisely, high trait anxious parents told more negative stories about the unknown animal, which produced higher fear levels in children.     

Information processing bias against emotional facial expressions in social anxiety

The present study examined whether information processing bias against emotional facial expressions is present among individuals with social anxiety. College students with high (high social anxiety group; n  = 26) and low social anxiety (low social anxiety group; n  = 26) performed three different types of working memory tasks: (a) ordering positive and negative facial expressions according to the intensity of emotion; (b) ordering pictures of faces according to age; and (c) ordering geometric shapes according to size. The high social anxiety group performed significantly more poorly than the low social anxiety group on the facial expression task, but not on the other two tasks with the nonemotional stimuli. These results suggest that high social anxiety interferes with processing of emotionally charged facial expressions.     

The relationship between the perception of axes of symmetry and spatial memory during early childhood

Early in development, there is a transition in spatial working memory (SWM). When remembering a location in a homogeneous space (e.g., in a sandbox), young children are biased toward the midline symmetry axis of the space. Over development, a transition occurs that leads to older children being biased away from midline. The dynamic field theory (DFT) explains this transition in biases as being caused by a change in the precision of neural interaction in SWM and improvements in the perception of midline. According to the DFT, young children perceive midline, but there is a quantitative improvement in the perception of midline over development. In the experiment reported here, children and adults needed to determine on which half of a large monitor a target was located. In support of the DFT, even the youngest children performed above chance at most locations, but performance also improved gradually with age.     

Introduction to special issue on contributions of mathematical psychology to clinical science and assessment

Evolution of clinical mathematical psychology, exemplifying integrative, translational psychological science, is considered in light of target, idealized scientific systems. It is observed that mutual benefits to psychological clinical science, and quantitative theory, potentiated through their interlacing as exemplified in this special issue, stand to parallel the historical symbiosis between older disciplines and mathematics. Enumerated are the range of psychological processes and clinical groups addressed, forms of modeling implemented, and clinical issues engaged, the latter ranging from intervention, to elucidation of deviant basic processes. A denouement comprising cogent quotations from historical figures in science concludes this Introduction.     

Teacher-child relationships as dynamic systems

The purpose of the present study was to examine factors associated with the quality of the teacher-child relationship from first through fifth grade using data from phases I, II and III of the National Institutes of Child Health and Human Development Study of Early Child Care and Youth Development, a prospective study of 1364 children from birth through sixth grade. On average, children evidenced moderately high quality relationships with teachers in fifth grade. However, there was extensive variation in fifth grade relationship quality across children. Children who received more support and stimulation at home and whose parents had higher quality interactions with the school had higher quality relationships. Additionally, children in classrooms with more positive environments and better management had higher quality relationships. Lastly, females, European-American children, children with lower levels of behavior problems and children who had higher quality relationships with their teachers in kindergarten also had higher quality relationships with teachers. On average, children evidenced decreases in the quality of their relationships with teachers from first through fifth grade. Interestingly, children whose parents had more contact with their schools, who were in schools where teachers received higher salaries and in classrooms that had more positive emotional climates and that were better managed evidenced slower rates of decline in relationship quality. Implications for theory and practice are discussed.     

THE GENETIC RECOMBINATION OF SCIENCE AND RELIGION

The estrangement between genetic scientists and theologians originating in the 1960s is reflected in novel combinations of human thought (subject) and genes (investigational object), paralleling each other through the universal process known in chaos theory as self‐similarity. The clash and recombination of genes and knowledge captures what Philip Hefner refers to as irony, one of four voices he suggests transmit the knowledge and arguments of the religion‐and‐science debate. When viewed along a tangent connecting irony to leadership, journal dissemination, and the activities of the “public intellectual” and the public at large, the sequence of voices is shown to resemble the passage of genetic information from DNA to mRNA, tRNA, and protein, and from cell nucleus to surrounding environment. In this light, Hefner's inquiry into the voices of Zygon is bound up with the very subject matter Zygon covers.