大学生主观童年创伤症状对抑郁的影响:抗挫折能力和外向性的多重中介效应

本研究将"童年创伤"定义为"个体14岁以前所经历的,站在主体的角度主观感受到的创伤性事件"。采用问卷调查法对302名大学生进行调查,通过定量加定性的方式探索了童年创伤与抑郁之间的关系。相关分析表明：主观童年创伤症状、外向性、抗挫折能力、抑郁之间两两显著相关;结构方程模型表明：主观童年创伤症状通过外向性、抗挫折能力完全、多重中介作用间接预测抑郁。本研究结果在理论和实践层面对大学生抑郁问题的预防和干预工作提供重要的借鉴依据。     

听觉线索与个体差异对音乐紧张感加工的影响

音乐无他, 张弛而已。音乐紧张感架起了客观音响与主观体验之间的桥梁, 是音乐情绪产生的前提和基础。音乐紧张感加工的影响因素主要来自客体与主体两方面。研究发现, 声学要素与调性结构是影响音乐紧张感诱发的声音线索, 而文化背景与音乐能力是影响听者对紧张感加工的个体因素。未来需要对时间结构与长时程调性结构诱发的紧张感及其机制进行深入探究, 这将有助于深化我们对音乐紧张感与情绪加工的认识。     

Commentary on Corradi et al.’s (2019) new conception of aesthetic sensitivity: Is the ability conception dead?

Corradi et al. (British Journal of Psychology, 2019) argue that their new conception of visual aesthetic sensitivity (as responsiveness to aesthetic features in one’s preferences) presents several advantages in comparison with the current ability view of aesthetic sensitivity, usually defined as the ability to judge aesthetic stimuli in accordance with standards (The Journal of Psychology, 1964, 57 and 49). Although the measure they propose is interesting and presents advances to the field, we point to important issues. Notably, the authors conveniently base their comparison between the two conceptions on psychometric double standards, discard a century of research on aesthetic sensitivity by focusing on Eysenck’s speculations, and disguise an extension of already existing aesthetic preference tests (e.g., The Journal of Psychology, 1952, 33 and 199; Empirical Studies of the Arts, 2005, 23 and 165) as a redefinition of aesthetic sensitivity. We conclude that both aesthetic preference and aesthetic sensitivity research are legitimate objects of study, that the authors present interesting ideas to further the study of aesthetic preferences, but that their approach is not new and that its proposed renaming only adds confusion to the field.     

Mathematical Creativity: A Combination of Domain-general Creative and Domain-specific Mathematical Skills

Creativity is an understudied topic in elementary school mathematics research. Nevertheless, we argue that creativity plays an important role in mathematics, but that more research is needed to understand this relation. Therefore, this study aimed to investigate this relation, specifically between domain-general creativity, domain-specific mathematical creativity, and mathematical ability. Measures for these constructs were administered to 342 Dutch fourth graders. In order to examine the nature of the relation between creativity and mathematics, two competing models were tested, using Structural Equation Modeling. The results indicated that models in which general creativity and mathematical ability both predict mathematical creativity fitted the data better than models in which mathematical and general creativity predict mathematical ability. This study showed that both general creativity and mathematical ability are important to think creatively in mathematics.     

Instructions Moderate the Relationship between Creative Performance in Figural Divergent Thinking and Reasoning Capacity

In this study with within-subject design, the “be-creative effect” was investigated using three instructions in figural divergent-thinking tasks: Besides a be-fluent instruction, a be-creative instruction, and a be-creative instruction combined with strategies were applied. In addition, reasoning ability as part of fluid intelligence, self-reported creative ideation, current motivation after reading the instructions, and task-related interest were assessed. Multilevel analysis applying random-intercept-constant-slope models found significant main effects of the instructions on creative performance and fluency. Both be-creative instructions yielded a rise in creative performance in divergent thinking tasks with additional improvement due to supporting strategies. The be-fluent instruction enhanced the quantity of ideas but decreased creative performance. Task-related interest turned out to be a better predictor of creative performance than the self-estimated expected interest prior to working on the task. Moreover, the relationship of creative performance and reasoning ability was moderated by instruction, with no relationship with a be-fluent instruction and small to moderate positive effects with both instructions emphasizing creative ideas.     

Getting social in selection: How social networking website content is perceived and used in hiring

The use of social networking websites (SNWs) during employee selection is gaining popularity in organizations. Using a foundation that integrates identity and situational strength theories, we develop a conceptual framework that differentiates SNW information from information gathered through traditional selection procedures, and distinguishes between SNW types. Research questions and hypotheses are tested using a survey of 291 hiring professionals. Results indicate that SNW content is considered useful and is regularly utilized during hiring. Some SNW content is viewed positively (e.g., information supporting qualifications), while other information leads to negative perceptions (e.g., discriminatory comments). Finally, results support a differentiation between personal and professional SNW, as the kind of information sought and the effectiveness of assessing various work‐related constructs differs between these SNW categories.     

The link between maternal and child verbal abilities: An indirect effect through maternal responsiveness

Language abilities in early childhood show stability over time and play an important role in the development of other cognitive processes. Identifying modifiable environmental risk factors is important to informing prevention and early intervention efforts. Maternal verbal ability has been previously linked to child verbal ability. The current study examined whether maternal and child verbal abilities were linked indirectly through early childhood maternal responsiveness. Data come from a longitudinal birth cohort study. Participants included 133 mothers and their children recruited from maternity wards shortly after birth. Maternal verbal ability was measured using the Vocabulary subtest from the Wechsler Abbreviated Scale of Intelligence, Second Edition (child age 8 months). Child verbal ability was assessed using the Peabody Picture Vocabulary Test (36 months). A latent maternal responsiveness variable was estimated using three developmentally sensitive indicators; one during infancy (child age 8 months) and two when children were 36 months. Results of a structural equation model indicated a significant indirect effect from maternal verbal abilities to child verbal abilities through maternal responsiveness. This indirect path was significant even after inclusion of another indirect path from maternal executive functioning to child verbal ability through maternal responsiveness (which was not significant). Future studies will benefit from experimental, genetically sensitive and/or cross‐lagged designs to allow for conclusions related to directionality and causality. This body of research has implications for the study of the intergenerational transmission of verbal abilities and associated skills, behaviours and adaptive outcomes.     

The role of instruction preference in analogy learning: Brain activity and motor performance

This study examined the role of verbal instruction preference when learning motor skills by analogy. During skill learning, analogies are a useful tool for providing knowledge about how to move. It has been argued that analogy instructions reduce reliance on verbal information processes during motor planning, compared to traditional forms of instruction (i.e., explicit rules about how to move). This may be reflected by reduced verbal activity in the brain, measured by EEG alpha power at the temporal region, as well as reduced verbal-motor cross-communication (EEG T7-Fz coherence) during the preparation phase of a movement. Preference for using verbal or visual instructions is likely to influence the efficacy of analogy instructions. This study investigated whether preference for verbal instructions was related to a) changes in performance and b) changes in verbal-cognitive information processing during performance of an adapted basketball task after instruction by analogy. Basketball novices with a high preference for verbal instructions (n = 15) showed significantly decreased activation of verbal brain regions when they used the analogy (high-alpha power), but their performance remained stable. Novices with a low preference for verbal instructions (n = 13) did not show a significant decrease in activation of verbal regions, and their performance deteriorated significantly after introduction of the analogy instruction. It is likely that both cognitive and performance changes after analogy instruction depend on personal aspects of information processing, such as verbal preference.     

Psychometric properties of the Driving Behaviour Scale (DBS) among polish drivers

Anxiety can negatively affect an individual’s psychological wellbeing and lead to mild-to-moderate functional impairment in various areas of their lives. Despite this, the relationship between anxiety and driving performance has received very little empirical attention. The Driving Behaviour Scale (Clapp, Olsen, Beck, et al., 2011, Clapp, Olsen, Danoff-Burg, et al., 2011) was developed as a measure of anxious driving behaviours to support research in this area. The current study details adaptation and validation of the Driving Behaviour Scale (DBS; Clapp, Olsen, Beck, et al., 2011, Clapp, Olsen, Danoff-Burg, et al., 2011) in 310 university students in Poland. The overall internal consistency for the DBS was 0.76, while the two subscales demonstrated acceptable internal consistency (safety/cautious = 0.75 and hostile/aggressive behaviours = 0.85). The reliability estimates for performance deficit returned a lower coefficient of 0.65. Factor analysis produced a three-factor solution that supported the original structure of the DBS. The DBS may be utilised as a measure of driving anxiety in samples drawn from the general population.     

Impairment in the control of coupled cyclic movements of ipsilateral hand and foot after total callosotomy

Integrity of both cerebral hemispheres is required to control in-phase or anti-phase coupling of ipsilateral hand and foot oscillations, as shown by the impairment of these tasks when performed on the healthy side of hemiplegic patients. On this basis, coupling of hand–foot movements was analysed in a right-handed subject (ME) who underwent a total resection of the corpus callosum. Oscillations of the prone hand and foot, paced by a metronome at different frequencies, as well as EMG activity in extensor carpi radialis (ECR) and tibialis anterior (TA) muscles were analysed by measuring the average phase difference between the hand and foot movements and EMG cycles.

ME performed in-phase movements (right-hand extension coupled to right-foot dorsal flexion) at frequencies up to 3 Hz, though the hand cycle progressively lagged the foot cycle as the frequency increased. At 3 Hz the hand lag reached −142° (as compared to about 25° in healthy subjects). The lag increased even further after application of an inertial load to the hand, reaching 180° at 1.8 Hz (about 50° in healthy subjects). ME's hand lag is caused by the lack of any anticipatory reaction in hand movers. In contrast to healthy subjects, which activate the ECR earlier than the TA when the frequency increases, ME activated the ECR later than TA at all frequencies higher than 0.9 Hz.

Anti-phase movements (hand extension coupled to foot plantar flexion) were performed only upto 1 Hz in unloaded conditions. At 0.6 Hz, movements were in tight phase-opposition (3°), but at 1 Hz, the hand lag reached −34° because of a delayed ECR activation. After hand loading ME was unable to couple movements in anti-phase. In contrast, normal subjects maintain a tight anti-phase coupling up to 2.0 Hz, both with an unloaded or loaded hand. Similar deficits were observed by ME when performing in-phase and anti-phase coupling on the left side, as well as when he was blindfolded.

In normal subjects, an anticipated muscular activation of hand movers compensates for hand loading. Since this compensation must depend on monitoring the hand delay induced by loading, the absence in ME of such compensatory reaction suggests that callosal division had apparently compromised the mechanisms sustaining feedback compensation for differences in the biomechanical limb properties. They also confirm and reinforce the idea that elaboration of the afferent message, aiming at controlling the phase of the movement association, needs the co-operation of both cerebral hemispheres.