The mediating role of trait emotional intelligence,prosocial behaviour,parental support and parental psychological control on the relationship between war trauma,and PTSD and depression

Objectives: This study investigates the relationship between trait emotional intelligence (trait EI), prosocial behaviour, parental support, and parental psychological control on one hand and PTSD and depression symptoms on the other hand after exposure to war-traumatic events among Palestinian children and adolescents in the Gaza Strip. Methods: The sample consists of 1,029 students aged 11–17 year old. Of them 533 (51.8%) were female and 496 (48.2%) were male. The following measures were used in the study: War-Traumatic Events Checklist (W-TECh), Trait Emotional Intelligence Questionnaire – Adolescent Short Form (TEIQue-ASF), prosocial behaviour (as part of the Strengths and Difficulties Questionnaire - SDQ), parental support scale, Parental Psychological Control scale, Post-Traumatic Stress Disorders Symptoms Scale (PTSDSS) and the depression scale. Results: 88.4% (N: 909) experienced personal trauma, 83.7% (N: 861) witnessed trauma to others, and 88.3% (N: 908) have seen demolition of property during the war, mostly by boys. The results also demonstrated that the prevalence of PTSD diagnosis according to DSM-V is 53.5% (N: 549). Further, there is a negative correlation between trait EI and prosocial behaviour in one hand and parental psychological control and PTSD and depression symptoms in the other hand. Likewise, a negative correlation was found between parental support and depression symptoms. Low trait EI and parental psychological control significantly mediated the relationship between exposure to war trauma, and PTSD and depression. In addition, negative parenting factors and low prosocial behavior significantly predicted depression. Conclusion: Trait EI and parental support can be utilized in interventions to empower children and adolescents’ emotional abilities, to strengthen their resilience in facing traumatic event exposure, and thus reduce its effect on PTSD and depression symptoms.     

Effects of mood states on information processing strategies: Two studies of automatic and controlled processing using misattribution paradigms

To test the hypothesis that a positive mood facilitates automatic processing and a negative mood facilitates controlled processing, two experiments were conducted. In Experiment 1, after positive or negative mood was induced, participants rated the attractiveness of products while listening to a music tape that they were told would have the effect of inducing a positive, negative, or neutral mood. As predicted, augmentation effects were clearer in the negative mood condition than in the positive mood condition. In Experiment 2, participants were first presented with lists of names of non-famous Japanese companies either once or four times. One or two days later, they were presented with these names again, together with new names, and were asked to judge whether those names were famous or-non-famous. As predicted, subjects in a positive mood showed more false fame judgments than those in a negative mood because those in a positive mood did not control their feeling of familiarity correctly. These results indicated that those in positive moods are more likely to engage in automatic processing.     

儿童道德情绪归因研究的进展及未来展望

20世纪70年代以来,对儿童道德情绪归因的研究主要集中在概念界定、定向发展、年龄差异、产生原因及其影响因素等方面。但在研究对象的拓展、情境的设置以及归因对象的完善等方面还需要未来作进一步的探索与研究。     

The psychology and philosophy of luck

There has been a great deal of interest in the concept of luck in the recent psychological and philosophical literature. In philosophy, this interest has tended to focus not upon luck simpliciter but rather upon the role that luck plays in ethical and epistemological debates concerning (respectively) moral and epistemic luck. In psychology, in contrast, a number of studies have explicitly examined our everyday conceptions of luck and the manner in which these conceptions influence our lives. This article surveys both the recent psychological and philosophical literature on this topic and argues that (to different degrees) the work of both disciplines in this area has been hampered by a failure to be clearer about what luck involves. Accordingly, this article offers a specification of what is core to the notion of luck and highlights how this analysis can aid further research in this area by both psychologists and philosophers.     

Trait anxiety, trait depression, worry, and memory

A study is reported which investigated the proposal that high trait anxiety is associated with a memory bias for worry themes. Forty-five participants were categorised as being high or low trait anxious on the basis of scores on the (Spielberger et al., 1983) (Manual for the State-Trait Anxiety Inventory (Form Y) (1983)). The participants were requested to rate a number of worry and non-worry statements for how much they generally thought about the issues represented by them. Analysis of the ratings given by the participants showed that low trait anxiety individuals thought about the non-worry items significantly more than worry items. The high trait anxiety participants, however, showed little or no difference in the amount of time spent thinking about worry and non-worry themes. In a subsequent free recall task of the statements it was observed that the low trait anxiety group recalled significantly more non-worry than worry items, whereas there was no such difference for the high trait group. It was also found that the degree of memory bias was related to both positive affectivity and trait anxiety. The implications of such findings are discussed.     

Applying a bifactor model to the functions of relational aggression: Associations with hostile attribution biases and difficulties with emotion regulation

Previous research suggests that reactive and proactive aggression likely have distinct underlying mechanisms that uniquely contribute to the perpetration of each as a result of faulty cognitive and emotional processes. Still, very little work has examined the association of the functions of relational aggression with emotion dysregulation and hostile attribution biases. In addition, it is important to examine relational aggression in its pure and co-occurring functions given that past work finds reactive and proactive aggression to occur both jointly and distinctly. Thus, the current study employed a bifactor model to distinguish between pure reactive, pure proactive, and co-occurring relational aggression in emerging adulthood (N = 647, M_age = 19.92, SD = 2.83), a developmental time period for which relational aggression is particularly prominent. To further address gaps in the relational aggression literature, indirect pathway models revealed that relational hostile attribution biases emerged as a concurrent indirect path in the relationship between emotion dysregulation and pure reactive relational aggression. Furthermore, emotion dysregulation was directly positively associated with both pure functions as well as co-occurring relational aggression, and hostile attribution biases for relational provocations were directly associated with both pure functions of relational aggression, though the association was negative for pure proactive and positive for pure reactive relational aggression. Findings highlight the potential influence of emotion dysregulation and attributing hostile intent to social situations on engaging in the different functions of relational aggression.     

材料的几何属性差异对3—7岁儿童分类标准影响的研究

以７３名３—７岁儿童为被试,通过变换分类材料的几何属性（形状或大小）的差异程度,采用自由分类方法,探讨材料差异程度的变换对儿童分类标准的影响。结果表明：３—７岁儿童的分类标准均受分类材料几何属性差异变化的影响。３岁儿童的分类标准几乎完全随分类材料的变换而改变;４—５岁儿童的分类标准主要表现为随分类材料的变换而改变;６—７岁儿童的分类标准虽然有随分类材料的变换而改变的趋势,但已经表现出比较稳定的按形状分类;５—６岁是儿童分类能力发展的质的飞跃阶段。     

小学生不同课堂情境的成就归因及再归因训练

在广泛调查的基础上,考察了小学生对不同课堂情境的成就归因特点;并运用韦纳的归因训练模式与策略指导相结合的方法,根据不同课堂的成就情境对小学生进行再归因训练。结果表明：小学生把课堂成就归因于努力、策略、能力、基础、兴趣、目的、难度。教法、心境和家境等１０个主要因素,这些因素除家境外,均在不同课堂的成就情境中存在显著的差异;韦纳的归因训练模式与策略指导相结合的再归因训练能有效地改变小学生对不同课堂情境的成就归因倾向,增强其学习动机水平,提高学业成绩。