Adaptation of Reactive Saccades is Influenced by Unconscious Priming of the Attention Focus

The authors investigated whether the size of the attention focus can influence saccadic adaptation, and whether this influence changes in older age. Using the scrambled sentence task, young and older participants were either primed for a wide attention focus, or primed of a narrow attention focus, or were not primed for any specific attention focus. Subsequently, all participants underwent a double-step saccadic adaptation paradigm aimed at changing the direction of reflexive saccades. The authors found that compared to the nonprimed control group, priming for a wide attention focus enhanced saccadic adaptation in both age groups by a similar amount; the benefit persisted throughout the adaptation phase, but was absent during the deadaptation phase. In contrast, the authors found no effects of priming with a narrow attention focus on saccadic adaptation. From this the authors conclude that a wide attention focus is beneficial for workaround strategies but not for adaptive recalibration, and that those benefits are similar in young and older persons.     

Predictors of volitional personality change in younger and older adults: Response surface analyses signify the complementary perspectives of the self and knowledgeable others

Goals to change personality traits have been linked to self-rated Big Five traits. Extending previous research, we investigated the associations between change goals and diverse personality characteristics (e.g., self-esteem), other-rated Big Five traits, and self-other agreement in an age-heterogeneous sample (N = 378). Results replicated previous associations of change goals with age and self-rated traits. Additionally, change goals were stronger when others rated a person’s traits as low and when self-other agreement about traits was greater for extraversion, agreeableness, and conscientiousness. Associations of additional personality characteristics with change goals diminished when we controlled for the Big Five traits. We conclude that goals to change personality traits primarily reflect the perspective of the self and, for some traits, of knowledgeable others.     

Processing emotions in sounds: cross-domain aftereffects of vocal utterances and musical sounds

Nonlinguistic signals in the voice and musical instruments play a critical role in communicating emotion. Although previous research suggests a common mechanism for emotion processing in music and speech, the precise relationship between the two domains is unclear due to the paucity of direct evidence. By applying the adaptation paradigm developed by Bestelmeyer, Rouger, DeBruine, and Belin [2010. Auditory adaptation in vocal affect perception. Cognition, 117(2), 217–223. doi:10.1016/j.cognition.2010.08.008], this study shows cross-domain aftereffects from vocal to musical sounds. Participants heard an angry or fearful sound four times, followed by a test sound and judged whether the test sound was angry or fearful. Results show cross-domain aftereffects in one direction – vocal utterances to musical sounds, not vice-versa. This effect occurred primarily for angry vocal sounds. It is argued that there is a unidirectional relationship between vocal and musical sounds where emotion processing of vocal sounds encompasses musical sounds but not vice-versa.     

中学生社会适应量表的编制

本研究编制的中学生社会适应性量表是针对预初(小学6年级)到高三7个年级的学生,有效样本3595名(男1728名,女1867名)。通过量表的编制、初测、修改和再测,确定了量表的4个维度:内容特质、预测控制、心理调节和动力支持,并获得了较高的信度和效度。内在一致性信度达到0.97,相容效度和效标效度也达到0.65和0.68左右,均比较理想。通过量表编制发现中学生的社会适应在总体上存在性别差异,即女生显著高于男生。中学生的社会适应会随着年级的提高而发生变化,但不同步增加。中学生的社会适应性是一个动态的发展过程,它也是中学生人格发展的一部分,并与个体的学习压力以及经历的生活事件有密切的关系。     

幼师生职业决策自我效能、学校适应与职业犹豫不决之间的关系

运用自编的职业决策自我效能量表,考察334名幼师生职业决策自我效能、学校适应与其职业犹豫不决的相关关系,结果发现职业决策自我效能对学校适应预测职业犹豫不决起到部分中介作用。进一步研究发现幼师生职业决策自我效能中的目标设定、自我概念和自我评价对其学校适应预测职业犹豫不决起部分中介作用,职业信息收集和学业成绩对此的中介效应不显著。     

The adaptation of an adult group screening test for dyslexia into Finland-Swedish: normative data for university students and the effects of language background on test performance

We present a Finland-Swedish adaptation of the Sweden-Swedish group screening test for dyslexia for adults and young adults DUVAN (Lundberg & Wolff, 2003) together with normative data from 143 Finland-Swedish university students. The test is based on the widely held phonological deficit hypothesis of dyslexia and consists of a self-report and five subtests tapping phonological working memory, phonological representation, phonological awareness, and orthographic skill. We describe the test adaptation procedure and show that the internal reliability of the new test version is comparable to the original one. Our results indicate that the language background (Swedish, Finnish, early simultaneous Swedish-Finnish bilingualism) should be taken into account when interpreting the results on the Finland-Swedish DUVAN test. We show that the FS-DUVAN differentiates a group of students with dyslexia diagnosis from normals, and that a low performance on the FS-DUVAN correlates with a positive self-report on familial dyslexia and with a history of special education in school. Finally, we analyze the sensitivity and specificity of the FS-DUVAN for dyslexia among university students.     

韧性（resilience）——在压力下复原和成长的心理机制

韧性是指面对丧失、困难或者逆境时的有效应对和适应。当生活变化对人们造成威胁时,这种自我保护的生物本能就会展现出来。来自个人、家庭、社会三方面的保护性因素之间会相互作用而组成动力系统,共同抵抗环境的不利影响。韧性的过程模型认为韧性是瓦解和重新整合之后达到的更高平衡状态,与一般意义上的“复原”有区别。在不同人生发展阶段上,韧性呈现出具有不同适应意义的层次结构,其内涵也会因情境而变化。尽管在如何测量韧性的问题上研究者们仍未达成一致意见,但一些简便有效的韧性量表得到了广泛应用。韧性研究的目的是探索个人生存和成长的力量源泉,在教育、医疗、社区和企业中开展的韧性干预训练已经显示出良好效果。     

Social capital,acculturation attitudes,and sociocultural adaptation of migrants from central Asian republics and South Korea in Russia

This research examines the relationship of social capital with the acculturation attitudes and sociocultural adaptation of 122 migrants from Central Asian republics of the former Union of Soviet Socialist Republics (Uzbekistan, Tajikistan, Turkmenistan, Kyrgyzstan, and Kazakhstan) and 136 migrants from South Korea. The questionnaire included scales for assessing acculturation attitudes (integration, assimilation, and separation), individual social capital (bridging and bonding), and sociocultural adaptation. Using parallel mediation analysis, we found that acculturation attitudes for migrants from Central Asia are secondary to their social capital in relation to sociocultural adaptation. However, among migrants from South Korea, social capital is not linked to their acculturation attitudes, and in general, its role in sociocultural adaptation is lower as compared to the role of acculturation attitudes. As a whole, our research shows that although sociocultural adaptation for all ethnic groups is linked to acculturation attitudes and social capital, acculturation attitudes for certain ethnic groups can be dependent on social capital.     

Behavioral changes to repeated takeovers in automated driving: The drivers’ ability to transfer knowledge and the effects of takeover request process

Only a couple of studies evaluated whether drivers of automated vehicles change their takeover behavior when they experience takeover requests repeatedly. Even less evidence was accumulated regarding the question whether drivers are able to transfer learned behavior to takeover situations with varying visibility characteristics and whether drivers’ takeover behavior depends on the takeover process in these situations. This paper therefore examines three research questions. First, it assesses how drivers change their behavior with the repeated experience of a takeover situation with the same visibility (fog or no fog). Second, it tests whether drivers can transfer their learned takeover behavior from a takeover situation with high or low visibility to the same takeover situation with different visibility conditions. Third, it assesses whether drivers’ takeover behavior and their experience of the situation differ between a one-step and a two-step takeover request process. Forty participants experienced a takeover situation three times. Experimental trials varied between-subjects concerning the permanent presence or absence of fog in the adaptation condition, the change of visibility conditions from fog to no fog or vice versa in the transfer condition, and the design of the takeover process with one-step or two-steps. Dependent variables included participants’ takeover time, minimum time-to-collision (TTC_min) with the construction site, deceleration and maximum steering behavior, and their ratings of criticality of the driving situation and perceived effort. Results show that participants adapted their deceleration behavior when repeatedly experiencing a takeover situation with the same visibility characteristics (adaptation condition). Changing these characteristics (transfer condition) lead to increased minimum TTCs, criticality and perceived effort ratings. In general, participants were able to maintain their takeover behavior in takeover situations with varying visibility characteristics indicating that they can transfer their takeover behavior across situations. Finally, the two-step takeover request process was associated with longer takeover times. However, minimum TTCs were larger and maximum steering movements and criticality ratings were lower compared to the one-step process. We conclude that drivers transfer their behavior across takeover situations. However, this performance comes at higher costs in terms of perceived effort and criticality. In addition, two-step takeover request processes should be favored over one-step processes when designing takeover requests. Future studies should examine the validity of the results in various takeover situations and on-the-road studies.     

Adaptation and implementation of the German social–emotional learning programme Papilio in Finland: A pilot study

This study investigated the cross-national adaptation and implementation of Papilio, a German social–emotional learning programme, in Finnish early childhood education and care (ECEC) centres. Papilio is a developmentally focused, scientifically based intervention programme focused on preventing behavioural problems and fostering social–emotional competence in children aged 3–7. The aim of this study was to investigate and evaluate the cross-national adaptation and cross-cultural adaptation and implementation of Papilio in the Finnish ECEC context. Results from qualitative interviews with one Finnish Papilio trainer, 11 early childhood education (ECE) teachers, two ECE special education teachers and two nursery nurses are supplemented with teachers' and nursery nurses' (N = 75) questionnaire data. Qualitative thematic analysis revealed that cultural adaptations were necessary on four levels: accommodation of materials, adaptation of the contents of the materials, structure and delivery. The materials and training contents were culturally adapted, whereas the delivery of the intervention was adapted according to Finnish ECEC practices. The structural adaptation included discarding timeout, due to opposition by some educators. The educators were committed to implementing the programme as instructed and resolving the practical difficulties they encountered. Their motivation to implement Papilio increased as they observed improvements in the children's social–emotional competence during intervention.