What is agentic about the Spatial Agency Bias? How pragmatic relevance contributes to the spatial representations of actions

The mental imagination of (social) actions has been shown to follow a left‐to‐right trajectory, with the thematic agent associated with the left position (Spatial Agency Bias, Suitner & Maass in Advances in Experimental Social Psychology, 53, 2016, p. 245–301). For example, individuals asked to choose a picture that visualizes the sentence “Tom kicks George” tend to choose an image where the agent, Tom, is positioned on the left‐hand side rather than on the right‐hand side. However, as an alternative to the thematic role of the agent, such findings may reflect a mental representation following pragmatic relevance. Specifically, a pragmatic perspective holds that word order and syntactic functions are strategic devices to communicate that the element is important for the sentence. Thus, positioning in the described picture‐matching task may actually reflect the agent's pragmatic relevance instead of agency per se. As a test, we vary whether sentences are written in the active versus the passive voice. Results from five studies indicate that the passive voice results in the tendency to place the agent on the right‐hand side rather than on the left‐hand side of a picture. Instead, the acted‐upon person is positioned on the left‐hand side of a picture. A sixth experiment reveals that for the passive voice, the agent is still seen as more agentic than the receiver, but is considered less relevant. The findings are congruent with the proposed pragmatic relevance account. Implications for the Spatial Agency Bias as well as for building mental representations in general are discussed.     

汉语发展性阅读障碍儿童视觉同时性加工技能子成分的发展及其与阅读的关系

通过分别以高频汉字(实验1)和图形非言语材料(实验2)为刺激的两个联合视觉注意任务, 并采用基于Budensen视觉注意理论的参数估计方法, 系统地探查小学三~六年级汉语发展性阅读障碍儿童的视觉同时性加工技能缺陷的内在机制。以43名汉语发展性阅读障碍儿童和46名生理年龄匹配典型发展儿童为被试, 每类被试均被分为小学中年级组(三、四年级)和高年级组(五、六年级)。两个实验均发现不同年级组的阅读障碍儿童在知觉加工速度参数上显著小于控制组儿童。在空间注意分布权重参数上, 实验1的结果显示, 不同于控制组儿童向左侧化发展的注意分布模式, 两个年级组的阅读障碍儿童均表现为无偏的注意分布; 而实验2未发现显著组别差异。且这两种同时性加工子技能分别与不同水平的汉语阅读技能密切相关。结果表明, 汉语阅读障碍儿童在同时加工多个视觉刺激时存在持续的知觉加工速度缓慢的问题, 在同时加工言语类刺激时还表现出异常的空间注意分布模式。本研究有助于从基础认知层面揭示汉语发展性阅读障碍儿童的缺陷机理, 为进一步设计相关的提高阅读效率的干预方案提供理论依据。     

儿童空间观点采择的自动性及其发展

使用空间观点采择任务,探究7~11岁儿童的空间观点采择的自动性和发展趋势。结果发现：（1）在他人任务中,正确率随着角度的增长而减小;（2）在自我任务中,相比于空间关系不一致时,一致时的正确率更高,且反向的一致性效应出现在150°~180°间。本研究结果显示：本项空间观点采择任务对儿童有效;7~9岁的儿童可以自动进行空间转换;11岁的儿童可以自动进行需要判断左右位置的空间观点采择。本研究首次证明,11岁是儿童自动进行需要判断左右位置的空间观点采择的相对年龄转折点。     

内外源性空间注意对多感觉整合的影响

本文采用内-外源性空间线索靶子范式, 操控内源性线索有效性(有效线索、无效线索)、外源性线索有效性(有效线索、无效线索)、目标刺激类型(视觉刺激、听觉刺激、视听觉刺激)三个自变量。通过两个不同任务难度的实验(实验1: 简单定位任务; 实验2: 复杂辨别任务)来考察内外源性空间注意对多感觉整合的影响。两个实验结果均发现外源性空间注意显著减弱了多感觉整合效应, 内源性空间注意没有显著增强多感觉整合效应; 实验2中还发现了内源性空间注意会对外源性空间注意减弱多感觉整合效应产生影响。结果表明, 与内源性空间注意不同, 外源性空间注意对多感觉整合的影响不易受任务难度的调控; 当任务较难时内源性空间注意会影响外源性空间注意减弱多感觉整合效应的过程。由此推测, 内外源性空间注意对多感觉整合的调节并非彼此独立、而是相互影响的。     

Primary caregiver emotional expressiveness relates to toddler emotion understanding

The present study examined the impact of emotional expressiveness in toddlers’ environments on their emotion understanding. Primary caregivers of 35 toddlers completed two surveys regarding the family’s emotional expressiveness and the primary caregiver’s expressivity. Toddlers participated in the Affective Knowledge Test to measure emotion understanding. Toddler emotion understanding related to primary caregiver expressivity, but not family expressiveness. Further, toddler emotion understanding related to primary caregiver Impulse Strength, but not Negative or Positive Emotionality. This suggests that primary caregivers with more impulsive emotional response tendencies may help their children to identify associations between emotional events and reactions.     

Interpersonal Psychotherapy—Adolescent Skills Training With Youth From Asian American and Immigrant Families: Cultural Considerations and Intervention Process

Although research has identified effective evidence-based depression prevention interventions for diverse youth, little is known about how the intervention process unfolds with immigrant family youth. This study utilized a qualitative approach to explore cultural and clinical differences in the implementation of Interpersonal Psychotherapy–Adolescent Skills Training (IPT-AST) in two schools, one serving youth from primarily immigrant, Asian American families and the second, youth from mostly nonimmigrant, non-Hispanic White families. A total of 131 IPT–AST sessions were audio recorded, transcribed, and coded for presence and patterns of cultural and clinical constructs. Results revealed that sessions with immigrant family youth were more likely to contain discussions of interpersonal problems characterized by estrangement, goals of spending time together with important others, mentions of emotion suppression and academic achievement expectations, conversations about acculturation, differences in value orientation, and discomfort with implementing new intervention skills. Dialogue from interventionist and youth exchanges is presented to illustrate how these themes emerged and were addressed by interventionists in a culturally responsive manner. The study highlights how IPT–AST with immigrant family and Asian American youth may unfold differently compared to youth from nonimmigrant families. Implications of findings for providers are discussed.     

Processus d’élaboration et de validation d’un questionnaire portant sur le développement des compétences émotionnelles lors du mentorat

Objective and methodThe aim of this article is to provide a portrait of the emotional competencies developed by school principals (n = 359) in a mentoring context by developing a seven-step questionnaire by Frenette et al. (2019) presenting various proofs of validity.ResultsThe analyses conducted support a factorial structure with two correlated aspects of emotional competencies (self and others). School principals in Quebec develop more emotional competencies related to the aspect of others than for themselves during mentoring. A further analysis indicates that school principals develop more two dimensions of Emotional competencies: Identification and Understanding. The results also show that 77.26 % of respondents indicated that they developed emotional skills during mentoring.ConclusionThe results provided an understanding of the importance of emotional competencies in education, and specifically in school management. It also revealed the importance of emphasizing the role of mentoring in their development. To our knowledge, the questionnaire developed in this study is one of the first to measure the development of emotional competencies during a mentoring relationship.     

Driver conflict response during supervised automation: Do hands on wheel matter?

Securing appropriate driver responses to conflicts is essential in automation that is not perfect (because the driver is needed as a fall-back for system limitations and failures). However, this is recognized as a major challenge in the human factors literature. Moreover, in-depth knowledge is lacking regarding mechanisms affecting the driver response process. The first aim of this study was to investigate how driver conflict response while using highly reliable (but not perfect) supervised automation differ for drivers that (a) crash or avoid a conflict object and (b) report high trust or low trust in automation to avoid the conflict object. The second aim was to understand the influence on the driver conflict response of two specific factors: a hands-on-wheel requirement (with vs. without), and the conflict object type (garbage bag vs. stationary vehicle). Seventy-six participants drove with highly reliable but supervised automation for 30 min on a test track. Thereafter they needed to avoid a static object that was revealed by a lead-vehicle cut-out. The driver conflict response was assessed through the response process: timepoints for driver surprise reaction, hands-on-wheel, driver steering, and driver braking. Crashers generally responded later in all actions of the response process compared to non-crashers. In fact, some crashers collided with the conflict object without even putting their hands on the wheel. Driver conflict response was independent of the hands-on-wheel requirement. High-trust drivers generally responded later than the low-trust drivers or not at all, and only high trust drivers crashed. The larger stationary vehicle triggered an earlier surprise reaction compared to the garbage bag, while hands-on-wheel and steering response were similar for the two conflict object types. To conclude, crashing is associated with a delay in all actions of the response process. In addition, driver conflict response does not change with a hands-on-wheel requirement but changes with trust-level and conflict object type. Simply holding the hands on the wheel is not sufficient to prevent collisions or elicit earlier responses. High trust in automation is associated with late response and crashing, whereas low trust is associated with appropriate driver response. A larger conflict object trigger earlier surprise reactions.     

The stranded cinderella and the wandering rascal. Two narratives of female housing exclusion

This article examines the life stories of two young Polish women who have faced severe marginalization and homelessness. The main aim of this article is to investigate how the notions of (in)visibility and (im)mobility are shaping participants' everyday lives and life stories they tell. Using concepts drawn from social sciences, as well as cultural and literary studies, this article attempts to reconstruct the narrative frameworks of their life stories. Marzena's story is a non-linear collection of adventures reminiscent of a picaresque novel, but with fractured agency, which leaves her powerless and restlessly moving around the city. Angelika, on the other hand, is trapped in a two-room dilapidated house with no running water, located in a rural part of Poland. Her narrative resembles a telenovela with melodramatic plot twists, romance and hard-to-believe revelations about the narrator's true self; further, it is a purposeful journey in search for happiness and fortune. Surprisingly, Marzena's mobility makes it unlikely for her to overcome homelessness, while the stranded Angelika finds the resilience necessary to improve her life. The proposed analysis contributes to a deeper understanding of women's experiences of homelessness and demonstrates the need to regard housing exclusion also as a biographical process.     

越近越诱惑？感知食物空间距离对消费欲望的影响

探讨消费欲望的影响因素及影响机制对解决个体非健康饮食问题具有重要意义。采用2个实验考察感知食物空间距离是否及如何影响消费欲望,以及感知资源口腔占用是否会降低感知空间距离对消费欲望的影响。结果发现：（1）感知空间距离越近,消费欲望越强;（2）感知空间距离通过心理模拟影响消费欲望;（3）占用感知资源口腔会阻碍心理模拟从而降低感知食物空间距离对消费欲望的影响。因此,操纵食物的感知空间距离会通过心理模拟影响个体的消费欲望。