Positive psychology in context: Effects of expressing gratitude in ongoing relationships depend on perceptions of enactor responsiveness

Recent correlational evidence implicates gratitude in personal and relational growth, for both members of ongoing relationships. From these observations, it would be tempting to prescribe interpersonal gratitude exercises to improve relationships. In this experiment, couples were randomly assigned to express gratitude over a month, or to a relationally active control condition. Results showed modest effects of condition on personal and relational well-being. However, those whose partners were perceived as being particularly responsive when expressing gratitude at the initial lab session showed greater well-being across a range of outcomes, whereas this was not so for people in the control condition. Notably, evidence raises concerns about the effectiveness of artificial injections of gratitude when the partner is perceived to be low in responsiveness. Given the importance of close relationships, this work highlights the need for more theory-driven basic research tested in context before assuming what appears to work naturally will also work artificially.     

Prospective memory and intraindividual variability in ongoing task response times in an adult lifespan sample: the role of cue focality

To contribute to the ongoing conceptual debate of what traditional mean-level ongoing task (OT) costs tell us about the attentional processes underlying prospective memory (PM), we investigated costs to intraindividual variability (IIV) in OT response times as a potentially sensitive indicator of attentional processes. Particularly, we tested whether IIV in OT responses may reflect controlled employment of attentional processes versus lapses of controlled attention, whether these processes differ across adulthood, and whether it is moderated by cue focality. We assessed 150 individuals (19–82 years) in a focal and a nonfocal PM condition. In addition, external measures of inhibition and working memory were assessed. In line with the predictions of the lapses-of-attention/inefficient-executive-control account, our data support the view that costs to IIV in OT trials of PM tasks reflect fluctuations in the efficiency of executive functioning, which was related to failures in prospective remembering, particularly in nonfocal PM tasks, potentially due to their increased executive demands. The additional value of considering costs to IIV over and beyond traditional mean-level OT costs in PM research is discussed.     

Challenges and Gifts of Teaching Luther in a Lutheran College1

This article examines what can be learned from teaching Luther to American college students. It reviews several ways in which college students benefit from studying Luther. The article suggests that identifying the “operating principles” in Luther's thought can help students more carefully discern the contemporary significance of his thought. After discussing some challenges encountered when teaching Luther to college students, the article ends with reflections on the theological significance of the college context. While Luther's discovery of a gracious God remains central, the college setting promotes a retrieval of several broader themes in Luther's thinking that have often been neglected by Lutherans: ongoing creation, wisdom, the Bible as “torah,” the suffering of God, and societal reform.     

Using e-learning modules to teach ongoing-visual inspection of functional analyses

Despite the effectiveness of function-based treatments, most clinicians do not conduct functional analyses (FA). The time required to conduct an FA is a major barrier preventing their use. One way to increase FA efficiency is to discontinue the analysis as soon as it has produced clear results. Saini et al. (2018) evaluated a structured procedure for ongoing-visual inspection of FAs and found that it produced accurate interpretations while averaging 40% fewer sessions than author interpretation. This study evaluated the efficacy of an e-learning module for training registered behavior technicians (RBTs) to implement ongoing visual inspection of FAs. Following training, 5 of the 6 participants showed mastery of ongoing visual inspection, and the final participant did so with the addition of supplemental procedures. We discuss how this training may increase the efficiency of FAs by teaching individuals who are less experienced in FA methodology when to seek supervision from a supervising Board Certified Behavior Analyst® (BCBA).     

Fear,Functioning, and Coping During Exposure to a Continuous Security Threat

This study focused on the contribution of fear to mediating stress, as manifested in general stress reactions and impaired functioning resulting from exposure to a continuous security threat among 451 students from a college located in a confrontation zone. The findings indicated that the contribution of fear reactions was more significant than actual exposure. Married participants felt higher levels of fear than did single participants, and women were able to function despite their fear. In addition, coping patterns were both directly and indirectly related to all stress measures. The results are discussed in light of the literature on stress reactions, and practical recommendations for working in continuous threat situations are proposed.     

Composting reflections for development

From an anecdotal rumination, the authors make the case for consideration of past reflections, in what they call 'composting', to inspire and enrich new, different and currently ongoing reflective activity and initiatives.