The attractiveness-positivity link: Let’s contextualize it

The statement “what is beautiful is good” reflects a persuasive heuristic that may be supported either by a general association of attractiveness with positivity or by a specific association with the perceived credibility of an attractive source. In one study (N = 58), we approach this question using an explicit and an implicit measure (Stroop Task) to assess whether attractiveness is more likely associated with valenced words when these are related (vs. unrelated) to credibility. Results show that this effect occurs but only for the implicit measure. When the word-face associations were made at an explicit level, we found a general association between positivity and attractiveness, unrestricted to the dimension of credibility. We discuss how these results inform about attractiveness as a shortcut to judgments of validity.     

A Classroom-Based Physical Activity Intervention for Elementary Student On-Task Behavior

Few youths engage in the recommended amount of physical activity (PA). Many educators have concerns about increasing PA in schools, including taking time from academics, though studies show that school-based PA can be beneficial to academics. This study extends previous research on the relationship between school-based PA and time on task (TOT) by engaging students in teacher-led PA breaks in the classroom and observing students' on-task behavior for a longer period than previous studies. A third-grade class of 23 students from a rural New England public school was observed as part of a single-subject withdrawal design study. The class, therefore, served as its own control. Student on-task behavior was observed for 45 min following both inactive and active conditions using systematic direct observation procedures. The intervention consisted of 10 min of whole-body movement: 1–2 min of warm-ups, 6–8 min of moderate PA, and 1–2 min of cool-downs. Multiple measures of effect indicate that simple, 10-min, breaks for PA can improve TOT rates among elementary students. This study supports the use of brief breaks for PA to improve student TOT while also indicating that the effects persist for at least 45 min. This is valuable to educators who wish to increase TOT with a simple classroom intervention and for those who wish to help students meet the recommended amount of daily PA.     

Child physical punishment,parenting, and school readiness

This study explored how physical punishment (PP) and other parenting approaches may predict school readiness outcomes. By using the Canada‐wide representative data, 5,513 children were followed over a 2‐year period. Caregivers reported on their use of PP and other parenting approaches (i.e., literacy and learning activities and other disciplinary practices) when children were 2–3 years old, whereas school readiness was measured at 4–5 years using interviewer‐administered tests of number competence and receptive vocabulary skills. Analyses controlled for PP use at 4–5 years, child externalizing behaviours, and various sociodemographics. Results indicated that PP does not directly predict school readiness; however, the effect of PP was moderated by other parenting approaches. Children's receptive vocabulary was weaker if caregivers used PP together with less frequent explaining/teaching regarding problem behaviour, or PP with less frequent engagement in literacy and learning activities. Children had weaker number competence when PP co‐occurred with more frequent psychological aggression (e.g., yelling/scolding). Results suggest that PP hinders children's school readiness when used alongside other parenting approaches, which reflects the reality of parenting (i.e., PP does not occur in isolation). Findings support early education efforts aimed at promoting early learning and literacy opportunities, as well as positive disciplinary strategies that do not involve PP.

Highlights

• We explored how physical punishment and other parenting approaches may predict school readiness outcomes using Canada‐wide data.
• Results provided little evidence of positive effects of physical punishment on school readiness across a range of parenting and disciplinary contexts.
• To promote school readiness, early education efforts should promote early learning opportunities and positive disciplinary strategies that do not involve physical punishment.

     

Using a group game increases preschoolers' step count

Children should engage in at least 60 min of physical activity daily to develop or maintain healthy habits (Centers for Disease Control and Prevention, 2021a). Previous research suggests that contingent attention is a powerful tool for increasing moderate to vigorous physical activity. In this study, the researchers examined the effects of a group game on steps per minute at recess in an inclusive classroom with preschoolers. The researcher taught the game called the T-Rex game in which the game rules (chasing students who were moving) involved contingencies for natural attention to follow moderate to vigorous physical activity. The results showed a functional relation between step count and the group game in which students engaged in higher step counts when the group game was in place than during baseline. These findings extend other work by demonstrating that contingent attention embedded in group games can increase step count.     

日常小团体多样性与老年人身体症状的关系：团体积极情绪的中介作用和心理压力感的调节作用

采用日记追踪法,以53名老年人为被试,探讨日常小团体的多样性对其身体症状的影响及机制。结果显示:(1)日常小团体内多样性负向预测老年人当天的身体症状;(2)在个体内水平,团体积极情绪在老年人小团体内多样性对身体症状的关系中起中介作用;(3)心理压力感能够跨层正向调节日常小团体内多样性对每日身体症状的影响。研究结果有助于揭示小团体多样性如何与老年人身体症状相联系,以及两者之间的关系在何种条件下更强,这对于老年人身体症状的干预工作具有一定实践意义。     

Retrospective accounts of recurrent parental physical abuse as a predictor of adult laboratory‐induced aggression

Child abuse has been frequently associated with adult aggression in its many forms. The Point Subtraction Aggression Paradigm (PSAP) is a popular laboratory‐based procedure derived from the retaliatory responses of participants engaged in a monetary‐reinforced computer game. PSAP responses have been found to discriminate between participants with and without violent, antisocial, substance abuse, and even contact‐sport athletic histories. The present study provided an initial test of the sensitivity of the PSAP and the Overt Aggression Scale (OAS) in discriminating between college students (n=28) with and without reported histories of recurrent physical abuse as defined by incidents of being pushed, shoved, struck, punched, or threatened with physical violence by a parent more than once every six weeks over 15 years of upbringing. PSAP responses were substantially higher (d=2.1) among participants reporting histories of recurrent parental physical abuse, with 46% (as opposed to 0% for controls) of these individuals generating PSAP responses in excess of 400 (average found for violent parolees). Group differences on the OAS were also considerable (>1 SD). Larger factorial designs examining relationships between a range of developmental variables (e.g., domestic abuse, physical abuse, sexual abuse, parental divorce, family climate, etc.) and adult PSAP responding may help advance present knowledge regarding the impact of childhood adversity on psychological development. Aggr. Behav. 30:217–228, 2004. © 2004 Wiley‐Liss, Inc.     

Infants' Physical World

Abstract— Investigations of infants' physical world over the past 20 years have revealed two main findings. First, even very young infants possess expectations about physical events. Second, these expectations undergo significant developments during the first year of life, as infants form event categories, such as occlusion, containment, and covering events, and identify the variables relevant for predicting outcomes in each category. A new account of infants' physical reasoning integrates these findings. Predictions from the account are examined in change-blindness and teaching experiments.     

Elucidating the psychosocial context of ‘post‐concussion syndrome’ (PCS): a case study from post‐Milan systemic family therapy

The literature on post‐concussion syndrome (PCS) following mild head injury includes biopsychosocial formulations. However, it is contended that the complexities of the psychosocial remain conceptually underdeveloped. An engagement with this complexity is presented via a case study from post‐Milan systemic family therapy. The work described is with grandparents, a mother and daughter. The latter two both initially experienced PCS following a road traffic accident, yet demonstrated contrasting outcomes in the year post‐injury. Implications for family therapy services and the wider literature are discussed.