A multi‐process model of self‐regulation: Influences of Mindfulness,Integrative Self‐Knowledge and Self‐Control in Iran

Self‐regulation presumably rests upon multiple processes that include an awareness of ongoing self‐experience, enduring self‐knowledge and self‐control. The present investigation tested this multi‐process model using the Five‐Facet Mindfulness Questionnaire (FFMQ) and the Integrative Self‐Knowledge and Brief Self‐Control Scales. Using a sample of 1162 Iranian university students, we confirmed the five‐factor structure of the FFMQ in Iran and documented its factorial invariance across males and females. Self‐regulatory variables correlated negatively with Perceived Stress, Depression, and Anxiety and positively with Self‐Esteem and Satisfaction with Life. Partial mediation effects confirmed that self‐regulatory measures ameliorated the disturbing effects of Perceived Stress. Integrative Self‐Knowledge and Self‐Control interacted to partially mediate the association of Perceived Stress with lower levels of Satisfaction with Life. Integrative Self‐Knowledge, alone or in interaction with Self‐Control, was the only self‐regulation variable to display the expected mediation of Perceived Stress associations with all other measures. Self‐Control failed to be implicated in self‐regulation only in the mediation of Anxiety. These data confirmed the need to further examine this multi‐process model of self‐regulation.     

Parents' perfectionism and its relation to child rearing behaviors

The aim of the study was to investigate the relationship between parents' perfectionism and self‐reported parenting behaviors. The study included 786 parents (417 mothers and 369 fathers) of high school students. Results showed that parents' positive and negative perfectionism were differently related to specific forms of child rearing practices. Namely, positive perfectionism was positively, while negative perfectionism was negatively related to parental acceptance for both mothers and fathers. Mothers' and fathers' negative perfectionism was positively related to parental criticism and permissiveness. In addition, fathers' positive perfectionism was negatively associated with permissive child rearing practices. After controlling for background variables, parents' positive and negative perfectionism explained significant amounts of variance in all self‐reported parenting dimensions for fathers and significantly accounted for the variance of parental acceptance and criticism for mothers. According to our findings, parents' perfectionism might have an important role in shaping parenting behaviors.     

“THESE ANXIETIES ARE NOT MINE”: ADOLESCENCE,THE OEDIPAL CONFIGURATION,AND TRANSGENERATIONAL FACTORS

Part 1 of this paper draws on the film Back to the Future (1985) to highlight various aspects of adolescence, the oedipal situation, and transgenerational factors. The authors then discuss the Oedipus myth and its themes of adolescence, narcissism, identity, acting out, repetition, aggression, and the parent–child relationship, among others. Comments drawn from Winnicott's writing on oedipal issues are discussed as well. As an illustration of some of these issues, in Part 2, the authors present the clinical case of Osvaldo, age sixteen. Transference‐countertransference issues in this treatment are explored in depth.     

Signature Limits in Mindreading Systems

Recent evidence that young children seem to both understand false belief in one sense, but not in another, has led to two‐systems theorizing about mindreading. By analyzing the most detailed two‐systems approach in studying social cognition—the theory of mindreading defended by Ian Apperly and Stephen Butterfill—I argue that that even when dutifully constructed, two‐systems approaches in social cognition struggle to adequately define the mindreading systems in terms of signature processing limits, an issue that becomes most apparent when investigating mindreading in infancy. I end the article by developing several challenges that face any two‐systems account of mindreading.     

文化人类学视域下的《内经》研究

文化人类学具有跨文化研究的学科优势,其理论与方法逐渐在中医研究中得到关注,文化人类学在中医经典著作的《黄帝内经》的研究中理应发挥作用。理顺了法、英、美等西方有影响力的人类学家的理论与方法,并将其运用到《内经》研究中,分析了《内经》冠以“黄帝”书名的缘由、“祝由”治病、对重视“脏腑”功能的理解以及对所蕴含的传统文化思想的解读等相关内容,不仅拓宽了《内经》的研究领域,而且对于社会文化传播、《内经》国际化的学术交流以及教学都是有益的。     

消费决策过程如何彰显社会地位?基于最优化决策策略的视角

彰显社会地位是消费者行为的一项基本动机。以往的消费心理学研究大量聚焦产品特征如何彰显社会地位(即令观察者产生高社会地位的推断), 却很少探讨消费决策过程这一购买决策中不可忽视的重要因素对社会地位推断有何影响。本研究试图构建一个基于最优化决策过程信息的社会地位推断模型, 系统探讨: (1)最优化决策过程能否及如何彰显消费者的社会地位; (2)彰显社会地位动机是否为消费者进行最优化决策的原因之一; (3)最优化决策过程如何通过社会地位推断影响观察者后续的消费行为。本研究将为社会地位推断研究提供新的视角, 扩展最优化决策研究的外延, 并从全新的角度揭示最优化决策的内涵。     

亲社会行为的认知过程及脑神经基础

亲社会行为是指有利于他人和社会的行为,包括合作、分享、助人、安慰等。亲社会行为产生主要涉及几种认知过程:对他人行为和情绪的注意、社会信息加工、对结果的奖赏预期、社会规范表征、自我控制、以及社会信息整合与价值计算等。基于这些认知过程,研究发现,亲社会行为主要与前脑岛和前扣带回、默认网络背内侧子系统、奖赏系统以及前额叶皮层等神经区域有关,因此提出亲社会行为共同的认知-脑神经回路。未来可以对亲社会行为脑神经基础的共性、功能连接以及跨文化研究等方面做进一步探讨。     

It’s about time! Earlier take-over requests in automated driving enable safer responses to conflicts

Automated driving (AD), which takes full responsibility for the driving task in certain conditions, is currently being developed. An important concern in AD is how to design a take-over request (TOR) that mitigates automation effects (e.g., delayed responses to conflict scenarios) that previous literature from simulator experiments has shown can occur. To address this concern, this study aims to investigate and compare driver responses to TORs and a lead-vehicle cut-out scenario under three conditions: (1) after a period of AD with a TOR issued early (18 s time-to-collision), (2) same as (1) except with a TOR issued late (9 s time-to-collision), and (3) baseline, with adaptive cruise control (ACC). This paper also compares the results to those of a previous study using the same conflict scenario but with near-perfect assisted driving system (SAE Level 2). The lead-vehicle cut-out scenario was encountered on a test track after 30 minutes driving with either ACC or AD. In AD the TOR was issued prior to the conflict object was revealed to the participants when the lead vehicle performed the cut-out (at conflict onset). This TOR strategy differed from previous driving-simulator studies that issued the TOR at conflict onset. The participants had to respond by steering and/or braking to avoid a crash. Our findings show that, independent of TOR timing, the drivers required similar amounts of time to 1) direct their first glance to the human–machine interface, 2) look forward, 3) end their secondary task, 4) put their hands on the steering wheel, and 5) deactivate automation. However, when the TOR was issued early rather than late, they started to brake earlier (even before conflict onset). All participants successfully managed to avoid crashing with the object, independent of the condition. AD with an early TOR resulted in the earliest response, while ACC drivers responded slightly earlier than the drivers in AD with the late TOR. Our findings do not support the findings of severe automation effects in previous driving-simulator studies. One reason for the difference is that when a TOR is issued prior to conflict onset, drivers are given the time needed for their preparatory actions (e.g., placing hands on the wheel, deactivating AD) that is not needed when driving with ACC or in manual driving (baseline), before having to respond to the conflict scenario. Thus, at conflict onset the drivers in AD are as ready to act (hands on wheel, eyes forward) as the drivers in the baseline and can perform an avoidance manoeuvre similar as to the baseline drive. Overall, the present study shows that AD does not need to end up in a highly critical situation if the TOR is issued early enough. In fact, AD with an early TOR may be safer than driving with ACC, because in the former drivers are more likely to brake earlier in preparation for the conflict. Finally, a TOR clearly communicates the need for drivers to resume manual control and handle potential events when AD has been deactivated. In our study, once the drivers had taken control, they clearly understood their responsibilities to respond to the conflict, in contrast to a previous study with a similar, near-perfect assisted driving system.     

Psychometric properties of a French version of the Implicit Theories of Emotion Scale

IntroductionInspired by Carol Dweck's work on naive theories of intelligence, the implicit theory of emotions refers to beliefs regarding the general functioning of emotions, specifically, their controllability. Some individuals view emotions as uncontrollable (entity theory), while others think that emotions can be modulated (incremental theory). These beliefs guide the emotional regulation strategies that individuals use and influence subjective well-being.ObjectiveThe present study explores the psychometric properties of the French version of the Implicit Theories of Emotion Scale developed by Tamir et al. (2007).MethodOne hundred seventy-seven participants aged 18 to 72 years old (M = 34 years old) completed the Implicit Theories of Emotion Scale in conjunction with two other questionnaires: subjective well-being and emotional regulation strategies.ResultsFactor analyses identified a one-dimensional structure; the internal reliability (alpha = .81) and test-retest reliability indices (r = .69) were satisfactory. The study replicated the main results of contemporary international studies concerning the mediating role of cognitive reappraisal and further documents the pivotal role of positive reappraisal in the association between implicit theories and well-being.ConclusionThe discussion highlights clinical and theoretical interests and the usefulness of the Implicit Theories of Emotion Scale.     

Editors' perspectives on the selection of reviewers and the quality of reviews

This article describes the outcomes of a survey of 93 editors in chief and associate editors of behavior-analytic journals. We sought information about variables that influence their judgment of the selection of reviewers, selection of review panels, and quality of reviews. When selecting reviewers, participants rated highly expertise on the topic, history of conducting good reviews, and history of writing constructive and respectful reviews. When selecting review panels, participants rated highly stratifying reviewers based on their expertise, avoiding conflicts of interest, and the matching based on the area of expertise between reviewers and authors. When evaluating the quality of a review, participants rated highly considerations related to research design, the science underlying the main idea, and accurate interpretations of the data. Participants did not rate copyediting as important. Overall, the extent to which reviewer selection was influenced by membership in underrepresented groups varied. These findings can inform the development of training programs for teaching peer-review repertoires.