Explaining the procedural justice–perceived legitimacy relationship: Relying on relational concern or instrumental concern?

People can extract relational information (i.e., relational concern) as well as instrumental information (i.e., instrumental concern) from decision‐making procedures. Thus, both instrumental and relational concerns are assumed to influence the procedural justice–perceived legitimacy relationship. Drawing from social exchange theory, the different kinds of concerns may lead to form different exchange relationships (social exchange relationship vs. economic relationship), which can be indicated by two forms of trust (affect‐based trust vs. cognition‐based trust). We built a model of trust mediation in which procedural justice predicted affect‐based and cognition‐based trust. Further, we also tested the hypothesis that high (compared with low) group identification individuals are more likely to rely on relational concern to construct procedural justice and judge legitimacy of authority, because they use procedural fairness information to infer the quality of their relationships with the authority. The results of an experiment (Study 1) demonstrated that both affect‐based trust and cognition‐based trust mediated the procedural justice–perceived legitimacy relationship. Moreover, a field study (Study 2) showed that affect‐based trust mediated the relationship between procedural justice and perceived legitimacy primarily among individuals with high group identification whereas cognition‐based trust mediated this relationship primarily among those with low group identification.     

Book Club Groups to Aid Relational Connection and Trust among Addicted Trauma Survivors

This is a secondary analysis of qualitative data from a literacy study, which examines Book Clubs as a creative approach to engage female addicted trauma survivors in developing psychologically safe, trusting therapeutic relationships. This approach is respectful of the participants’ experiences of relational trauma and diverse cultural contexts, in part because book clubs are ‘normal’ experiences in which the client is better able to have control over the level of vulnerability she engages in within the therapeutic milieu. Themes indicating increasing levels of vulnerability and psychological safety include use of book club discussions to identify with text, plot, or characters; to discuss escape coping and aggressive coping; and to discuss self as a victim and as a survivor.     

压力性生活事件与青少年自尊：被动性社交网站使用和人生意义感的中介作用

采用青少年生活事件量表、被动性社交网站使用量表、生命意义感量表以及自尊量表对605名青少年施测,旨在探讨压力性生活事件对自尊的效应以及被动性社交网站使用和人生意义感的中介作用。结果发现：被动性社交网站使用和拥有人生意义感在压力性生活事件与自尊之间起中介作用,压力性生活事件分别通过被动性社交网站使用、拥有人生意义感的中介作用和被动性社交网站使用与拥有人生意义感的序列中介作用对自尊产生效应。     

成人在语境中的母语词汇意义学习

语境学习是成人获得词汇意义的主要方式, 大量研究者使用语境学习范式考察成人母语词汇意义学习的问题。已有研究将词汇意义学习分为两大阶段：习得词汇的对应概念阶段和将新词的意义整合到已有的语义网络中的阶段。基于词汇意义学习两大加工阶段中语境学习的相关研究, 梳理了词汇、语境、被试因素对成人词汇意义学习的影响, 指出未来研究需要进一步关注新概念学习、隐喻意义学习等问题。     

浪漫关系中的关系攻击

浪漫关系中的关系攻击指通过操纵或损害关系以达到伤害浪漫关系伴侣的行为, 可以分为直接攻击和间接攻击,主动性攻击和反应性攻击等类型.浪漫关系中的关系攻击以浪漫关系为攻击目标, 具有冲突解决策略的性质, 在浪漫关系中往往具有相互性.研究者通常使用问卷法对浪漫关系中的关系攻击进行测量.浪漫关系中的关系攻击能够导致较低的关系质量和心理健康水平, 并会引发身体攻击和亲密伴侣暴力.性别,依恋,浪漫关系中的权力和同伴关系中的关系攻击能够对浪漫关系中的关系攻击产生影响.在未来研究中, 应关注浪漫关系中关系攻击的动机, 澄清关系攻击发起与受害之间的关系, 并加强理论建构与干预研究.     

Evaluating Creativity Through the Degrees of Solidity of Its Assessment: A Relational Approach

In this paper, we introduce a new approach to creativity assessment. Arguably, one of the main obstacles to creativity assessment is that creativity criteria are likely to change depending on what is assessed and who is making the assessment. We argue that we might be able to solve this problem by adopting a relational ontology, i.e., an ontology according to which beings of the world acquire their properties by relating to other beings. First, we present the main consequences of this ontological approach for creativity assessment: (a) Accounting for the creativity of a given object involves retracing the beings (including criteria) that relate it to its alleged creativity; (b) One can assess the creativity of this object by looking at the number of beings that substantiate this relation, i.e., by looking at what we call the “degree of solidity” of the relation; (c) One can thus account for the specificity of various forms of creativity and, at the same time, compare them in terms of solidity. Building on these ontological assumptions, we then present a new assessment technique, the Objection Counting Technique, before putting it to the test using an excerpt taken from a naturally occurring brainstorming session.     

Meaning making,self‐determination theory,and the question of wisdom in personality

Self‐determination theory (SDT) has advanced the most comprehensive model of motives for human flourishing in the field of personality psychology and beyond. In this article, we evaluate SDT relative to the process of meaning making, particularly from a narrative perspective, showing what SDT can and cannot explain about the construction of self‐identity and its relation to human flourishing. On the one hand, SDT explains how subjective assessments of need fulfillment drive the process of self‐determined living. The internal motives that follow such fulfillment serve as important themes in people's life stories that predict several markers of hedonic and eudaimonic well‐being. On the other hand, SDT's focus on subjective fulfillment limits what SDT can explain about how wisdom, which is a canonical good of both eudaimonia and meaning making, helps people make sense of life's more difficult or unfulfilling events. SDT may facilitate a facet of wisdom that is more subjective and experiential but not the critical facet of wisdom defined by objectively more complex structures of interpretation.     

The impact of children’s lexical and morphosyntactic knowledge on narrative competence development: A prospective cohort study

The authors investigate the contribution of children's early comprehension of relational terms and morphosyntactic knowledge to the development of narrative competence in kindergarten and Grade 1. Narrative competence was assessed through the cohesion, coherence, and structure of children’s productions. The participants in this study were 714 Italian children. The authors measured their oral narrative competence through a storytelling task at the beginning and end of the kindergarten year. A total of 115 children were randomly selected and followed through Grade 1, and their narrative competence was measured again. According to the path analysis model, early morphosyntactic knowledge contributes to explain narrative competence in Grade 1. Early comprehension of relational terms contributes to narrative competence at the end of the school year. These findings confirm the importance of exploring the influence of early language skills on narrative competence development and suggests early intervention at the level of language antecedents of narrative competence.     

Derived false memories using a respondent‐type (ReT) procedure

The present investigation used a respondent‐type (ReT) training procedure to generate derived false memories. A one‐to‐many ReT training procedure was implemented in order to establish two stimulus equivalence classes, each consisting of one shape and 24 random words (i.e., Class 1 and Class 2). A partial test for stimulus equivalence with a subset of stimuli from each class followed. Failing an equivalence test resulted in additional ReT training and equivalence testing on new subsets of stimuli. After passing an equivalence test, participants were presented with 12 study‐list words from Class 1 for memorization, followed by a distraction task. Finally, free recall and recognition tests for the study‐list words were implemented. False recall and false recognition were more frequent for nonstudied Class 1 words than for nonstudied Class 2 words. These derived false‐memory effects were more pronounced among those participants exhibiting more training and testing cycles and higher accuracy on stimulus equivalence tests. Furthermore, false recall and false remembering of nonstudied Class 1 words were more frequent for words that had been equivalence‐tested than for words that had not been equivalence‐tested. These results show how responses to contiguous stimuli could produce derived false memories and also highlight the role played by the equivalence test in increasing their emergence.