A New Organizational and Study Skills Intervention for College Students with ADHD

The transition to college can be very challenging for individuals with ADHD. Increased task and life demands happen in tandem with deficits in time management, study skills and habits, and delaying rewards to achieve longer-term goals. Cognitive-behavioral treatment (CBT) holds promise for targeting these and related challenges. Psychosocial interventions exist for the general population of adults with ADHD, but not college students. Importantly, an intervention designed for college students should be manageable in terms of time and cost. We developed such an intervention specifically for college students with ADHD; organizational, time management, and planning (OTMP) skills were the focus of this largely behavioral treatment, as these most directly relate to the executive function deficits characteristic of ADHD and to the demands of college. Academic study skills and psychoeducation regarding ADHD and medication management were also included. The intervention was tested with 30 undergraduate, post-baccalaureate, and graduate students (57% biological males; M age 22.6; 83.3% White/Non-Hispanic) from two public universities in the U.S. Participants completed a battery of self-report measures of ADHD symptoms, impairment, and OTMP skills pre- and post-treatment. Most participants reported a past diagnosis of ADHD (n = 23; including possible comorbidity), with all others reporting at least 5 pre-treatment symptoms of inattention (M for all participants = 6.3). The manualized intervention consisted of 6 group therapy sessions and 2 individual sessions. Results suggested that this new treatment has promise, with t-tests comparing pre- and post-intervention scores indicating significant improvements in inattention symptoms, total ADHD symptoms, self-concept impairment, total impairment, and use of organization, time management, and planning skills. In addition, participants generally reported satisfaction with the intervention and had a very high attendance rate. Future studies of this new intervention should include a randomized controlled trial, the collection of objective outcome measures, and a more diverse sample.     

The effects of adaptive cruise control (ACC) headway time on young-experienced drivers' overtaking tendency in a driving simulator

The preference to maintain a certain desired speed is perhaps the most prevalent explanation for why a driver of a manually driven car decides to overtake a lead vehicle. Still, the motivation for overtaking is also affected by other factors such as aggressiveness, competitiveness, or sensation-seeking caused by following another vehicle. Whether such motivational factors for overtaking play a role in partially automated driving is yet to be determined. This study had three goals: (i) to investigate whether and how a driver's tendency to overtake a lead vehicle changes when driving a vehicle equipped with an adaptive cruise control (ACC) system. (ii) To study how such tendencies change when the headway time configuration of the ACC system varies. (iii) To examine how the manipulation of the speed and speed variance of the lead vehicle affect drivers' tendencies to overtake a lead vehicle. We conducted two different experiments, where the second experiment followed the first experiment's results. In each experiment, participants drove three 10–12 min simulated drives under light traffic conditions in a driving simulator under manual and level one (L1) automation driving conditions. The automation condition included an ACC with two headway time configurations. In the first experiment, it was 1 sec and 3 secs, and in the second, it was 1 sec and 2 secs. Each drive included six passing opportunities representing three different speeds of the lead vehicle (−3 km/h, +3 km/h, +6 km/h relative to the participant), with or without speed variance. Results show that drivers tended to overtake a lead vehicle more often in manual mode than in automated driving modes. In the first experiment, ACC with a headway time of 1 sec led to more overtaking events than ACC with 3 secs headway time. In addition, the relative speed of the lead vehicle and its speed variability affected overtaking tendencies. In the second experiment, the relative speed of the lead vehicle and its speed variability affected overtaking tendencies only when interacting with each other and with driving configuration. When the speed of the lead vehicle was +3 km/h and included variability, more overtaking events occurred in manual mode than both automation modes. This work has shown that driving with ACC might help reduce overtaking frequencies and more considerable when the headway time is set to 3 secs.     

加班一定会带来疲倦吗？加班时长对工作恢复水平的影响机制研究

基于资源保存理论,采用日记研究法探讨了加班对工作恢复的影响以及闲暇时间控制和掌握体验在其中的作用。结果表明：（1）加班时长显著负向影响工作恢复水平;（2）加班时长通过闲暇时间控制影响工作恢复水平;（3）掌握体验不仅调节了加班时长和闲暇时间控制之间的关系,还进一步调节了加班时长通过闲暇时间控制影响工作恢复水平的间接关系,在高水平的掌握体验下,加班时长通过闲暇时间控制影响工作恢复水平的间接效应不再显著。这意味着加班未必一定抑制工作恢复,获得积极体验从而促进资源的生成可能才是恢复的关键,这为企业和个人提供了有效进行工作恢复的指导。     

Are attentional resources a mediator for sex differences in memory?

The divided attention paradigm was used to investigate sex differences in encoding and retrieval processes of memory. Participants performed a memory and reaction time (RT) task under full attention and two divided attention conditions, that is, at encoding and retrieval. Results revealed that females recalled significantly more words than males under the full attention and divided attention at encoding conditions. Results further showed that secondary task costs were larger for males than females during divided attention at retrieval. Furthermore, regardless of sex, recall was best under full attention and worst under divided attention at encoding conditions. In relation to the RT task, RTs were shorter under full attention and longer under the divided attention at retrieval condition. Overall, these results show that females recall more words than males possibly due to a more severe effect of reduced attention during encoding than retrieval for males. The current findings thus suggest that a reduction in attentional resources may mediate sex‐related decreases in word recall.     

Replies to Deng,Lee, and Skow

This paper is a contribution to a book symposium on my book Experiencing Time. I reply to comments on the book by Natalja Deng, Geoffrey Lee and Bradford Skow. Although several chapters of the book are discussed, the main focus of my reply is on Chapters 2 and 6. In Chapter 2 I argue that the putative mind-independent passage of time could not be experienced, and from this I develop an argument against the A-theory of time. In Chapter 6 I offer one part of an explanation of why we are disposed to think that time passes, relating to the supposedly ‘dynamic’ quality of experienced change. Deng, Lee, and Skow’s comments help me to clarify several issues, add some new thoughts, and make a new distinction that was needed, and I acknowledge, as I did in the book, that certain arguments in Chapter 6 are not conclusive; but I otherwise concede very little regarding the main claims and arguments defended in the book.     

道德动机动态系统理论：一种道德发展的新科尔伯格取向

在科尔伯格道德认知发展阶段理论、动态系统理论和自我决定理论基础上,Kaplan提出了道德动机的动态系统理论,把道德动机界定为认知和情绪成分自我组织和自我调节的动态发展过程。该理论有其特定的提出背景、基本观点和主要内容,并且具有一定的实证证据支持。未来研究应着力解决道德认知与情绪的关系、环境因素的影响、横断研究与纵向研究的结合以及研究工具的完善等问题。     

The subjective quality of episodic future thought and the experience of meaning in life

Two studies assessed whether mentally simulating specific future events to occur in familiar (vs. unfamiliar) settings indirectly increases meaning life via the subjective quality of the simulations. Participants in both studies (N = 344) were randomly assigned to visualize themselves doing something in familiar (e.g. home) or unfamiliar (e.g. fantasy world) settings in the future. They then rated the subjective quality of these visualizations and completed a measure of meaning in life. We replicated previous findings by showing that mental simulations involving familiar settings were of greater subjective quality than simulations involving unfamiliar settings. However, we also found that simulating future events in familiar (vs. unfamiliar) settings indirectly increased the perceived meaningfulness of life. These findings integrate research in cognitive psychology with research on the psychology of well-being and reveal how mental time travel contributes to the perception that one’s life has meaning.