The attribution of intentionality: the role of skill and morality

The present study contributes to the discussion on the different components which constitute the intentionality concept about an undesired side effect, focusing on the morality and the skill. Two hundred and forty participants were asked to read a brief story about a car accident, in which it was explained the motivation of the high speed and objective and subjective skill of the agent to drive the car, and to fill in six questions about intentionality, objective risk, mental representation of risk, risk acceptance and blameworthiness for the outcome. The principal results showed that when the motivation is morally negative, people judge the side effect more intentional, also because they make more severe judgments about risk and blameworthiness. Moreover, when people are objectively proficient to perform the action (objective skill) the side effect is considered less risky and intentional and, in the case of a negative outcome, they are judged less severely than if they have a poor ability. Finally, a self-assessment of low skill to make the action (subjective skill) leads people to assess higher risks and, consequently, more intentionality for the side effect. The results are discussed on the basis of the literature about some specific components that make up the intentionality concept.     

Trait anger and anger expression style in children's risky decisions

In this study, 104 children completed a task, measuring risk decision-making, and the State-Trait Anger Expression Inventory for Children and Adolescents. Subjects were also asked to evaluate the degree of danger, benefit, fun and fear perceived for each risky choice. Analyses indicated that (a) risk decision-making was predicted by both trait anger and outward expression of anger; (b) appraisal of danger fully mediated the relationship between trait anger and risk; (c) perceptions of benefit, scare and fun partially mediated the relationship between trait anger and risk; and (d) appraisal of danger partially mediated the relationship between outward expression of anger and risk decision-making. The results provide evidence for a relationship between dispositional anger and risk decision-making during childhood, suggesting a possible explanation of the mechanisms below. In particular, risk decision-making can be viewed as the output of cognitive and emotive processes, linked to dispositional anger that leads children to be amused, optimistic and fearless in potentially risky situations. These findings substantiate the importance of incorporating cognitive and emotive factors in theories that seek to explain the relationship between personality traits and risk decision-making across a broad age range.     

Alignment effect: primary-secondary learning and cognitive styles

The degree to which the way of learning spatial information (primary/secondary learning) and spatial cognitive style (landmark/route/survey) affect orientation specificity (alignment effect) is studied. We think that the most important factor explaining the absence of the alignment effect is the spatial cognitive style. We hypothesise that while landmark participants show an alignment effect after both primary and secondary learning, route participants show this effect only after secondary learning, and survey participants do not show it at all. Participants performed three tasks in order to distinguish their cognitive style; they were then randomly assigned to primary or secondary learning and submitted to directional judgment tasks to verify whether the alignment effect was present. The results confirm our hypothesis.     

Comparison of cognitive-behavioural therapy and psychodynamic therapy in the treatment of anxiety among university students: an effectiveness study

The aim of the present study was to compare the effectiveness of cognitive-behavioural (CBT) and psychodynamic (PDT) therapies in the treatment of anxiety among university students. To this aim, the Symptom Questionnaire (SQ) was completed by 30 students assigned to CBT and by 24 students assigned to PDT, both at the beginning and at the end of treatment. The main problem presented by all patients was anxiety. Except for one sub-scale, we observed significant differences in the scores of all sub-scales and scales of SQ, with lower scores at the end of the therapy, indicating lower distress, regardless of the type of treatment. The present findings suggest that both therapies are effective in the treatment of anxiety among university students.     

Early interactive behaviours in preterm infants and their mothers: Influences of maternal depressive symptomatology and neonatal birth weight

The study evaluated the quality of preterm infant–mother interactions, considering severity of birth weight (ELBW and VLBW) and maternal depression, compared to full term babies. 69 preterm infants (29 ELBW and 40 VLBW) and 80 full-term (FT) infants and their mothers were recruited. At 3 months of corrected age, the quality of mother–infant interaction was evaluated through Global Rating Scales; moreover, infant level of development and maternal depression were assessed through Griffith Development Mental Scales and Edinburgh Postnatal Depression Scale. Results showed adequate sensitivity in preterm infants’ mothers and higher involvement with their infants, compared to full term mothers, but ELBW ones exhibited an intrusive interactive pattern and a higher prevalence of depressive symptoms. The study underlined the relevance of paying special attention to both ELBW infants and their mothers, in order to support the parenting role and the co-construction of early interactions.     

Effects of background chewing sounds on learning: The role of misophonia sensitivity

Misophonia refers to one's sensitivity to specific sounds, which can range from minor annoyance to extreme distress. This experiment tested the role of individual differences in misophonia sensitivity on learning. College students read a text passage about migraines in a quiet room with 2 or 3 other participants and 1 confederate. In some sessions, the confederate audibly chewed gum while reading the text (sound group); in other sessions, the confederate read silently (control group). All participants then completed a comprehension test on the material, followed by an assessment of their misophonia sensitivity. Although there was no overall difference between the two groups on the comprehension test, misophonia sensitivity significantly moderated the effect of the trigger sound on learning. Students who scored relatively high on misophonia sensitivity performed worse on the comprehension test if they were in the sound group but performed better if they were in the control group.     

Expression and processing of emotions: Relationships with cd4+ levels in 42 hiv-positive asymptomatic individuals

Abstract

Background: The study investigated the relationship between CD4+ levels and two emotion-related measures, one of expressed emotion (Hostility directed Inwards, Hdl) and one of capacity for emotional processing (Referential Activity, RA).

Method42 HIV-1 positive asymptomatic subjects, under AZT treatment, underwent CD4+ assessment immediately after a brief interview. Interviews were recorded, transcribed and analyzed using the Gottschalk-Gleser and Referential Activity scales. Of the Gottschalk-Gleser scales, only Hdl was considered.

ResultsAs hypothesized, the regression of emotion-related scores on CD4 + levels showed a curvilinearrelationship with Hdl scores, and a linearrelationship with RA scores. Subjects with the best immune status therefore showed intermediate levels of expressed emotion and a high capacity for emotional processing.

ConclusionThe findings support the usefulness of working through, rather than releasing emotion. Previous negative findings in the field might be explained by the unjustified assumption of linear relationships between expressed emotion and health.