The impact of self-efficacy and implementation intentions-based interventions on fruit and vegetable intake among adults

This study tested the effect of interventions designed for people who do not eat yet the recommended daily fruit and vegetable intake (FVI) but have a positive intention to do so. Adults (N?=?163) aged 20-65 were randomised into four groups: implementation intentions (II group), self-efficacy (SE group), combination of II?+?SE group) and a control group receiving written information on nutrition. Study variables were measured at baseline, post-intervention and at 3-month follow-up. At follow-up, compared to the control group, FVI increased significantly in the II and II?+?SE groups (1.5 and 1.9 servings per day, respectively). Most psychosocial variables significantly increased compared to the control group, with the exception of SE for vegetable intake (VI). Moreover, at 3-month follow-up, change in FVI was mediated by changes in fruit intake (FI) intention and VI action planning. In conclusion, II interventions were efficient to increase FVI, with or without consideration for the development of SE. Thus, future studies should favour the adoption of this approach to bridge the intention-behaviour gap for FVI.     

Remembering the orientation of newly learned characters depends on the associated writing knowledge: a comparison between handwriting and typing

Recent data support the idea that movements play a crucial role in letter representation and suggest that handwriting knowledge contributes to visual recognition of letters. If so, using different motor activities while subjects are learning to write should affect their subsequent recognition performances. In order to test this hypothesis, we trained adult participants to write new characters either by copying them or by typing them on a keyboard. After three weeks of training we ran a series of tests requiring visual processing of the characters' orientation. Tests were ran immediately, one week after, and three weeks after the end of the training period. Results showed that when the characters had been learned by typing, they were more frequently confused with their mirror images than when they had been written by hand. This handwriting advantage did not appear immediately, but mostly three weeks after the end of the training. Our results therefore suggest that the stability of the characters' representation in memory depends on the nature of the motor activity produced during learning.     

Motivational Profiles Among Young Table-Tennis Players in Intensive Training Settings: A Latent Profile Transition Analysis

This study aimed to (a) identify motivational profiles among a sample of 141 young table-tennis players involved in intensive training settings; (b) examine the consistency or change of motivational profiles for the same athlete over time; and (c) investigate differences between these profiles on burnout, coping, stress, and recovery. Latent profile transition analysis revealed 2 or 3 distinct profiles that are similar for the 3 measurement occasions: self-determined profile, moderate profile, and low profile. Motivational profiles exhibited both stability and changes over time from an intraindividual perspective. Athletes from the self-determined profile were characterized by the best psychological adjustment.     

Investigating Physiological and Self-Reported Mediators of Stereotype Lift Effects on a Motor Task

Achievement gaps between social groups may result from stereotype threat effects but also from stereotype lift effects—the performance boost caused by the awareness that an outgroup is negatively stereotyped. We examined stereotype lift and threat effects in the motor domain and investigated their mediation by task involvement and self-confidence, measured by heart rate reactivity and self-reported indices. Males and females performed a balance task about which negative stereotypes about either males or females were given. No gender information was given in a control condition. Results showed no stereotype threat but a stereotype lift effect, participants performing significantly better after negative outgroup stereotypes were explicitly linked to performance on the balance task compared to the control condition. Concerning males, this effect was mediated by higher self-confidence and task involvement. The implications of these results for understanding the gender inequalities in the motor domain are discussed.     

Sick? Or slow? On the origins of intelligence as a psychological object

This paper examines the first moments of the emergence of “psychometrics” as a discipline, using a history of the Binet–Simon test (precursor to the Stanford–Binet) to engage the question of how intelligence became a “psychological object.” To begin to answer this, we used a previously-unexamined set of French texts to highlight the negotiations and collaborations that led Alfred Binet (1857–1911) to identify “mental testing” as a research area worth pursuing. This included a long-standing rivalry with Désiré-Magloire Bourneville (1840–1909), who argued for decades that psychiatrists ought to be the professional arbiters of which children would be removed from the standard curriculum and referred to special education classes in asylums. In contrast, Binet sought to keep children in schools and conceived of a way for psychologists to do this. Supported by the Société libre de l'étude psychologique de l'enfant [Free society for the psychological study of the child], and by a number of collaborators and friends, he thus undertook to create a “metric” scale of intelligence—and the associated testing apparatus—to legitimize the role of psychologists in a to-that-point psychiatric domain: identifying and treating “the abnormal”. The result was a change in the earlier law requiring all healthy French children to attend school, between the ages of 6 and 13, to recognize instead that otherwise normal children sometimes need special help: they are “slow” (arriéré), but not “sick.” This conceptualization of intelligence was then carried forward, through the test's influence on Lewis Terman (1877–1956) and Lightner Witmer (1867–1956), to shape virtually all subsequent thinking about intelligence testing and its role in society.     

Cognitive dissonance in children: Justification of effort or contrast?

Justification of effort is a form of cognitive dissonance in which the subjective value of an outcome is directly related to the effort that went into obtaining it. However, it is likely that in social contexts (such as the requirements for joining a group) an inference can be made (perhaps incorrectly) that an outcome that requires greater effort to obtain in fact has greater value. Here we present evidence that a cognitive dissonance effect can be found in children under conditions that offer better control for the social value of the outcome. This effect is quite similar to contrast effects that recently have been studied in animals. We suggest that contrast between the effort required to obtain the outcome and the outcome itself provides a more parsimonious account of this phenomenon and perhaps other related cognitive dissonance phenomena as well. Research will be needed to identify cognitive dissonance processes that are different from contrast effects of this kind. nt]mis|This research was facilitated by a fellowship from the Fulbright Scholar Program and the Nord-Pas de Calais Regional Council, as well as by a visiting professorship at the University of Lille III for T.R.Z. Preparation of the article was facilitated by National Institute of Mental Health Grant MH 63726 to T.R.Z.     

Systematic covariation of the parameters in the near-miss to Weber's law, pointing to a new law

The exponent in the power function modeling of the near-miss to Weber's law is known to depend on several experimental factors, such as tone frequency and the presence or absence of noise. This paper presents data that confirm a theoretical argument that the near-miss exponent also depends on the definition of ‘just-noticeably different’ used empirically. Intensity discrimination data were collected for pure, 1000-Hz tones presented in quiet. Referent sound pressure levels ranged from 40 to 80 dB SPL in 10-dB steps. For each referent, the tone judged louder than the referent with probability equal to ν was determined, with ν ranging from 0.16 to 0.84. It was found that the power function exponent decreases monotonically with ν. Moreover, it was found that the two power law parameters co-vary systematically with ν, implying a submodel that has an interesting fixed-point property.     

Stereotype Threat,Social Class,Gender, and Academic Under-Achievement: When Our Reputation Catches Up to Us and Takes Over

According to Steele (1997), negative stereotypes about intellectual abilities can act as a threat that disrupts the performance of students targeted by bad reputations. Previous research on stereotype threat has showed that on a stereotype-relevant test, stigmatized group members (e.g., African Americans) performed worse than others on an intellectual verbal task. However, when the instructions accompanying the test did not create stereotype threat, stigmatized group members' performance was equal to that of other participants. In this paper, we present studies documenting the effect of stereotype threat and discuss ways to counter it. Two strategies derived from Self-Categorization Theory (Turner & Oakes, 1989) and Self-Affirmation Theory (Steele, 1988) are presented, tested, and discussed. This revised version was published online in August 2006 with corrections to the Cover Date.     

Sensitivity of the brain to loss aversion during risky gambles

Little is known about the neural systems that subserve human loss aversion. A recent neuroimaging study by Tom, Poldrack and colleagues reports that this pattern of behaviour is directly tied to the greater sensitivity of the brain to potential losses compared with potential gains and uncovers a brain network whose activity increases with potential gains and decreases with potential losses. These results challenge the common view that loss aversion engages a distinct emotion-related brain network (e.g. amygdala and insula).