Research suggests that aging comes with a decline in the ability to identify emotional expressions. In previous studies on emotion recognition and aging, participants were typically instructed to... Show moreResearch suggests that aging comes with a decline in the ability to identify emotional expressions. In previous studies on emotion recognition and aging, participants were typically instructed to classify images of facial expressions using sets of lexical emotion labels. Yet, in daily life, when exposed to facial expressions by others, people match these with their conceptual knowledge of how emotions are visually presented (i.e., a smile for "happiness"), rather than recalling lexical labels (i.e., the word "happy"). By comparing performances of young adults and older adults on an emotion sorting task based on visual categorization and a traditional labeling task based on lexical categorization, this research aimed to explore a different way of studying emotion recognition abilities over the lifespan. In line with earlier research, results of the labeling task showed that our older participants (M age = 71.9) were less accurate in labeling emotions than participants in a young age group (M age = 23.8), especially for expressions of sadness, fear, anger and contempt. Outcomes of the categorization task suggest that older adults have difficulties separating distinctive meanings of emotions more than young adults do. Results of this study indeed shows a decline in emotion recognition using both tasks, and suggests future studies to examine possible changes in conceptual knowledge of emotions, rather than the inability to perceive certain facial cues. Show less
Hendriks, H.; Wilmsen, D.; Dalen, W. van; Gebhardt, W.A. 2020
Occasional acts of immorality are commonplace. One way in which people deal with their own prior immoral acts, is to rationalize why their acts are morally acceptable. It has been argued that such ...Show moreOccasional acts of immorality are commonplace. One way in which people deal with their own prior immoral acts, is to rationalize why their acts are morally acceptable. It has been argued that such post hoc moral rationalizations may contribute to continuation or escalation of immoral behavior. This paper experimentally tests this causal influence of post hoc moral argumentation on escalation of immoral behavior and also tests how this depends on people’s level of moral identity. In three experiments we asked participants to generate moral arguments for their past behaviors. The results show that engaging in moral rationalization causes subsequent continuation and escalation of previous immoral behavior, but more so for low moral identifiers than for high moral identifiers. Show less
Cognitive behavioral therapy (CBT) is often effective in the treatment of school refusal (SR). Its usefulness is limited, however, if youth displaying SR also refuse to attend treatment sessions.... Show moreCognitive behavioral therapy (CBT) is often effective in the treatment of school refusal (SR). Its usefulness is limited, however, if youth displaying SR also refuse to attend treatment sessions. In these cases parents and school staff may consider using school-based interventions that do not rely on face-to-face assessment and treatment with the young person. The current study examined the effectiveness of a school-based intervention applied in Japan to achieve rapid return to school among adolescents displaying SR. Between 2009 and 2015, the parents of 62 adolescents displaying SR were invited to implement a school-based rapid return approach. Thirty-nine parents agreed to implement the approach and 23 decided to wait until their child spontaneously attended school. Of the 39 cases in which the approach was implemented, 28 adolescents (72%) resumed attendance at their original school, 2 (5%) transferred to another school, and 9 (23%) did not resume attendance. In contrast, all 23 non-intervention cases continued to refuse to attend school for 3 months or longer, and none of these adolescents returned to regular school attendance within 9 months. This study tentatively suggests that the rapid return approach may be an effective form of intervention for adolescents displaying SR and simultaneously refusing to attend individual therapy. Because this approach is ethically complex, involving forced school attendance in adolescence, it should only be employed under specific circumstances. These circumstances are discussed. Show less
Social cognition emerged in the 1970s and 80s as an attempt to answer social-psychological questions by adopting experimental techniques and theoretical concepts from cognitive psychology. Recently... Show moreSocial cognition emerged in the 1970s and 80s as an attempt to answer social-psychological questions by adopting experimental techniques and theoretical concepts from cognitive psychology. Recently, cognitive psychologists began to build complementary bridges between cognitive and social psychology by showing increasing interest in the cognitive implications of social situations. Here, we take a closer look at the remaining obstacles to join cognitive and social perspectives on human behavior. Using conformity as an example, we attempt to demonstrate that the social-cognition approach has been successful in adopting cognitive concepts and experimental methods, but is still lagging behind with respect to (1) mechanistic theorizing, as it often engages in merely describing phenomena in terms of reasons rather than explaining it in terms of causes and (2) reflecting the sociohistorical context of the phenomenon under investigation. As we try to show, developing mechanistic theories for social phenomena, including the effects of individual differences and their sociohistorical dependencies, is not only possible but necessary to eliminate the boundaries between cognitive and social accounts of human behavior. Show less
Gao, Y.; Zheng, L.; Liu, X.; Nichols, E.S.; Zhang, M.; Shang, L.; ... ; Liu, L. 2019
Learning to read a second language (L2) can pose a great challenge for children who have already been struggling to read in their first language (L1). Moreover, it is not clear whether, to what... Show moreLearning to read a second language (L2) can pose a great challenge for children who have already been struggling to read in their first language (L1). Moreover, it is not clear whether, to what extent, and under what circumstances L1 reading difficulty increases the risk of L2 reading difficulty. This study investigated Chinese (L1) and English (L2) reading skills in a large representative sample of 1,824 Chinese–English bilingual children in Grades 4 and 5 from both urban and rural schools in Beijing. We examined the prevalence of reading difficulty in Chinese only (poor Chinese readers, PC), English only (poor English readers, PE), and both Chinese and English (poor bilingual readers, PB) and calculated the co-occurrence, that is, the chances of becoming a poor reader in English given that the child was already a poor reader in Chinese. We then conducted a multinomial logistic regression analysis and compared the prevalence of PC, PE, and PB between children in Grade 4 versus Grade 5, in urban versus rural areas, and in boys versus girls. Results showed that compared to girls, boys demonstrated significantly higher risk of PC, PE, and PB. Meanwhile, compared to the 5th graders, the 4th graders demonstrated significantly higher risk of PC and PB. In addition, children enrolled in the urban schools were more likely to become better second language readers, thus leading to a concerning rural–urban gap in the prevalence of L2 reading difficulty. Finally, among these Chinese–English bilingual children, regardless of sex and school location, poor reading skill in Chinese significantly increased the risk of also being a poor English reader, with a considerable and stable co-occurrence of approximately 36%. In sum, this study suggests that despite striking differences between alphabetic and logographic writing systems, L1 reading difficulty still significantly increases the risk of L2 reading difficulty. This indicates the shared meta-linguistic skills in reading different writing systems and the importance of understanding the universality and the interdependent relationship of reading between different writing systems. Furthermore, the male disadvantage (in both L1 and L2) and the urban–rural gap (in L2) found in the prevalence of reading difficulty calls for special attention to disadvantaged populations in educational practice. Show less
Everyday thinking and scientific theorizing about human action control are equally driven by the apparently obvious contrast between will and habit or, in their more modern disguise: intentional... Show moreEveryday thinking and scientific theorizing about human action control are equally driven by the apparently obvious contrast between will and habit or, in their more modern disguise: intentional and automatic processes, and model-based and model-free action planning. And yet, no comprehensive category system to systematically tell truly willed from merely habitual actions is available. As I argue, this is because the contrast is ill-conceived, because almost every single action is both willed and habitual, intentional and automatic, and model-based and model-free, simply because will and habit (and their successors) do not refer to alternative modes or pathways of action control but rather to different phases of action planning. I further discuss three basic misconceptions about action control that binary theorizing relies on: the assumption that intentional processes compete with automatic processes (rather than the former setting the stage for the latter), the assumption that action control is targeting processes (rather than representations of action outcomes), and the assumption that people follow only one goal at a time (rather than multiple goals). I conclude that (at least the present style of) binary theorizing fails to account for action control and should thus be replaced by a more integrative view. Show less
Family carers of individuals living with Huntington's disease (HD) manage a distinct and unique series of difficulties arising from the complex nature of HD. This paper presents the validation of... Show moreFamily carers of individuals living with Huntington's disease (HD) manage a distinct and unique series of difficulties arising from the complex nature of HD. This paper presents the validation of the definitive measure of quality of life (QoL) for this group. The Huntington's Disease Quality of Life Battery for Carers (HDQoL-C) was expanded (n = 47) and then administered to an international sample of 1716 partners and family carers from 13 countries. In terms of the psychometric properties of the tool, exploratory analysis of half of the sample demonstrated good internal consistency and reliability. Some items on the full version did not meet psychometric thresholds and a short version (HDQoL-Cs)(n = 23) was developed based on more stringent criteria. This was achieved using standard psychometric item reduction techniques to both increase reliability and reduce the burden of carers completing the scale. Confirmatory factor analysis of the model structure showed a good fit for all factors and indicated that the HDQoL-C and HDQoL-Cs are psychometrically robust measures of QoL. We found that carers who lived with and looked after their spouse/partner had reduced sense of coping, hope for the future, and overall QoL. Carers with children who were at risk carried the gene or were symptomatic also had poorer QoL outcomes. Findings indicated the HDQoL-C and HDCoL-Cs are valid in multiple languages and across varied cultures as measures of self-reported QoL in family carers of individual's living with HD. These psychometrically validated tools can aid and guide the implementation of therapeutic interventions to improve life quality in this population and research into international and cross-cultural carer experiences. The HDQoL-Cs is recommended as the definitive international measure of HD carer QoL. Show less
Objectives: Art therapy (AT) as a treatment option for anxiety is regularly employed in clinical practice, but scientific evidence for its effectiveness is lacking, since this intervention has... Show moreObjectives: Art therapy (AT) as a treatment option for anxiety is regularly employed in clinical practice, but scientific evidence for its effectiveness is lacking, since this intervention has hardly been studied. The aim was to study the effectiveness of AT on anxiety in adult women. The specific type of AT studied was anthroposophic AT.Methods: A RCT comparing AT versus a waiting list (WL) condition on anxiety symptom severity, quality of life, and emotion regulation. Factors influencing treatment outcome were additionally explored. Participants were women, aged 18–65 years, diagnosed with generalized anxiety disorder, social anxiety disorder or panic disorder, with moderate to severe anxiety symptoms. The trial was registered in the Dutch Trial Registration (NL6661).Results: Fifty-nine women were included, of which 47 completed the trial. Both per-protocol and intention-to treat analyses demonstrated effectiveness of AT compared to WL, showing a reduction in anxiety, an increase in subjective quality of life (both with large effects) and an improvement in accessibility of emotion regulation strategies (medium effect). Treatment effects remained after 3 months follow-up. Improved acceptance of emotions and improved goal-oriented action are aspects of emotion regulation that are associated with the decrease in anxiety level.Conclusion: AT is effective in reducing anxiety symptoms, improving quality of life and aspects of emotion regulation. Future RCTs should use active controls (treatment as usual) and study cost-effectiveness. Show less
Zeegers, M.A.; Potharst, E.S.; Veringa-Skiba, I.K.; Aktar, E.; Goris, M.; Bögels, S.M.; Colonnesi, C. 2019
Studies on the effectiveness of mindful parenting interventions predominantly focused on self-report measures of parenting, whereas observational assessments of change are lacking. The present... Show moreStudies on the effectiveness of mindful parenting interventions predominantly focused on self-report measures of parenting, whereas observational assessments of change are lacking. The present study examined whether the Mindful with your baby/toddler training leads to observed changes in maternal behavior and mother-child interaction quality. Mindful with your baby/toddler is a 8- or 9-week mindful parenting training for clinically referred mothers of young children (aged 0-48 months), who experience parental stress, mother-child interaction problems, and/or whose children experience regulation problems. The study involved a quasi-experimental non-random design including a sample of 50 mothers who were diagnosed with a mood disorder (n = 21, 42%), an anxiety disorder (n = 7, 14%), post-traumatic stress disorder (n = 6, 12%), or other disorder (n = 7, 14%). Mothers completed a parental stress questionnaire and participated in home observations with their babies (n = 36) or toddlers (n = 14) during a waitlist, pretest, and posttest assessment. Maternal sensitivity, acceptance, and mind-mindedness were coded from free-play interactions and dyadic synchrony was coded from face-to-face interactions. Sensitivity and acceptance were coded with the Ainsworth's maternal sensitivity scales. Mind-mindedness was assessed by calculating frequency and proportions of appropriate and nonattuned mind-related comments. Dyadic synchrony was operationalized by co-occurrences of gazes and positive facial expressions and maternal and child responsiveness in vocal interaction within the dyad. Coders were blind to the measurement moment. From waitlist to pretest, no significant improvements were observed. At posttest, mothers reported less parenting stress, and were observed to show more accepting behavior and make less nonattuned comments than at pretest, and children showed higher levels of responsiveness. The outcomes suggest that the Mindful with your baby/toddler training affects not only maternal stress, but also maternal behavior, particularly (over)reactive parenting behaviors, which resulted in more acceptance, better attunement to child's mental world, and more "space" for children to respond to their mothers during interactions. Mindful with your baby/toddler may be a suitable intervention for mothers of young children with (a combination of) maternal psychopathology, parental stress, and problems in the parent-child interaction and child regulation problems. Show less
Assessment of pragmatic language abilities of children is Important across a number of childhood developmental disorders including ADHD, language Impairment and Autism Spectrum Disorder. The... Show moreAssessment of pragmatic language abilities of children is Important across a number of childhood developmental disorders including ADHD, language Impairment and Autism Spectrum Disorder. The Pragmatics Observational Measure (POM) was developed to investigate children's pragmatic skills during play in a peer-peer interaction. To date, classic test theory methodology has reported good psychometric properties for this measure, but the POM has yet to be evaluated using item response theory. The aim of this study was to evaluate the POM using Rasch analysis. Person and item fit statistics, response scale, dimensionality of the scale and differential item functioning were investigated. Participants included 342 children aged 5-11 years from New Zealand; 108 children with ADHD were playing with 108 typically developing peers and 126 typically developing age, sex and ethnic matched peers played in dyads in the control group. Video footage of this interaction was recorded and later analyzed by an independent rater unknown to the children using the POM. Rasch analysis revealed that the rating scale was ordered and used appropriately. The overall person (0.97) and item (0.99) reliability was excellent. Fit statistics for four Individual items were outside acceptable parameters and were removed. The dimensionality of the measure showed two distinct elements (verbal and non-verbal pragmatic language) of a unidimensional construct. These findings have led to a revision of the first edition of POM, now called the POM-2. Further empirical work investigating the responsiveness of the POM-2 and its utility in identifying pragmatic language Impairments in other childhood developmental disorders is recommended. Show less
Spruijt, A.M.; Dekker, M.C.; Ziermans, T.B.; Swaab, H. 2019
Grammatical gender agreement has been well addressed in language comprehension but less so in language production. The present article discusses the arguments derived from the most prominent... Show moreGrammatical gender agreement has been well addressed in language comprehension but less so in language production. The present article discusses the arguments derived from the most prominent language production models on the representation and processing of the grammatical gender of nouns in language production and then reviews recent empirical studies that provide some answers to these arguments. Show less
