Scandinavian journal of psychology最新文献

In this paper, we use social representations theory to examine how young people made sense of COVID-19 and the emergent behavioral guidelines during the lockdown in Denmark in Spring 2020. Further, we discuss how this informed their moral functioning. This research is explored through triangulation, investigating how COVID-19 was represented in central speeches by Danish leaders (N = 4) and by young people in focus groups (n = 5, N = 25) and individual interviews (N = 10). Results suggest that young people's moral functioning during COVID-19 depended on multiple, often polemic, representations. Consequently, their moral functioning was found to be an ambivalent practice, resulting in coping strategies of adaptation to their surroundings and othering fellow citizens deviating from the guidelines. In this context, coherent communication by authorities and community values are identified as key to promoting behavior change. As the social impact of COVID-19 is unprecedented in many societies, including the Danish, this study contributes to the field of emerging infectious diseases providing insights that are essential for the continued management of this and future pandemics.

The population of non- or low-literate adult immigrants studying a new language is large and growing in many countries. The aim of this study was to develop and validate a new instrument for the assessment of cognitive impairment that may hinder literacy learning in adult non- or low-literate L2 learners, the Cognitive Assessment of Literacy Learning Difficulties (CALL), in a language center setting. This was a case-control study in which the CALL was validated in adult non- or low-literate students, or students who were not literate in the Latin alphabet, in nine Danish language centers. Educator classification of students with very slow progression in learning basic Danish literacy was used as a benchmark for literacy learning difficulties. Classification was further based on the number of lessons participants had required to pass tests during Danish language program levels. An acceptable discriminative validity (AUC 0.76; specificity 0.94, sensitivity 0.64) for literacy learning difficulties (n = 32) versus schooling and sex matched control participants (n = 28) was found. In comparison, years of formal schooling had an AUC of 0.58. Age had a small effect on the ability of the CALL to predict literacy learning difficulties (OR = 1.097, p = 0.013), whereas sex and years of schooling did not. CALL was found to be a valid instrument for identification of cognitive impairment that may hinder literacy learning in adult non- or low-literate L2 learners in a Danish language center setting.

Finding predictors of academic achievement has caught the interest of many educational researchers in the last decades. Two of the variables that have received considerable attention are emotional intelligence (EI) and executive functions (EF). However, only a few studies have considered their influence in the primary school stage. The aim of this study is to identify which EI components and specific EF are most related to academic achievement and to explore if these relationships vary among subjects. The sample comprised of 180 students between 8-11 years old. We administered the BarOn EI Inventory, tasks of EF and tests of mathematic and linguistic competences. The results showed that EF are better predictors of school performance than EI. Inhibition and working memory were the EF most associated with achievement while adaptability emerged as the EI dimension most linked to it. This study suggests that EI and EF should be consciously developed in classrooms.

Previous studies have tested attentional gain patterns, for example, within the normalization model of attention (NMoA), by altering the relative sizes of the attention field and stimuli. Existing studies have not investigated whether the gain patterns of altering the relative exogenous cue size as compared with the target stimuli matches the prediction of NMoA and whether these gain patterns exist in the late stage of attentional processing. To resolve these questions, the present study maintained the target grating size and changed the exogenous cue size in both short and long cue-target onset asynchronies (CTOAs) conditions. The results revealed response gain for small cue/large target size conditions and contrast gain for large cue/small target size conditions, which was consistent with the NMoA. However, we observed the decrease in the contrast gain factor only with long CTOAs, regardless of whether the cue size was relatively small or large. This indicated that NMoA-related effects based on the relative attentional field dominated in the early stage and that the contrast gain dominated in the late stage.

Expectancy has been associated with neuropsychological assessments and cognitive performance. However, little is known about the effects of expectations in clinical assessments during drug trials with continuous performance tests (CPTs). In a randomized, double-blind study with cross-over design, we examined if the participants' self-reported expectations changed after one-single dose immediate release methylphenidate (MPH) and after one-single dose placebo during the QbTest. Forty adults between 19 and 64 years (72.5% women) with un treated ADHD were consecutively enrolled in the study and their assessments of expected performance, mental effort, perceived performance and help from the pill were analyzed. The study comprised two trial days with four days in between. The QbTest was performed twice on the same day, before and 80 minutes after a pill. Our study demonstrates that there were expectancy effects during CPTs. Participants reported lower mental effort and improved their performance in the coronary parameter QbInattention both after MPH and after placebo. No significant differences in expected performance were reported. The participants seemed to show some uncertainty when assessing their expected performance, however, they could evaluate their performance afterwards. In clinical practice, the focus should be on reinforcing patients' expectations in order to increase treatment effects.

Suicidal ideation (SI) is a known precursor to suicide among men. While loneliness and thwarted belongingness (TB) have been identified as key factors influencing SI, no study has reported on all three constructs to investigate whether loneliness is associated with SI by way of TB. Furthermore, it is not clear whether personality impairment has a moderating role on this process. The present study examined the impact of loneliness on SI among men and whether TB mediated this relationship. Additionally, the study investigated whether personality impairment (i.e., self-functioning, interpersonal functioning) moderated the relationship between loneliness and TB. Canadian men (N = 434) completed an online survey that included self-report assessments of the study constructs. Conditional process modeling was used to test the indirect effect of loneliness on SI via the mediating effect of TB. Findings indicated a significant association between loneliness and SI that was mediated by TB. Further, impairment in self-functioning moderated the relationship between loneliness and TB, indicating that the relationship was stronger among men with greater difficulties in self-functioning. The findings are important to consider within the COVID-19 context, as they point to the need to reduce the detrimental impacts of loneliness, thereby potentially mitigating male SI.

This study examined the placebo and nocebo effects of conditioning and induced expectations on executive function after acute aerobic exercise. The results showed that the benefits of exercise on executive function were influenced by both conditioning and induced expectations. Further, positive conditioning or expectations enhanced cognitive benefits, negative conditioning or expectations reduced cognitive benefits, but induced expectations on executive function were not moderated by conditioning. This study revealed and quantitively estimated the placebo and nocebo effects in improving executive function after acute aerobic exercise, providing evidence to advance the understanding of the cognitive benefits of exercise.

Examining the Raine cohort study, we tested the trait continuity hypothesis by examining the extent that young adults' (25-29 years old) self-reported HEXACO personality can be statistically predicted from multi-dimensional parental temperament ratings collected in infancy (1-2 years old). The study incorporated a lagged design (two waves), a large sample size (n = 563), and examined both temperament and personality as both dimensions and profiles. Overall, we found very limited evidence of trait continuity, with generally very weak and few statistically significant observed associations of infant temperament with early adulthood personality. Relations were weak whether profile or dimension-based operationalizations of both phenomena were adopted. Additionally, controlling for sex affected the relations of temperament and personality only to a small extent for most of the traits, and moderation effects of sex were generally zero-to-trivial in size. Altogether, parent-rated temperament in infancy seems to provide little information about HEXACO personality in early adulthood.

Background: Cognitive bias theories propose that reducing threat hypervigilance in mental disorders can augment cognitive behavioral therapy (CBT) outcomes. However, no studies have tested whether adding attention bias modification (ABM) can effectively enhance CBT's effects on anxiety sensitivity (AS), electromyography (EMG), and skin conductance (SC) for panic disorder (PD). This pilot randomized controlled trial (RCT) thus aimed to evaluate the efficacy of CBT + ABM (vs. CBT plus attention training placebo; PBO) on those outcomes.

Method: This study is a secondary analysis (Baker et al., 2020). Adults with PD were randomized to receive CBT + ABM (n = 11) or CBT + PBO (n = 12). Before each of the first five CBT sessions, CBT + ABM and CBT + PBO participants completed a 15-min ABM task or attention training PBO, respectively. AS and depression severity as well as SC and EMG during habituation to a loud-tone startle paradigm were assessed. Hierarchical Bayesian analyses were conducted.

Results: During pre-post-treatment and pre-follow-up, CBM + ABM (vs. CBT + PBO) led to a notably greater reduction in ASI-Physical (between-group d = -1.26 to -1.25), ASI-Cognitive (d = -1.16 to -1.10), and depression severity (d = -1.23 to -0.99). However, no between-group difference was observed for ASI-Social, EMG, or SC indices.

Discussion: Adding a brief computerized ABM intervention to CBT for PD protocols may enhance therapeutic change.

Children's language background relates to their neurocognitive development. Knowledge of this relationship is important as bilingualism is common. However, research regarding language background in relation to performance on cognitive tests such as the WPPSI-IV and NEPSY-II is scarce. The present study compared WPPSI-IV and NEPSY-II performances between 5- and 6-year-old Swedish-speaking monolingual (n = 45) and Swedish-Finnish-speaking simultaneous bilingual (n = 34) children in Finland. The participants were gathered by stratified sampling and were assessed with the Swedish versions of the tests. In profile analyses, a significant monolingual advantage was found in some WPPSI-IV subtests and indexes requiring expressive vocabulary (Vocabulary, Similarities, Picture Naming, and Vocabulary Acquisition Index) and visuospatial skills (Object Assembly and Visual Spatial Index). No group differences were found between mono- and bilingual children in receptive language, visual memory, or fluid intelligence. Additionally, no differences were found on the Full Scale IQ. The performance on the WPPSI-IV Similarities subtest improved in a subgroup of bilinguals when answers in both Swedish and Finnish were accounted for, instead of accepting only answers in Swedish. No significant differences were found between mono- and bilinguals on the language and memory tasks of NEPSY-II. These findings highlight the importance of considering the child's language background when assessing expressive language in young children, as well as the benefits of assessing bilinguals in both of their languages.