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Jukes MCH, Ahmed I, Baker S, Draper CE, Howard SJ, McCoy DC, Obradović J, Wolf S. Principles for Adapting Assessments of Executive Function across Cultural Contexts. Brain Sci 2024; 14:318. [PMID: 38671970 PMCID: PMC11047958 DOI: 10.3390/brainsci14040318] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2024] [Revised: 03/01/2024] [Accepted: 03/19/2024] [Indexed: 04/28/2024] Open
Abstract
Direct assessments of executive functions (EFs) are increasingly used in research and clinical settings, with a central assumption that they assess "universal" underlying skills. Their use is spreading globally, raising questions about the cultural appropriateness of assessments devised in Western industrialized countries. We selectively reviewed multidisciplinary evidence and theory to identify sets of cultural preferences that may be at odds with the implicit assumptions of EF assessments. These preferences relate to motivation and compliance; cultural expectations for interpersonal engagement; contextualized vs. academic thinking; cultural notions of speed and time; the willingness to be silly, be incorrect, or do the opposite; and subject-matter familiarity. In each case, we discuss how the cultural preference may be incompatible with the assumptions of assessments, and how future research and practice can address the issue. Many of the cultural preferences discussed differ between interdependent and independent cultures and between schooled and unschooled populations. Adapting testing protocols to these cultural preferences in different contexts will be important for expanding our scientific understanding of EF from the narrow slice of the human population that has participated in the research to date.
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Affiliation(s)
| | - Ishita Ahmed
- Graduate School of Education, Stanford University, Stanford, CA 94305, USA; (I.A.); (J.O.)
| | - Sara Baker
- Faculty of Education, University of Cambridge, Cambridge CB2 8PQ, UK;
| | - Catherine E. Draper
- SAMRC Developmental Pathways for Health Research Unit, University of Witwatersrand, Johannesburg 2017, South Africa;
| | - Steven J. Howard
- School of Education, University of Wollongong, Wollongong, NSW 2522, Australia;
| | - Dana Charles McCoy
- Graduate School of Education, Harvard University, Cambridge, MA 02138, USA;
| | - Jelena Obradović
- Graduate School of Education, Stanford University, Stanford, CA 94305, USA; (I.A.); (J.O.)
| | - Sharon Wolf
- Graduate School of Education, University of Pennsylvania, Philadelphia, PA 19104, USA;
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Horton CB, Adam H, Galinsky AD. Evaluating the Evidence for Enclothed Cognition: Z-Curve and Meta-Analyses. PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN 2023:1461672231182478. [PMID: 37458322 DOI: 10.1177/01461672231182478] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2023]
Abstract
Enclothed cognition refers to the systematic influence that clothes can have on the wearer's feelings, thoughts, and behaviors through their symbolic meaning. It has attracted considerable academic and nonacademic interest, with the 2012 article that coined the phrase cited more than 600 times and covered in more than 160 news outlets. However, a recent high-powered replication failed to replicate one of the original effects. To determine whether the larger body of research on enclothed cognition possesses evidential value and replicable effects, we performed z-curve and meta-analyses using 105 effects from 40 studies across 24 articles (N = 3,789). Underscoring the marked improvement of psychological research practices in the mid-2010s, our results raise concerns about the replicability of early enclothed cognition studies but affirm the evidential value for effects published after 2015. These later studies support the core principle of enclothed cognition-what we wear influences how we think, feel, and act.
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Sobel DM. Understanding pretense as causal inference. DEVELOPMENTAL REVIEW 2023. [DOI: 10.1016/j.dr.2023.101065] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023]
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4
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Styk W, Zmorzynski S, Samardakiewicz M. Persistence Is Multi-Trait: Persistence Scale Development and Persistence Perseveration and Perfectionism Questionnaire into Polish Translation. Brain Sci 2023; 13:864. [PMID: 37371344 PMCID: PMC10296326 DOI: 10.3390/brainsci13060864] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2023] [Revised: 05/24/2023] [Accepted: 05/25/2023] [Indexed: 06/29/2023] Open
Abstract
Persistence is defined as, among other ways, the need to achieve the goals and strive for the goal. Persistence can also be considered from the perspective of the resource concept, as a positive factor related to an individual's adaptive behaviour, psychological resilience, and normal self-regulation. In contrast, tendencies behaviourally similar to perseverance, but which may have psychopathological features, are persistence and perfectionism. The main goal of our study was to: (I) Build non-clinical Persistence Scale (PS) in Polish and English; (II) translate in Polish and validate the Persistence, Perfectionism and Perseveration Questionnaire (PPPQ); (III) analyse properties of both scales. METHODS The study was conducted on a non-clinical group of 306 subjects. The mean age was 27.6 and ranged from 18 to 58 years. The properties of both scales were analysed using the NEO-FFI personality inventory, PSS-10 Perceived stress level scale, The UPPS-P Impulsive Behaviour Scale, the SPSRQ Sensitivity to Punishment and Reward scale, Grit scale and NAS-50 Self-Control Scale. RESULTS The psychometric features of the scales fulfil the requirements for psychometric tools. The factorial structure of both versions of the PS-20 scale proved to be unifactorial. Openness was the only variable to co-occur with the persistence scales of both the PS-20 and the PPPQ-10, and did not co-occur with scales intended to indicate psychopathology (Perseveration, Perfectionism). Negative correlations occurred with variables describing Persistence with levels of perceived stress, anxiety and depressive symptoms. Impulsivity measured by the SUPPS scale also showed negative correlations with the study variables. CONCLUSIONS In the present work, we postulate that persistence is an umbrella construct that gathers and integrates many other traits to form a multi-trait persistence. Perseveration should be regarded as an undesirable trait characterising psychopathological behaviour. Desirable and indicative traits of an individual's good functioning are persistence and, to some extent, perfectionism. Individuals with low persistence and high perseveration may be characterised by a repertoire of psychopathological behaviours.
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Affiliation(s)
- Wojciech Styk
- Department of Psychology, Medical University of Lublin, 20-059 Lublin, Poland
| | - Szymon Zmorzynski
- Department of Cancer Genetics with Cytogenetic Laboratory, Medical University of Lublin, 20-059 Lublin, Poland
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Bilek EL, Meyer AE, Tomlinson R, Chen C. Pilot Study of Self-Distancing Augmentation to Exposure Therapy for Youth Anxiety. Child Psychiatry Hum Dev 2023:10.1007/s10578-023-01540-x. [PMID: 37231323 DOI: 10.1007/s10578-023-01540-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 04/30/2023] [Indexed: 05/27/2023]
Abstract
This pilot examines a self-distancing augmentation to exposure. Nine youth with anxiety (ages 11-17; 67% female) completed treatment. The study employed a brief (eight session) crossover ABA/BAB design. Exposure difficulty, engagement with exposure, and treatment acceptability were examined as primary outcome variables. Visual inspection of plots indicated that youth completed more difficult exposures during augmented exposure sessions [EXSD] than classic exposure sessions [EX] by therapist- and youth-report and that therapists reported higher youth engagement during EXSD than EX sessions. There were no significant differences between EXSD and EX on exposure difficulty or engagement by therapist- or youth-report. Treatment acceptability was high, although some youth reported that self-distancing was "awkward". Self-distancing may be associated with increased exposure engagement and willingness to complete more difficult exposures, which has been linked to treatment outcomes. Future research is needed to further demonstrate this link, and link self-distancing to outcomes directly.
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Affiliation(s)
- Emily L Bilek
- Department of Psychiatry, Michigan Medicine, University of Michigan, 4250 Plymouth Rd., SPC 5765, Ann Arbor, MI, 48109, USA.
| | - Allison E Meyer
- Department of Psychiatry, Indiana University School of Medicine, Indianapolis, IN, USA
| | - Rachel Tomlinson
- Department of Psychology, University of Michigan, Ann Arbor, MI, USA
| | - Carol Chen
- Department of Psychiatry, Michigan Medicine, University of Michigan, 4250 Plymouth Rd., SPC 5765, Ann Arbor, MI, 48109, USA
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Pretend play as abstraction: Implications for early development and beyond. Neurosci Biobehav Rev 2023; 147:105090. [PMID: 36787871 DOI: 10.1016/j.neubiorev.2023.105090] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2022] [Revised: 02/01/2023] [Accepted: 02/10/2023] [Indexed: 02/16/2023]
Abstract
Humans are the only species that engages in sustained, complex pretend play. As pretend play is practically ubiquitous across cultures, it might support or afford a context for developmental advances during the juvenile period that have implications for functioning in adulthood. Early in development, learning to separate our thoughts from reality is practiced in pretend play and is associated with changes not just in cognition, but in emotional and social domains as well. Specifically, pretend play affords opportunities to engage in abstractions that could support abilities such as perspective-taking, emotion recognition and regulation, and cooperation and negotiation in childhood. In turn, the abstraction skills promoted by early pretend play might underlie creativity, innovation, and our capacity to feel empathy and moral obligation to others in later childhood and adulthood. In fact, because pretend play affords sharing our abstractions with others, it might be an early context for behaviors that ultimately promote the shared abstractions of human culture itself.
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How does play foster development? A new executive function perspective. DEVELOPMENTAL REVIEW 2023. [DOI: 10.1016/j.dr.2022.101064] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
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8
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Kross E, Ong M, Ayduk O. Self-Reflection at Work: Why It Matters and How to Harness Its Potential and Avoid Its Pitfalls. ANNUAL REVIEW OF ORGANIZATIONAL PSYCHOLOGY AND ORGANIZATIONAL BEHAVIOR 2023. [DOI: 10.1146/annurev-orgpsych-031921-024406] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/25/2023]
Abstract
It is difficult to fathom how an organization could be successful without its employees engaging in self-reflection. Gone would be its personnel's capacity to problem-solve, learn from past experiences, and engage in countless other introspective activities that are vital to success. Indeed, a large body of research highlights the positive value of reflection. Yet, as both common experience and a wealth of findings demonstrate, engaging in this introspective process while focusing on negative experiences often backfires, undermining people's health, well-being, performance, and relationships. Here we synthesize research on the benefits and costs of self-reflection in organizational contexts and discuss the role that psychological distance plays in allowing people to harness the potential of self-reflection while avoiding its common pitfalls.
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Affiliation(s)
- Ethan Kross
- Management & Organizations Area, Ross School of Business, University of Michigan, Ann Arbor, Michigan, USA
- Psychology Department, School of Literature Science and Arts, University of Michigan, Ann Arbor, Michigan, USA
| | - Madeline Ong
- Management Department, Mays Business School, Texas A&M University, College Station, Texas, USA
| | - Ozlem Ayduk
- Psychology Department, University of California, Berkeley, California, USA
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9
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Richert RA, Schlesinger MA. Relations between fantasy and transfer of learning from storybooks. J Exp Child Psychol 2022; 222:105474. [DOI: 10.1016/j.jecp.2022.105474] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/29/2020] [Revised: 05/05/2022] [Accepted: 05/11/2022] [Indexed: 11/17/2022]
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10
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Shachnai R, Kushnir T, Bian L. Walking in Her Shoes: Pretending to Be a Female Role Model Increases Young Girls' Persistence in Science. Psychol Sci 2022; 33:1818-1827. [PMID: 36170452 DOI: 10.1177/09567976221119393] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Pretend play is a ubiquitous learning tool in early childhood, enabling children to explore possibilities outside of their current reality. Here, we demonstrate how pretend play can be leveraged to empower girls in scientific domains. American children ages 4 to 7 years (N = 240) played a challenging science activity in one of three conditions. Children in the exposure condition heard about a successful gender-matched scientist, children in the roleplay condition pretended to be that scientist, and children in the baseline condition did not receive information about the scientist. Girls in the roleplay condition, but not in the exposure condition, persisted longer in the science activity than girls in the baseline condition. Pretending to be the scientist equated girls' persistence to that of boys. These findings suggest that pretend play of role models motivates young girls in science and may help reduce gender gaps from their roots.
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Affiliation(s)
| | - Tamar Kushnir
- Department of Psychology and Neuroscience, Duke University
| | - Lin Bian
- Department of Psychology, University of Chicago
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Hollar SM, Siegel JT. Increasing help-seeking among people with depression by self-distancing using mental time-travel. J Ment Health 2022; 32:575-581. [DOI: 10.1080/09638237.2022.2118684] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Affiliation(s)
- Sara M. Hollar
- Department of Behavioral and Organizational Studies, Claremont Graduate University, Claremont, USA
| | - Jason T. Siegel
- Department of Behavioral and Organizational Studies, Claremont Graduate University, Claremont, USA
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12
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How, when, and what do young children learn from fictional stories? J Exp Child Psychol 2022; 221:105445. [DOI: 10.1016/j.jecp.2022.105445] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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13
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Orvell A, Gelman SA, Kross E. What “you” and “we” say about me: How small shifts in language reveal and empower fundamental shifts in perspective. SOCIAL AND PERSONALITY PSYCHOLOGY COMPASS 2022. [DOI: 10.1111/spc3.12665] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
- Ariana Orvell
- Department of Psychology Bryn Mawr College Bryn Mawr Pennsylvania USA
| | - Susan A. Gelman
- Department of Psychology University of Michigan Ann Arbor Michigan USA
| | - Ethan Kross
- Department of Psychology University of Michigan Ann Arbor Michigan USA
- Management and Organizations Area Ross School of Business University of Michigan Ann Arbor Michigan USA
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Thompson BN, Goldstein TR. Observing the Developmental Progression of Pretend Play across the Preschool Years. JOURNAL OF COGNITION AND DEVELOPMENT 2022. [DOI: 10.1080/15248372.2022.2058508] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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15
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Promoting future-oriented thought in an academic context. COGNITIVE DEVELOPMENT 2022. [DOI: 10.1016/j.cogdev.2022.101183] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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Leonard JA, Lydon-Staley DM, Sharp SDS, Liu HZ, Park AT, Bassett DS, Duckworth AL, Mackey AP. Daily fluctuations in young children's persistence. Child Dev 2022; 93:e222-e236. [PMID: 34904237 PMCID: PMC8930564 DOI: 10.1111/cdev.13717] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Children's behavior changes from day to day, but the factors that contribute to its variability are understudied. We developed a novel repeated measures paradigm to study children's persistence by capitalizing on a task that children complete every day: toothbrushing (N = 81; 48% female; 36-47 months; 80% white, 14% Multiracial, 10% Hispanic, 2% Asian, 1% Black; 1195 observations collected between January 2019 and March 2020). Children brushed longer on days when their parents used more praise (d = .23) and less instruction (d = -.22). Sensitivity to mood, sleep, and parent stress varied across children, suggesting that identifying the factors that shape an individual child's persistence could lead to personalized interventions.
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Affiliation(s)
- Julia A. Leonard
- Department of Psychology, University of Pennsylvania, Philadelphia, PA 19104 USA,Department of Psychology, Yale University, New Haven, CT, 06511 USA,Corresponding author: Julia Leonard,
| | - David M. Lydon-Staley
- Annenberg School for Communication, University of Pennsylvania, Philadelphia, PA 19104 USA,Department of Bioengineering, School of Engineering & Applied Science, University of Pennsylvania, Philadelphia, PA 19104 USA,Leonard Davis Institute of Health Economics, University of Pennsylvania, Philadelphia, PA 19104 USA
| | - Sophie D. S. Sharp
- Department of Psychology, University of Pennsylvania, Philadelphia, PA 19104 USA
| | - Hunter Z. Liu
- Department of Psychology, University of Pennsylvania, Philadelphia, PA 19104 USA
| | - Anne T. Park
- Department of Psychology, University of Pennsylvania, Philadelphia, PA 19104 USA
| | - Danielle S. Bassett
- Department of Bioengineering, School of Engineering & Applied Science, University of Pennsylvania, Philadelphia, PA 19104 USA,Leonard Davis Institute of Health Economics, University of Pennsylvania, Philadelphia, PA 19104 USA,Department of Electrical & Systems Engineering, School of Engineering & Applied Science, University of Pennsylvania, Philadelphia, PA 19104 USA,Department of Neurology, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104 USA,Department of Physics & Astronomy, College of Arts & Sciences, University of Pennsylvania, Philadelphia, PA 19104 USA,Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104 USA,Santa Fe Institute, Santa Fe, NM 87501 USA
| | - Angela L. Duckworth
- Department of Psychology, University of Pennsylvania, Philadelphia, PA 19104 USA
| | - Allyson P. Mackey
- Department of Psychology, University of Pennsylvania, Philadelphia, PA 19104 USA
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Instructional Perseverance in Early-Childhood Classrooms: Supporting Children’s Development of STEM Reasoning in a Social Justice Context. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12030159] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
In early childhood education (ECE) classrooms, teachers navigate practices about how to allow space for students to make sense of new STEM-based ideas. We posit that such pedagogical moves require ample in-the-moment perseverance by the instructor. In this paper, we seek to explore the nature of such instructional perseverance in ECE classrooms and how it manifests when ECE educators are supporting young children to develop their STEM reasoning, with a primary focus on the mathematics discipline in a social justice context. Working with a dataset consisting of four ECE classroom episodes, we employed an analytical framework that captured evidence of instructional perseverance. We found that the instructional perseverance of the ECE teacher was integral to the development of STEM reasoning of her young students. We present an illustrative case that details the instructional perseverance of the ECE teacher and the related STEM reasoning of her students in the context of exploring income variance by race. We argue that teacher education development must address how ECE teachers can plan for and navigate in-the-moment instructional obstacles in order to support young students’ STEM reasoning development, which positions students for productive STEM-based outcomes.
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Bauer RH, Gilpin AT, Thibodeau-Nielsen RB. Executive functions and imaginative play: Exploring relations with prosocial behaviors using structural equation modeling. Trends Neurosci Educ 2021; 25:100165. [PMID: 34844695 DOI: 10.1016/j.tine.2021.100165] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2021] [Revised: 10/07/2021] [Accepted: 10/19/2021] [Indexed: 10/19/2022]
Abstract
BACKGROUND Policy makers have long considered how to best educate children for success. Thus, this research explored whether imaginative play serves as a positive context for developing executive functions (EF) and prosocial behaviors necessary for academic success. Specifically, we hypothesized that EF would explain links between imaginative play and prosocial behaviors. METHOD 284 preschool children and their teachers completed measures of imaginative play, EF, and prosocial behaviors. Structural Equation Modeling examined mediational links between these constructs. RESULTS Imaginative play predicted both hot and cool EF, as well as prosocial behavior, even after controlling for age and vocabulary; furthermore, the relationship between imaginative play and prosocial behavior was fully mediated by hot EF. CONCLUSION Results suggest that imaginative play may serve as a positive context for developing EF and prosocial behaviors. Curricula and teachers should consider encouraging imaginative play to facilitate the development of EF and prosocial behaviors.
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Affiliation(s)
- Rebecca H Bauer
- Center for Youth Development and Intervention, Department of Psychology, The University of Alabama, Box 870348, Tuscaloosa, AL 35487-0348, USA
| | - Ansley T Gilpin
- Center for Youth Development and Intervention, Department of Psychology, The University of Alabama, Box 870348, Tuscaloosa, AL 35487-0348, USA
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19
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Sociodramatic play enhances preschoolers’ private speech and motivation across activities. COGNITIVE DEVELOPMENT 2021. [DOI: 10.1016/j.cogdev.2021.101073] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
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Leonard JA, Duckworth AL, Schulz LE, Mackey AP. Leveraging cognitive science to foster children's persistence. Trends Cogn Sci 2021; 25:642-644. [PMID: 34074578 DOI: 10.1016/j.tics.2021.05.005] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2021] [Revised: 05/09/2021] [Accepted: 05/10/2021] [Indexed: 10/21/2022]
Abstract
Persistence is crucial for overcoming academic and interpersonal challenges. However, there has been little progress in developing effective interventions to improve persistence in childhood. Here we outline how recent insights from cognitive science can be leveraged to promote young children's persistence and highlight future directions to bridge research with practice.
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Affiliation(s)
- Julia A Leonard
- Department of Psychology, School of Arts and Sciences, University of Pennsylvania, Philadelphia, PA 19104, USA.
| | - Angela L Duckworth
- Department of Psychology, School of Arts and Sciences, University of Pennsylvania, Philadelphia, PA 19104, USA; The Wharton School, University of Pennsylvania, Philadelphia, PA 19104, USA
| | - Laura E Schulz
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA 02139, USA
| | - Allyson P Mackey
- Department of Psychology, School of Arts and Sciences, University of Pennsylvania, Philadelphia, PA 19104, USA
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21
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Bennett MP, Knight R, Patel S, So T, Dunning D, Barnhofer T, Smith P, Kuyken W, Ford T, Dalgleish T. Decentering as a core component in the psychological treatment and prevention of youth anxiety and depression: a narrative review and insight report. Transl Psychiatry 2021; 11:288. [PMID: 33990541 PMCID: PMC8121888 DOI: 10.1038/s41398-021-01397-5] [Citation(s) in RCA: 19] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/11/2021] [Revised: 04/20/2021] [Accepted: 04/21/2021] [Indexed: 12/12/2022] Open
Abstract
Decentering is a ubiquitous therapeutic concept featuring in multiple schools of psychological intervention and science. It describes an ability to notice to day-to-day psychological stressors (negative thoughts, feelings, and memories) from an objective self-perspective and without perseverating on the themes they represent. Thus, decentering dampens the impact and distress associated with psychological stressors that can otherwise increase mental ill health in vulnerable individuals. Importantly, the strengthening of decentering-related abilities has been flagged as a core component of psychological interventions that treat and prevent anxiety and depression. We provide an in-depth review evidence of the salutary effects of decentering with a special focus on youth mental health. This is because adolescence is a critical window for the development of psychopathology but is often under-represented in this research line. A narrative synthesis is presented that integrates and summarizes findings on a range of decentering-related abilities. Section 1 reviews extant conceptualizations of decentering and data-driven approaches to characterize its characteristic. A novel definition is then offered to guide future empirical research. Section 2 overviews laboratory-based research into the development of decentering as well as its relationship with anxiety and depression. Section 3 examines the role decentering-related skills play in psychological interventions for anxiety and depression. Critically, we review evidence that treatment-related increases in decentering predict latter reductions in anxiety and depression severity. Each section highlights important areas for future research. The report concludes by addressing the vital questions of whether, how, why and when decentering alleviates youth anxiety and depression.
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Affiliation(s)
- Marc P Bennett
- Medical Research Council Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, UK.
| | - Rachel Knight
- Medical Research Council Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, UK
| | - Shivam Patel
- Medical Research Council Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, UK
| | - Tierney So
- Medical Research Council Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, UK
| | - Darren Dunning
- Medical Research Council Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, UK
| | | | - Patrick Smith
- Institute of Psychiatry, Kings College London, London, UK
| | - Willem Kuyken
- Department of Psychiatry, University of Oxford, Oxford, UK
| | - Tamsin Ford
- Department of Psychiatry, University of Cambridge, Cambridge, UK
| | - Tim Dalgleish
- Medical Research Council Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, UK
- Cambridgeshire and Peterborough NHS Foundation Trust, Cambridge, UK
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22
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White RE, Carlson SM. Pretending with realistic and fantastical stories facilitates executive function in 3-year-old children. J Exp Child Psychol 2021; 207:105090. [PMID: 33684892 DOI: 10.1016/j.jecp.2021.105090] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/29/2020] [Revised: 12/31/2020] [Accepted: 01/08/2021] [Indexed: 11/28/2022]
Abstract
Fictional stories can affect many aspects of children's behavior and cognition, yet little is known about how they might help or hinder children's executive function skills. The current study investigated the role of story content (fantasy or reality) and mode of engagement with the story (pretense or a non-pretense control) on children's inhibitory control, an important component of early executive function. A total of 60 3-year-olds were randomly assigned to hear a fantastical or realistic story and were encouraged to engage in either pretense or a non-pretense activity related to the story. They then completed the Less Is More task of inhibitory control. Story content had no impact on children's inhibitory control; children performed equally well after hearing a fantastical or realistic story. However, children who engaged in story-related pretend play showed greater inhibitory control than those who engaged in a non-pretense activity. We found no interaction between story content and play engagement type. These results held when controlling for baseline inhibitory control, receptive vocabulary, age, gender, affect, and propensity toward pretense. Therefore, mode of play engagement with a story was more important in promoting children's inhibitory control skills than the degree of realism in the story.
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Affiliation(s)
- Rachel E White
- Hamilton College, Clinton, NY 13323, USA; University of Minnesota, Twin Cities, Minneapolis, MN 55455, USA.
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Culture moderates the relationship between self-control ability and free will beliefs in childhood. Cognition 2021; 210:104609. [PMID: 33535141 DOI: 10.1016/j.cognition.2021.104609] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2020] [Revised: 01/17/2021] [Accepted: 01/18/2021] [Indexed: 11/23/2022]
Abstract
We investigate individual, developmental, and cultural differences in self-control in relation to children's changing belief in "free will" - the possibility of acting against and inhibiting strong desires. In three studies, 4- to 8-year-olds in the U.S., China, Singapore, and Peru (N = 441) answered questions to gauge their belief in free will and completed a series of self-control and inhibitory control tasks. Children across all four cultures showed predictable age-related improvements in self-control, as well as changes in their free will beliefs. Cultural context played a role in the timing of these emerging free will beliefs: Singaporean and Peruvian children's beliefs changed at later ages than Chinese and U.S. children. Critically, culture moderated the link between self-control abilities and free will beliefs: Individual differences in self-control behaviors were linked to individual differences in free will beliefs in U.S. children, but not in children from China, Singapore or Peru. There was also evidence of a causal influence of self-control performance on free will beliefs in our U.S. sample. In Study 2, a randomly assigned group of U.S. 4- and 5-year-olds who failed at two self-control tasks showed reduced belief in free will, but a group of children who completed free will questions first did not show changes to self-control. Together these results suggest that culturally-acquired causal-explanatory frameworks for action, along with observations of one's own abilities, might influence children's emerging understanding of free will.
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Coyne SM, Rogers A, Shawcroft J, Hurst JL. Dressing up with Disney and Make-Believe with Marvel: The Impact of Gendered Costumes on Gender Typing, Prosocial Behavior, and Perseverance during Early Childhood. SEX ROLES 2021. [DOI: 10.1007/s11199-020-01217-y] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Pretend play as a protective factor for developing executive functions among children living in poverty. COGNITIVE DEVELOPMENT 2020. [DOI: 10.1016/j.cogdev.2020.100964] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
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Thibodeau-Nielsen RB, Gilpin AT, Nancarrow AF, Pierucci JM, Brown MM. Fantastical pretense's effects on executive function in a diverse sample of preschoolers. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2020. [DOI: 10.1016/j.appdev.2020.101137] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
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Gainsburg I, Kross E. Distanced self-talk changes how people conceptualize the self. JOURNAL OF EXPERIMENTAL SOCIAL PSYCHOLOGY 2020. [DOI: 10.1016/j.jesp.2020.103969] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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Petersen H, Holodynski M. Bewitched to Be Happy? The Impact of Pretend Play on Emotion Regulation of Expression in 3- to 6-Year-Olds. The Journal of Genetic Psychology 2020; 181:111-126. [PMID: 32114957 DOI: 10.1080/00221325.2020.1734909] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
As a means of psychological distancing, pretend play may facilitate emotion regulation. Up to now, however, the empirical evidence for a relation between these two is not consistent. The present study examines the impact of pretend play on reflective emotion regulation of expression with a disappointing gift task using the strategy of role-taking. Fifty-two children aged 3 to 6 years were motivated to deceive the experimenter volitionally by false smiling, regardless of whether they received an attractive gift, an unattractive gift, or no gift. Twenty-five of the children accomplished the task in the context of a pretend play where they were playfully guided to take on a role assumed to facilitate reflective emotion regulation of expression. The other 27 children received only a direct verbal instruction. As an indication of successful reflective emotion regulation of expression, twelve adult naïve observers judged children's videotaped behavior according to the quality of emotion that the children seemed to experience. This impression analysis showed no impact of experimental variation and thus no facilitating effect of pretend play with a given task-convenient role. While happiness ratings in the pretend play group did not correlate to children's quality of play, they positively correlated to children's joy of playing.
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Mahy CEV, Moses LJ, O'Brien B, Castro AW, Kopp L, Atance CM. The roles of perspective and language in children's ability to delay gratification. J Exp Child Psychol 2019; 192:104767. [PMID: 31887485 DOI: 10.1016/j.jecp.2019.104767] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2019] [Revised: 11/18/2019] [Accepted: 11/19/2019] [Indexed: 10/25/2022]
Abstract
Increasing psychological distance is an established method for improving children's performance in a number of self-regulation tasks. For example, using a delay of gratification (DoG) task, Prencipe and Zelazo (Psychological Science, 2005, Vol. 16, pp. 501-505) showed that 3-year-olds delay more for "other" than they do for "self," whereas 4-year-olds make similar choices for self and other. However, to our knowledge, no work has manipulated language to increase psychological distance in children. In two experiments, we sought to manipulate psychological distance by replicating Prencipe and Zelazo's age-related findings and extending them to older children (Experiment 1) and also sought to manipulate psychological distance using the auxiliary verbs "want" and "should" to prime more impulsive preference-based decisions or more normative optimal decisions (Experiment 2). In Experiment 1, 96 3- to 7-year-olds showed age-related improvements and interactive effects between age and perspective on DoG performance. In Experiment 2, 132 3- to 7-year-olds showed age-related improvements and a marginal interaction between age and perspective on DoG performance, but no effect of auxiliary verbs was detected. Results are discussed in terms of differing developmental trajectories of DoG for self and other due to psychological distancing, and how taking another's perspective may boost DoG in younger children but not older children.
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Affiliation(s)
- Caitlin E V Mahy
- Department of Psychology, Brock University, St. Catharines, Ontario L2S 3A1, Canada.
| | - Louis J Moses
- School of Psychology, Victoria University of Wellington, Wellington 6140, New Zealand
| | - Bronwyn O'Brien
- School of Psychology, University of Ottawa, Ottawa, Ontario K1N 6N5, Canada
| | - Alex W Castro
- School of Psychology, University of Ottawa, Ottawa, Ontario K1N 6N5, Canada
| | - Leia Kopp
- School of Psychology, University of Ottawa, Ottawa, Ontario K1N 6N5, Canada
| | - Cristina M Atance
- School of Psychology, University of Ottawa, Ottawa, Ontario K1N 6N5, Canada
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Haimovitz K, Dweck CS, Walton GM. Preschoolers find ways to resist temptation after learning that willpower can be energizing. Dev Sci 2019; 23:e12905. [PMID: 31529554 DOI: 10.1111/desc.12905] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2018] [Revised: 07/10/2019] [Accepted: 08/26/2019] [Indexed: 11/29/2022]
Abstract
Children's tendency to delay gratification predicts important life outcomes, yet little is known about how to enhance delay of gratification other than by teaching task-specific strategies. The present research investigated the effect of exposing children to a model who experiences the exertion of willpower as energizing. In two experiments, 86 4- to 5-year olds were read a story that represented the exertion of willpower as energizing or a control story before taking part in a delay of gratification task. Children exposed to a storybook character who struggled with waiting, but eventually found it energizing, spontaneously generated more delay strategies, which enhanced delay. By promoting the search for effective strategies, this approach provides a promising direction for efforts to foster self-regulation early in development.
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Affiliation(s)
- Kyla Haimovitz
- Department of Psychology, University of Pennsylvania, Philadelphia, PA, USA
| | - Carol S Dweck
- Department of Psychology, Stanford University, Stanford, CA, USA
| | - Gregory M Walton
- Department of Psychology, Stanford University, Stanford, CA, USA
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Orvell A, Ayduk Ö, Moser JS, Gelman SA, Kross E. Linguistic Shifts: A Relatively Effortless Route to Emotion Regulation? CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE 2019. [DOI: 10.1177/0963721419861411] [Citation(s) in RCA: 25] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Prior research indicates that psychological distance facilitates emotion regulation. Here, we propose that the ability to transcend one’s immersed perspective may be hidden in plain sight, within the very structure of language. We review evidence regarding two linguistic mechanisms, distanced self-talk and generic “you,” that promote emotion regulation by allowing speakers to shift from an immersed to a more distanced perspective through the words they use to reflect on the self (e.g., shifting from “I” to their own name or other non-first-person-singular pronouns). We conclude by suggesting that these linguistic shifts occur relatively seamlessly and thus may provide a less effortful route to emotion regulation.
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Affiliation(s)
| | - Özlem Ayduk
- Department of Psychology, University of California, Berkeley
| | | | | | - Ethan Kross
- Department of Psychology, University of Michigan
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Gaither SE, Fan SP, Kinzler KD. Thinking about multiple identities boosts children's flexible thinking. Dev Sci 2019; 23:e0012871. [PMID: 31145824 DOI: 10.1111/desc.12871] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/19/2018] [Revised: 04/04/2019] [Accepted: 05/24/2019] [Indexed: 11/26/2022]
Abstract
Studies of children's developing social identification often focus on individual forms of identity. Yet, everyone has multiple potential identities. Here we investigated whether making children aware of their multifaceted identities-effectively seeing themselves from multiple angles-would promote their flexible thinking. In Experiment 1, 6- to 7-year-old children (N = 48) were assigned to either a Multiple-Identities condition where they were led to consider their multiple identities (e.g. friend, neighbor) or to a Physical-Traits condition where they considered their multiple physical attributes (e.g. legs, arms). Children in the Multiple-Identity condition subsequently expressed greater flexibility at problem-solving and categorization than children in the Physical-Traits condition. Experiment 2 (N = 72) replicated these findings with a new sample of 6- to 7-year-old children and demonstrated that a Multiple-Identity mindset must be self-relevant. Children who were led to think about another child's multiple identities did not express as much subsequent creative thinking as did children who thought about their own multiple identities. Experiment 3 (N = 76) showed that a Mmultiple-Identity framework may be particularly effective when the identities are presented via generic language suggesting that they are enduring traits (in this case, identities depicted as noun phrases rather than verbal phrases). These findings illustrate that something as simple as thinking about one's identity from multiple angles could serve as a tool to help reduce rigid thinking, which might increase open-mindedness in a society that is becoming increasingly diverse.
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Affiliation(s)
- Sarah E Gaither
- Department of Psychology and Neuroscience, Faculty Affiliate at the Samuel DuBois Cook Center on Social Equity, Center on Health and Society, Duke University, Durham, North Carolina
| | - Samantha P Fan
- Division of the Social Sciences, University of Chicago, Chicago, Illinois
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Kaiser P, Kohen DP, Brown ML, Kajander RL, Barnes AJ. Integrating Pediatric Hypnosis with Complementary Modalities: Clinical Perspectives on Personalized Treatment. CHILDREN (BASEL, SWITZERLAND) 2018; 5:E108. [PMID: 30087271 PMCID: PMC6111600 DOI: 10.3390/children5080108] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/15/2018] [Revised: 07/30/2018] [Accepted: 07/31/2018] [Indexed: 02/06/2023]
Abstract
While pediatric integrative medicine (PIM) emphasizes an "evidence-based practice using multiple therapeutic modalities"; paradoxically, literature reviews examining the prevalence and/or efficacy of such mind⁻body approaches often address PIM modalities separately. Such contributions are relevant, yet documentation of how to deliver combined complementary approaches in children and youth are scarce. Nevertheless, integrative practitioners in clinical practice routinely mix approaches to meet the individual needs of each patient. Best practices are flexible, and include blending and augmenting services within the same session, and/or connecting modalities sequentially for an incremental effect, and/or referring to outside resources for additional interventions. Resonating with integrative medicine's definition, this article's goal is to demonstrate paradigms that "bring together complementary approaches in a coordinated way within clinical practice" by linking clinical hypnosis, the trail-blazer modality in PIM's history, with mindfulness, biofeedback, acupuncture, and yoga. Following the consideration of the overlap of guided imagery with hypnosis and an abridged literature report, this clinical perspective considers the selection of modalities within a collaborative relationship with the child/teen and parents, emphasizing goodness-of-fit with patients' contexts, e.g., symptoms, resources, interests, goals, and developmental stage. Case vignettes illustrate practical strategies for mixing approaches.
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Affiliation(s)
- Pamela Kaiser
- National Pediatric Hypnosis Training Institute (NPHTI), 29 Western Terrace, Minneapolis, MN 55426, USA.
| | - Daniel P Kohen
- National Pediatric Hypnosis Training Institute (NPHTI), 29 Western Terrace, Minneapolis, MN 55426, USA.
- Partners-in-Healing, 10505 Wayzata Blvd #200, Minnetonka, MN 55305, USA.
- Department of Pediatrics, University of Minnesota, 717 Delaware St SE #353, Minneapolis, MN 55414, USA.
| | - Melanie L Brown
- Department of Pediatrics, University of Minnesota, 717 Delaware St SE #353, Minneapolis, MN 55414, USA.
- Children's Hospitals and Clinics of Minnesota, 2525 Chicago Ave, Minneapolis, MN 55404, USA.
| | - Rebecca L Kajander
- National Pediatric Hypnosis Training Institute (NPHTI), 29 Western Terrace, Minneapolis, MN 55426, USA.
| | - Andrew J Barnes
- National Pediatric Hypnosis Training Institute (NPHTI), 29 Western Terrace, Minneapolis, MN 55426, USA.
- Department of Pediatrics, University of Minnesota, 717 Delaware St SE #353, Minneapolis, MN 55414, USA.
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Grenell A, Prager EO, Schaefer C, Kross E, Duckworth AL, Carlson SM. Individual differences in the effectiveness of self-distancing for young children's emotion regulation. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2018; 37:84-100. [DOI: 10.1111/bjdp.12259] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2017] [Revised: 06/06/2018] [Indexed: 11/30/2022]
Affiliation(s)
- Amanda Grenell
- Institute of Child Development; University of Minnesota-Twin Cities; Minneapolis Minnesota USA
| | - Emily O. Prager
- Institute of Child Development; University of Minnesota-Twin Cities; Minneapolis Minnesota USA
| | | | - Ethan Kross
- University of Michigan; Ann Arbor Michigan USA
| | | | - Stephanie M. Carlson
- Institute of Child Development; University of Minnesota-Twin Cities; Minneapolis Minnesota USA
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Ade V, Schuster C, Harinck F, Trötschel R. Mindset-Oriented Negotiation Training (MONT): Teaching More Than Skills and Knowledge. Front Psychol 2018; 9:907. [PMID: 29928247 PMCID: PMC5997936 DOI: 10.3389/fpsyg.2018.00907] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2018] [Accepted: 05/18/2018] [Indexed: 11/25/2022] Open
Abstract
In this conceptual paper, we propose that both skill set development and mindset development would be desirable dimensions of negotiation training. The second dimension has received little attention thus far, but negotiation mindsets, i.e., the psychological orientations by which people approach negotiations, are likely to have a considerable influence on the outcome of negotiations. Referring to empirical and conceptual mindset studies from outside the negotiation field, we argue that developing mindsets can leverage the effectiveness of skills and knowledge, increase learning transfer, and lead to long-term behavioral changes. We introduce an integrative negotiation mindset that comprises three inclinations which complement each other: a collaborative, a curious, and a creative one. We also discuss activities that help people to develop and enhance this mindset both in and out of the classroom. Our general claim is that by moving beyond the activities of conventional negotiation training, which focuses on skills and knowledge, mindset-oriented negotiation training can increase training effectiveness and enable participants to more often reach what we define as sustainable integrative agreements.
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Affiliation(s)
- Valentin Ade
- Institute of Psychology, Leuphana University of Lüneburg, Lüneburg, Germany
| | - Carolin Schuster
- Institute of Psychology, Leuphana University of Lüneburg, Lüneburg, Germany
| | - Fieke Harinck
- Institute of Psychology, Leiden University, Leiden, Netherlands
| | - Roman Trötschel
- Institute of Psychology, Leuphana University of Lüneburg, Lüneburg, Germany
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