The social perception of risk is considered a multidimensional task, yet little attention has been paid to the cognitive components that organize sources of risk, despite their having been discovered in various research studies. This study attempts to concretely analyze the cultural dimension involved in those processes. In the first phase, we tried to discover to what extent sources of risk are organized into the same categories by people from different countries. In order to do so, two groups of participants were formed: 60 Spanish psychology students and 60 Chilean psychology students classified 43 sources of risk into different groups according to the criteria they found appropriate. The two samples classified risk into identical groups: acts of violence, drugs, electricity and home appliances, household chemicals, chemicals in the environment, public construction projects, transportation, sports, and natural disasters. In a second study, 100 Spanish and 84 Chilean students were asked to evaluate the magnitude of the damage incurred by 17 sources of risk. In both groups, it was observed that the evaluation of damage resulting from each source of risk was affected by its category.

The selection process of team leaders is fundamental if the effectiveness of teams is to be guaranteed. Human values have proven to be an important factor in the behaviour of individuals and leaders. The aim of this study is twofold. The first is to validate Schwartz's survey of human values. The second is to determine whether there are any relationships between the values held by individuals and their preferred roles in a team. Human values were measured by the items of the Schwartz Value Survey (SVS) and the preferred roles in a team were identified by the Belbin Self Perception Inventory (BSPI). The two questionnaires were answered by two samples of undergraduate students (183 and 177 students, respectively). As far as the first objective is concerned, Smallest Space Analysis (SSA) was performed at the outset to examine how well the two-dimensional circular structure, as postulated by Schwartz, was represented in the study population. Then, the results of this analysis were compared and contrasted with those of two other published studies; one by Schwartz (2006) and one by Ros and Grad (1991). As for the second objective, Pearson correlation coefficients were computed to assess the associations between the ratings on the SVS survey items and the ratings on the eight team roles as measured by the BSPI.

This article presents self-validation theory (SVT) as a framework predicting when mental contents guide performance. First, we illustrate how confidence can validate people’s thoughts (goals, beliefs, identity) increasing and decreasing performance, depending on what thoughts are validated. This first section reviews examples of validation processes in guiding intellectual performance in academic settings, sport performance in athletes, as well as performance on diverse social tasks. SVT specifies moderating conditions for validation processes to operate. Therefore, in the second section of this review, we identify unique and testable moderators for metacognitive processes demonstrating when and for whom validation processes are more likely to occur. A third section calls for future research identifying new validating variables (e.g., preparation, courage) capable of increasing usage of unexplored thoughts relevant to performance (e.g., expectations). This final section examines new domains for validation (e.g., group performance, cheating in performance), discusses to what extent people can use self-validation strategies deliberatively to improve their performance and addresses when performance can be impaired by invalidation (e.g., due to identity threat).

The aim of this work was to update the validation of the Social Anxiety Screening Scale (SASS/EDAS) in a sample of Spanish adolescents. To achieve this, one study with a sample of 1489 students in secondary education, of ages 14 to 17 years, were carried out. The psychometric properties of EDAS were examined through confirmatory factor analysis, reliability (Cronbach's alpha), temporal stability (test-retest), and concurrent criterion validity. The results supported the three-independent-factor structure (avoidance, distress and interference), that showed best fit indices compared to alternative models. They also showed that the scores of participants on EDAS scales were reliable in terms of internal consistency (α > .80) and moderately reliable concerning temporal stability (r = .48-.60) over a five-week period. The correlations between the EDAS factors and other social anxiety measures were positive and significant. Data provide empirical evidence of the estimation of reliability and validity of this scale. Future work should extend the validation of the EDAS in clinical samples.

Research has demonstrated impairments in executive functions in Bipolar Mood Disorder patients. Evidence shows that this impairment is present in both periods of active symptoms of the disorder, as well as euthymic stages, and is compounded by mood episodes, especially manic phases. The purpose of this study was to compare the executive performance of a sample of Brazilian bipolar patients in depressive episodes, (44 participants), euthymia (37 participants), and in controls (43 participants). The main instrument for evaluation was the Wisconsin Card Sorting Test. Significant differences were found in performance on the Wisconsin Card Sorting Test between Bipolar subjects (Type I) (both in depression and euthymia) and the controls. No significant correlations were found between the number of manic episodes and the performance on execute measurement variables. The findings suggest that the executive dysfunctions in Bipolar Disorder may be related to both transitory and permanent deficits.

Visual-motor skill forms an important psycho diagnostic component and is associated with psycho-neurological aspects. The Bender Visual-Motor Gestalt Test, widely used for the evaluation of this area, is meant for children up to 11 years. In adolescence, the changes associated with puberty generate nonlinear anthropometric development resulting in mild and temporary incoordination. This study investigated the relation between visual-motor development measured by the Bender test and pubertal changes according to the Tanner scale. In all 134 adolescents of both sexes, aged from 10 to 15, who kept routine medical appointments, participated. We used the Bender Visual-Motor Gestalt Test, Raven’s Progressive Matrices Test, and medical chart data. The techniques were applied individually. Pubertal changes were associated with the Bender test results showing higher scores at the G3 stage, the period corresponding to a growth spurt, compared to the G5 stage (p = .007, ES = .187), the post-growth spurt period in boys. Age and gender did not influence the Bender test scores. According to the Raven test, the g intelligence factor, interfered significantly in the visual-motor performance (r = –57%, p < .001). Schooling, repetition of a school year, and developmental problems (p = .002, ES = .156; p = .002, ES = .623; p < .001, ES = .880, respectively) obtained similar results. The Bender Test was sensitive to schooling and maturational problems during adolescence. There was an association between visual-motor development and sexual maturity in male adolescents. Our results indicate the usefulness of the Bender Test at older ages than those used in the test standardization.

People in a depressive state frequently believe that things could have happened differently in their lives, which is regarded as counterfactual thought. This study aimed to investigate whether the styles of counterfactual thought shown by people with indicating signs of depression and by people without any of those signs are different. Study participants were 42 adults divided into two groups: those with signs of depression and those without signs of depression. Five stories taken from newspapers and magazines and fictional scenarios were presented to the participants. After reading such stories, participants had to answer questions about how the narrated facts could have been different from what they actually were. Results indicated similar counterfactual thought styles in both groups (with and without depression signs). Most of the thoughts found were categorized as upward, subtractive, self-referent and that modified an aspect referred to action/inaction. A few significant differences between groups were observed, and most of them were obtained through directed modifications, in the last three stories. Some tendencies were shown in the group of people with signs of depression, such as those found for the subtractive category, t(40) = 2.33, p < .05, which can indicate a trend of possible failure in the preparatory function of CT, and in the hetero-referral function, t(40) = 1.97, p < .05, indicating a difficulty in thinking of different forms of action in the future. The removal of negative events may indicate that these experiences are not beneficial to people’s survival. These results may indicate some tendencies about how people in depressive states think about past events.

The study examined whether cardiovascular responses to active or passive coping tasks and single or multiple tasks predicted changes in resting blood pressure (BP) over a ten-month period. Heart rate (HR), BP, cardiac output (CO), and total peripheral resistance (TPR) were measured at rest, and during mental stress tests (mental arithmetic, speech, and cold pressor tasks). A total of 104 eligible participants participated in the initial study, and 77 (74.04%) normotensive adult participants’ resting BP were re-evaluated at ten-month follow-up. Regression analyses indicated that after adjustment for baseline BP, initial age, gender, body mass index, family history of cardiovascular disease, and current cigarette smoking, heighted systolic blood pressure (SBP) and HR responses to an active coping task (mental arithmetic) were associated with increased future SBP (ΔR2 = .060, ΔR2 = .045, respectively). Further, aggregated SBP responsivity (over the three tasks) to the predictor models resulted in significant, but smaller increases in ΔR2 accounting for .040 of the variance of follow-up SBP. These findings suggest that cardiovascular responses to active coping tasks predict future SBP. Further, compared with single tasks, the findings revealed that SBP responses to three tasks were less predictive compared to an individual task (i.e., mental arithmetic). Of importance, hemodynamic reactivity (namely CO and TPR) did not predict future BP suggesting that more general psychophysiological processes (e.g., inflammation, platelet aggregation) may be implicated, or that BP, but not hemodynamic reactivity may be a marker of hypertension.

Bullying remains one of the most serious problems affecting school systems around the world. The negative consequences of bullying in the short and long term have been widely documented, showing that victimized students are at greater risk of suffering psychosocial distress. In this paper, we first summarize the current situation of bullying prevention, adopting a contextual perspective, and briefly highlighting the characteristics of the most effective prevention programs. Secondly, we address a disturbing phenomenon detected in classrooms where bullying has been reduced through interventions and which has been termed “the healthy context paradox”. In these healthier contexts, students who remain in a situation of victimization have been found to present poorer psychological adjustment after the intervention. Understanding the causes of this phenomenon may offer clues for the prevention of bullying. In this regard, we present three hypotheses recently proposed to explain the phenomenon. Finally, we offer some implications for the study and prevention of bullying derived from “the healthy context paradox”.

The aim was to analyze the psychometric properties of the Spanish version of the Gain in Alzheimer Care Instrument (GAIN), providing validity evidence based on its internal structure, reliability, item analysis, and relationships with other variables. A sample of 113 informal caregivers of people with dementia completed the GAIN, along with questionnaires assessing burden, general mental health, stress, anxiety, depression, and life satisfaction. Confirmatory factor analysis showed a single-factor structure with adequate fit indices. Reliability of GAIN scores was satisfactory, with McDonald’s omega equal to .91. Items yielded adequate homogeneity indices. Validity evidence based on relationships with other variables was provided by positive correlations between GAIN scores and life satisfaction, and negative correlations with burden, general mental health problems, stress, anxiety, and depression. All these correlations were statistically significant, and most of them were of moderate magnitude. The Spanish version of the GAIN has a single-factor structure and satisfactory psychometric properties. It is quick and easy to apply and given the association between GAIN scores and other variables, it may be used to provide information about a caregiver’s psychological health status.

The differential/experimental distinction that Cronbach specified is important because any adequate account of psychological phenomena requires the recognition of the validity of both approaches, and a meaningful melding of the two. This paper suggests that Pavlov's work in psychology, based on earlier traditions of inquiry that can be traced back to the pre-Socratics, provides a potential way of achieving this melding, although such features as systematic rather than anecdotal methods of observation need to be added. Pavlov's methodological behaviorist approach is contrasted with metaphysical behaviorism (as exemplified explicitly in Watson and Skinner, and implicitly in the computer-metaphorical, information-processing explanations employed by current “cognitive” psychology). A common feature of the metaphysical approach is that individual-differences variables like sex are essentially ignored, or relegated to ideological categories such as the treatment of sex as merely a “social construction.” Examples of research both before and after the “cognitive revolution” are presented where experimental and differential methods are melded, and individual differences are treated as phenomena worthy of investigation rather than as nuisance factors that merely add to experimental error.

In the present study, we extended the issue of how people access emotion through nonverbal information by testing the effects of simple (tempo) and complex (timbre) acoustic features of music on felt emotion. Three- to six-year-old young children (n = 100; 48% female) and university students (n = 64; 37.5% female) took part in three experiments in which acoustic features of music were manipulated to determine whether there are links between perceived emotion and felt emotion in processing musical segments. After exposure to segments of music, participants completed a felt emotion judgment task. The chi-square test showed significant tempo effects, ps < .001 (Exp. 1), and strong combined effects of mode and tempo on felt emotion. In addition, strength of these effects changed across age. However, these combined effects were significantly stronger under the tempo-and-mode consistent condition, ps < .001 (Exp. 2) than inconsistent condition (Exp. 3). In other words, simple versus complex acoustic features had stronger effects on felt emotion, and that sensitivity to these features, especially complex features, changed across age. These findings suggest that felt emotion evoked by acoustic features of a given piece of music might be affected by both innate abilities and by the strength of mappings between acoustic features and emotion.

The main goal of the study is to analyze the metric goodness of the Spanish version of the Adult Prosocialness Scale (Caprara, Steca, Zelli, & Capanna, 2005). Analysis of construct and concurrent validity in two similar samples of young adults, a Spanish sample (target of the adaptation) and an Italian sample (source language), revealed the adequacy of the Spanish version of instrument, with adequate fit of the model in the Spanish group, χ2(96) = 405.28, p = .001, RMSEA = .071, CFI = .94, GFI = .93, and the Italian group χ2(97) = 224.5, p = .001, RMSEA = .075, CFI = .91, GFI = .90. The results also replicated the adequacy of the instrument found in the Italian sample, as the configural and metric invariance was verified in both groups. Analyses of benevolent and power values related to prosociality and differences between genders supported the validity of the scale. In short, the present study confirms the adequacy and sensitivity of the instrument to study prosociality in young adults in a Spanish sample.

Teachers can contribute to preventing and solving cyberbullying situations. Therefore, it is relevant to investigate what may influence their involvement and actions concerning this phenomenon. A first study analyze teachers’ definitions of cyberbullying, how they would intervene and feel morally implicated with the phenomenon. A second study aimed to investigate the association between teachers’ being aware of cyberbullying and their perceived severity, moral disengagement with the phenomenon, perceived performance to solve such situations and their acquired knowledge about cyberbullying. Twenty semi-structured interviews were conducted in the first study with 25 to 65-year-old teachers. An online inventory was answered in study two by 541 middle and high school teachers (Mage = 50, SD = 7). A thematic analysis from the first study revealed that most teachers did not report repetition of behavior, power imbalance, intentionality to harm, and occurrence among peers as defining features of cyberbullying. Also, strategies they would use to intervene mainly focused on reporting the incident. Moreover, moral disengagement mechanisms were found in teachers’ discourse, which contribute to displacing responsibility for intervening and perceiving cyberbullying as less severe. In the second study, path analysis revealed that teachers’ awareness of cyberbullying among their students was positively associated with moral disengagement and acquired knowledge of the phenomenon. The mediating role of acquired knowledge of cyberbullying was significant between being aware of cyberbullying and teachers’ perceived severity of the situation, moral disengagement, and perceived performance to solve these situations. These findings highlight the relevance of developing cyberbullying training actions involving teachers.

Being married has been associated with a better attitude to aging and a buffer against stressful situations, factors that influence mental health. The study analyzes the role of self-perceptions of aging and stress related to the COVID–19 pandemic in the association between marital satisfaction and participants’ mental health. 246 people older than 40 years in a marital/partner relationship were assessed. A path analysis was tested, where self-perceptions of aging and stress from the COVID–19 situation were proposed as mechanisms of action in the association between marital satisfaction and anxious and depressive symptoms. Marital satisfaction, self-perceptions of aging, and stress associated with the COVID–19 pandemic significantly contributed to the model and explained 31% of the variance in participants´ anxious symptomatology, and 42% of the variance in depressive symptomatology. The indirect path of self-perceptions of aging and stress associated with the COVID–19 pandemic in the link between marital satisfaction and anxious and depressive symptoms was statistically significant for both outcome variables. The findings of this study suggest that lower perceived marital satisfaction is associated with higher levels of negative self-perceptions of aging and with higher anxiety and depressive symptoms. Public significance statements: This study suggests that higher marital satisfaction may be a buffer for negative self-perception of aging, and both factors are related with experiencing less stress from COVID–19. These links are associated with less anxious and depressive symptoms.

Mental impasse has long been recognized as a hallmark of creative insight, but its precise role has been unexplored. The aim of the present work, consisting of two studies, was to experimentally probe mental impasse perspective from insight experience, namely impasse-related experience during insight. In Study 1, participants were requested to complete a compound remote association task and a forced-choice subjective experience depiction task that could provide data on impasse-related experience. The results showed that reports of negative experience, such as feelings of loss (t = –5.51, p < .001, Cohen d = 1.07) and personal experience (mirrored by ‘other’ response; t = –2.62, p < .05, Cohen d = 0.48), were more common in the impasse condition than in the no-impasse condition; correspondingly positive affect and positive cognitive experiences such as happiness (t = 4.20, p < .001, Cohen d = 0.77), ease (t = 5.90, p < .001, Cohen d = 1.20), certainty (t = 7.46, p < .001, Cohen d = 1.36) and calmness (t = 4.42, p < .001, Cohen d = 0.81) were experienced more frequently in the no-impasse condition. These findings were replicated in Study 2, in which participants were invited to solve a set of classic insight problems and to freely report any feelings of being at an impasse. Across two studies, this work suggests that impasse-related experience during insight problem solving is multi-faceted and consists of negative affective and cognitive components. The implications of these findings are discussed.

Quantum cognition is a new field in psychology, which is characterized by the application of quantum probability theory to human judgment and decision making behavior. This article provides an introduction that presents several examples to illustrate in a simple and concrete manner how to apply these principles to interesting psychological phenomena. Following each simple example, we present the general mathematical derivations and new predictions related to these applications.

This study’s purpose was to analyse basic reading processes in different age groups of Spanish-speaking children using confirmatory factor analysis (CFA) and regression analysis. Two hundred forty-five children (aged 4 years and 9 months, to 9 years and 7 months; 120 boys, 125 girls), native Spanish-speakers, were selected from schools in Madrid. All participants were in either their last year of preschool or the first three years of elementary school, depending on their age. Nine classic reading tasks were created and administered to measure three reading skills: word recognition, phonological awareness, and reading comprehension. The results of the CFA show that data fit to proposed model with a general reading factor based on these three reading skills χ2(27) = 29.03, p = .36, RMSEA = .02, 90% CIs [.0, .05], CFI = 1.0. The word recognition skills were the best at describing reading performance in preschool children (R2 = .51 for word identification task); phonological awareness, especially rhyme identification task, discriminated well until second grade (R2 = .60); and finally, reading comprehension, basically phrase completion task, were the best measure of reading performance in third grade (R2 = .45).

Inconsistent condom use in young people is related to the perceived barriers to their use. The psychometric properties and factor structure of the new Condom Use Barriers Scale for Adolescents (CUBS-A) are analyzed. Concurrent validity was assessed by the Attitude towards condom use subscale of the validated HIV-AS test and the percentage of condom use variable. A total of 629 Spanish adolescents whose mean age was 15.17 (SD = 1.09; 51.5% boys) participated. Exploratory factor analysis supported a 15–item instrument with four factors: negotiation skills, perceived feelings, negative aspects of condoms, and disruption of the sexual experience, which explained 41.89% of the total variance (KMO = .84; χ2 = 1071.93; p < .001). The results show high internal consistency (α = .86) and a good fit of the data to the model (NNFI = .93; CFI = .95; IFI = .95; RMSEA = .04). Its total score and most of its factors show acceptable correlation with the percentage of condom use, values that support the criterial validity (p ≤ .05). Gender differences were found in most subscales (p ≤ .001). The CUBS-A is a valid and reliable new instrument for assessing perceived barriers in adolescents for using condoms to protect themselves during sexual intercourse.

Motivation and coping are two of the most relevant factors associated to well-being. One of our objectives was to describe the motivation to pursue the personal goals, the coping strategies used to pursue them, and the levels of well-being experienced, in a group of people serving prison sentences (n = 175: 143 males and 32 females). We mainly wanted to study the joint contribution of motivation and coping on their well-being. The results have shown that motivation and coping contribute to the different dimensions of well-being. Specifically, we have found that autonomous motivation (AM) as well as problem solving (PS) and positive cognitive restructuring (PCR) coping positively predict self-acceptance (β = .12, p = .06; β = .17, p < .05; β = .24, p < .01 respectively), purpose in life (β = .12, p = .06; β = .35, p < .001 and β = .24, p < .001 respectively) and positive affect (β = .13, p = .06; β = .29, p < .001 and β = .28, p < .001 respectively). Personal growth was positively predicted by AM (β = .21, p < .01) and PCR coping (β = .21, p < .01), and negatively by avoidance coping (β = –.16, p < .05). Negative affect was positively predicted by social support (β = .16, p < .05) and avoidance (β = .42, p < .001) coping. None of the variables analyzed predicted life satisfaction. The results suggest that well-being promotion programs in prison settings should encourage the pursuit of goals by AM and the use of PS and PCR coping to achieve these goals.