Virtual Bystanders in a Language Lesson: Examining the Effect of Social Evaluation,Vicarious Experience,Cognitive Consistency and Praising on Students' Beliefs,Self-Efficacy and Anxiety in a Virtual Reality Environment

Bystanders in a real world''s social setting have the ability to influence people’s beliefs and behavior. This study examines whether this effect can be recreated in a virtual environment, by exposing people to virtual bystanders in a classroom setting. Participants (n = 26) first witnessed virtual students answering questions from an English teacher, after which they were also asked to answer questions from the teacher as part of a simulated training for spoken English. During the experiment the attitudes of the other virtual students in the classroom was manipulated; they could whisper either positive or negative remarks to each other when a virtual student was talking or when a participant was talking. The results show that the expressed attitude of virtual bystanders towards the participants affected their self-efficacy, and their avoidance behavior. Furthermore, the experience of witnessing bystanders commenting negatively on the performance of other students raised the participants’ heart rate when it was their turn to speak. Two-way interaction effects were also found on self-reported anxiety and self-efficacy. After witnessing bystanders’ positive attitude towards peer students, participants’ self-efficacy when answering questions received a boost when bystanders were also positive towards them, and a blow when bystanders reversed their attitude by being negative towards them. Still, inconsistency, instead of consistency, between the bystanders’ attitudes towards virtual peers and the participants was not found to result in a larger change in the participants’ beliefs. Finally the results also reveal that virtual flattering or destructive criticizing affected the participants’ beliefs not only about the virtual bystanders, but also about the neutral teacher. Together these findings show that virtual bystanders in a classroom can affect people’s beliefs, anxiety and behavior.     

Go,Dog, Go: Maze Training AIBO vs. a Live Dog,An Exploratory Study

ABSTRACT

The purpose of this study was to investigate differences in interaction and attribution when participants directed either a robotic dog (AIBO) or a live dog. Twenty-nine participants (20 female, 9 male) directed one of the two entities, a live dog or AIBO, through a complex maze from a remote location by providing voice commands. Participants were given identical feedback regarding the entity's performance during the maze task. While directing the dog or AIBO through the maze, participants rated their own moods. Following the maze task, participants rated the dog or AIBO on a variety of attributes. Vocal data were analyzed for content and fundamental frequency. Results indicate that although vocal content and mood ratings did not differ when participants interacted with the dog versus AIBO, fundamental frequency was higher when participants talked to the dog rather than the AIBO. The dog and AIBO were also rated differently on several attributes after the maze task. Overall, the results suggest that human responses during interactions with live and robotic animals can be superficially similar, yet distinctly different when examined at a deeper level.     

A Companion Dog Increases Prosocial Behavior in Work Groups

Although organizations use a variety of interventions to improve group functioning, getting people to work effectively with each other remains challenging. Because the presence of a dog has been shown to have positive effects on mood and dyadic interaction, we expected that the presence of a companion dog would also have positive effects on people in work groups. One reason for this is that a companion dog is likely to elevate positive emotions, which often promote prosocial behavior. In study 1 (n = 120) and study 2 (n = 120), participants were randomly assigned to either a dogpresent or dog-absent four-person group. Three friendly companion dogs were randomly assigned to the dog-present groups; only one dog at a time was used during any given experimental session. In study 1, groups worked on an interactive problem-solving task; participants in the dog-present group displayed more verbal cohesion, physical intimacy, and cooperation. Study 2 was identical except that participants worked on a decision-making task requiring less interaction; participants in the dog-present condition displayed more verbal cohesion and physical intimacy and gave higher ratings of trustworthiness to fellow group members. In study 3, we examined behavioral indicators of positive emotions in dog-present and dog-absent groups. Naïve observers (n = 160) rated silent, 40-second video clips of interaction in groups where either a dog was (1) present but not visible or (2) not present. Behavior in dog-present groups was rated as more cooperative, comfortable, friendly, active, enthusiastic, and attentive. We discuss areas for future research and implications of our findings for work and educational settings.     

Sleep,School Performance,and a School-Based Intervention among School-Aged Children: A Sleep Series Study in China

Background

Sufficient sleep during childhood is essential to ensure a transition into a healthy adulthood. However, chronic sleep loss continues to increase worldwide. In this context, it is imperative to make sleep a high-priority and take action to promote sleep health among children. The present series of studies aimed to shed light on sleep patterns, on the longitudinal association of sleep with school performance, and on practical intervention strategy for Chinese school-aged children.

Methods and Findings

A serial sleep researches, including a national cross-sectional survey, a prospective cohort study, and a school-based sleep intervention, were conducted in China from November 2005 through December 2009. The national cross-sectional survey was conducted in 8 cities and a random sample of 20,778 children aged 9.0±1.61 years participated in the survey. The five-year prospective cohort study included 612 children aged 6.8±0.31 years. The comparative cross-sectional study (baseline: n = 525, aged 10.80±0.41; post-intervention follow-up: n = 553, aged 10.81±0.33) was undertaken in 6 primary schools in Shanghai. A battery of parent and teacher reported questionnaires were used to collect information on children’s sleep behaviors, school performance, and sociodemographic characteristics. The mean sleep duration was 9.35±0.77 hours. The prevalence of daytime sleepiness was 64.4% (sometimes: 37.50%; frequently: 26.94%). Daytime sleepiness was significantly associated with impaired attention, learning motivation, and particularly, academic achievement. By contrast, short sleep duration only related to impaired academic achievement. After delaying school start time 30 minutes and 60 minutes, respectively, sleep duration correspondingly increased by 15.6 minutes and 22.8 minutes, respectively. Moreover, intervention significantly improved the sleep duration and daytime sleepiness.

Conclusions

Insufficient sleep and daytime sleepiness commonly existed and positively associated with the impairment of school performance, especially academic achievement, among Chinese school-aged children. The effectiveness of delaying school staring time emphasized the benefits of optimal school schedule regulation to children’s sleep health.     

Abstracts

ABSTRACT

Interactions between dogs and humans, including participating in physical activities and dog-sport events, are beneficial for both parties. Self-Determination Theory was used as a framework to explore dog-sport competitors' motivation to participate in dog-sport events. Eighty-five competitors completed surveys including demographic questions, a measure of frequency of engagement in dog-sport competitions, open-ended questions regarding motivators, and the Sports motivation Scale, adapted to dog-sport participation. Seventy-eight percent of participants were aged 45 to 74 years, and the majority were female. Seventy-seven percent of participants reported participation at ≥ 12 competitions per year, while 23% reported attending ≤ 6 competitions. The logistic regression model was significant (η²₍₆₎=16.68, n = 84, p < 0.05) and explained 18% (Cox and Snell R Square) to 27.4% (Nagelkerke R Square) of the variance in number of competitions selected. Intrinsic motivation (IM-to experience) and self-determined extrinsic motivation (EM-identified) were the two predictors that contributed significantly to the model. Data from open-ended survey questions indicated that participants valued and enjoyed dog sports and reported similar benefits for themselves and their dogs. Participants perceived the benefits associated with participation in dog sports as motivators for continued engagement. Self-determined motivation appeared to differentiate between people who competed more frequently at dog-sport competitions and those who competed less frequently. Understanding motivation to participate could help when promoting dog-sport competition to dog owners who do not participate or participate less frequently, including younger men and women. The Sports motivation Scale adapted to dog sports is a good survey tool to elucidate information regarding motivation to participate in dog sports.     

Turning the Page for Spot: The Potential of Therapy Dogs to Support Reading Motivation Among Young Children

ABSTRACT

This study investigated whether dogs might facilitate a context conducive to reading for children when they are faced with a challenging reading passage. A within-subjects design was used to assess children’s motivation to read in two conditions: with a therapy dog and without a therapy dog. Seventeen children (8 girls; 9 boys) in Grades 1 to 3 (aged 6–8 years) and their parents participated in this study. Results of a multivariate repeated-measures ANOVA with two levels suggested that the presence of a therapy dog positively impacted children’s reading motivation and persistence when they were faced with the task of reading a challenging passage. Specifically, children confirmed feeling significantly more interested and more competent when reading in the presence (versus absence) of a therapy dog. Additionally, participants spent significantly more time reading in the presence of the therapy dog than when they read without the therapy dog present. To the best of our knowledge, this study is the first to use a within-subjects design to explore children’s reading motivation and reading persistence during a canine-assisted reading task. Moreover, as canine-assisted reading interventions assume that the reading context is one that may present a challenge, this research is unique because the reading passages were carefully selected and assigned to each participant to ensure that each child was provided with a challenging reading task. This research holds implications for the development of a gold-standard canine-assisted intervention for young struggling readers.     

Brief Unstructured Interaction with a Dog Reduces Distress

ABSTRACT

In 2013, 11% of the US population experienced serious psychological distress. This problem of psychological distress is exacerbated in colleges and universities, where more than half of students report experiencing moderate to severe depression. In spite of the prevalence of this psychological distress, the vast majority of these students do not receive treatment. To address the problem of psychological distress among students, many universities have instituted animal visitation programs (AVPs). These popular programs provide opportunities for participants to interact with animals (usually dogs), with the goal of alleviating distress. However, empirical evidence for the effectiveness of these programs is lacking. We therefore conducted a randomized controlled trial to evaluate the influence of a single, brief interaction with a dog on the subjective experience of anxiety and mood in a sample of students and medical residents (n=67). We compared the impact of interactions with a dog to the effects of viewing (but not interacting with) the same dog, and the effects of a no-treatment control. We found that interacting with a dog reduced anxiety and negative mood, and increased positive mood relative to the control conditions. These effects were large, providing direct support for the model of AVPs already in widespread use in colleges and universities, as well as primary schools, hospitals, dentist's offices, courthouses, nursing homes, airports, and Veteran's Affairs facilities. In addition, our findings suggest that future research on AVPs is needed to elucidate when and how these are most potent. The results of that research may be used to maximize the benefits of these programs, which are already so widespread.     

Use of Galvanic Skin Responses,Salivary Biomarkers,and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Typically, self-reports are used in educational research to assess student response and performance to a classroom activity. Yet, addition of biological and physiological measures such as salivary biomarkers and galvanic skin responses are rarely included, limiting the wealth of information that can be obtained to better understand student performance. A laboratory protocol to study undergraduate students'' responses to classroom events (e.g., exams) is presented. Participants were asked to complete a representative exam for their degree. Before and after the laboratory exam session, students completed an academic achievement emotions self-report and an interview that paralleled these questions when participants wore a galvanic skin sensor and salivary biomarkers were collected. Data collected from the three methods resulted in greater depth of information about students'' performance when compared to the self-report. The work can expand educational research capabilities through more comprehensive methods for obtaining nearer to real-time student responses to an examination activity.     

Suppression (but Not Reappraisal) Impairs Subsequent Error Detection: An ERP Study of Emotion Regulation's Resource-Depleting Effect

Past event-related potentials (ERPs) research shows that, after exerting effortful emotion inhibition, the neural correlates of performance monitoring (e.g. error-related negativity) were weakened. An undetermined issue is whether all forms of emotion regulation uniformly impair later performance monitoring. The present study compared the cognitive consequences of two emotion regulation strategies, namely suppression and reappraisal. Participants were instructed to suppress their emotions while watching a sad movie, or to adopt a neutral and objective attitude toward the movie, or to just watch the movie carefully. Then after a mood scale, all participants completed an ostensibly unrelated Stroop task, during which ERPs (i.e. error-related negativity (ERN), post-error positivity (Pe) and N450) were obtained. Reappraisal group successfully decreased their sad emotion, relative to the other two groups. Compared with participants in the control group and the reappraisal group, those who suppressed their emotions during the sad movie showed reduced ERN after error commission. Participants in the suppression group also made more errors in incongruent Stroop trials than the other two groups. There were no significant main effects or interactions of group for reaction time, Pe and N450. Results suggest that reappraisal is both more effective and less resource-depleting than suppression.     

Joy Leads to Overconfidence,and a Simple Countermeasure

Overconfidence has been identified as a source of suboptimal decision making in many real-life domains, with often far-reaching consequences. This study identifies a mechanism that can cause overconfidence and demonstrates a simple, effective countermeasure in an incentive-compatible experimental study. We observed that joy induced overconfidence if the reason for joy (an unexpected gift) was unrelated to the judgment task and if participants were not made specifically aware of this mood manipulation. In contrast, we observed well-calibrated judgments among participants in a control group who were in their resting mood. Furthermore, we found well-calibrated judgments among participants who received the joyful mood induction together with questions that forced them to reflect on their current mood and the (ir)relevance of its cause to our judgment tasks. Our findings suggest that being aware of one’s positive mood and the reason for that mood may effectively reduce overconfidence for a short period.     

“Give,but Give until It Hurts”: The Modulatory Role of Trait Emotional Intelligence on the Motivation to Help

Two studies investigated the effect of trait Emotional Intelligence (trait EI) on people’s motivation to help. In Study 1, we developed a new computer-based paradigm that tested participants’ motivation to help by measuring their performance on a task in which they could gain a hypothetical amount of money to help children in need. Crucially, we manipulated participants’ perceived efficacy by informing them that they had been either able to save the children (positive feedback) or unable to save the children (negative feedback). We measured trait EI using the Trait Emotional Intelligence Questionnaire–Short Form (TEIQue-SF) and assessed participants’ affective reactions during the experiment using the PANAS-X. Results showed that high and low trait EI participants performed differently after the presentation of feedback on their ineffectiveness in helping others in need. Both groups showed increasing negative affective states during the experiment when the feedback was negative; however, high trait EI participants better managed their affective reactions, modulating the impact of their emotions on performance and maintaining a high level of motivation to help. In Study 2, we used a similar computerized task and tested a control situation to explore the effect of trait EI on participants’ behavior when facing failure or success in a scenario unrelated to helping others in need. No effect of feedback emerged on participants’ emotional states in the second study. Taken together our results show that trait EI influences the impact of success and failure on behavior only in affect-rich situation like those in which people are asked to help others in need.     

Human Perception of Fear in Dogs Varies According to Experience with Dogs

To investigate the role of experience in humans’ perception of emotion using canine visual signals, we asked adults with various levels of dog experience to interpret the emotions of dogs displayed in videos. The video stimuli had been pre-categorized by an expert panel of dog behavior professionals as showing examples of happy or fearful dog behavior. In a sample of 2,163 participants, the level of dog experience strongly predicted identification of fearful, but not of happy, emotional examples. The probability of selecting the “fearful” category to describe fearful examples increased with experience and ranged from.30 among those who had never lived with a dog to greater than.70 among dog professionals. In contrast, the probability of selecting the “happy” category to describe happy emotional examples varied little by experience, ranging from.90 to.93. In addition, the number of physical features of the dog that participants reported using for emotional interpretations increased with experience, and in particular, more-experienced respondents were more likely to attend to the ears. Lastly, more-experienced respondents provided lower difficulty and higher accuracy self-ratings than less-experienced respondents when interpreting both happy and fearful emotional examples. The human perception of emotion in other humans has previously been shown to be sensitive to individual differences in social experience, and the results of the current study extend the notion of experience-dependent processes from the intraspecific to the interspecific domain.     

Teacher Competencies in Health Education: Results of a Delphi Study

Objective

The aim of this research study was to identify the core competencies for health education teachers in supporting the development of health literacy among their students.

Method/Results

A three round Delphi method was employed. Experts in health education were asked to identify core competencies for school health educators. Twenty six participants from the academic field were invited to participate in the study. Twenty participants completed the first round of the Delphi, while eighteen took part in round two and fifteen participated in the final round. Data were collected using an electronic questionnaire. The first round contained an open ended question in which participants were asked to name and define all the competencies they perceived were important. Thematic analysis was undertaken on these data. A list of 36 competencies was created from this round. This list was then returned to the same participants and they were asked to rate each competency on a 7 point semantic differential scale in terms of importance. The resulting data were then analysed. For the final round, participants were presented with a list of 33 competencies and were asked to rank them again, in order of importance.

Conclusion

Twelve core competencies emerged from the analysis and these competencies comprised of a mixture of knowledge, attitude and skills. The authors suggest that how these competencies are achieved and operationalised in the school context can be quite complex and multi-faceted. While the authors do not seek to generalise from the study they suggest that these competencies are an important input for all stakeholders, in order to question national and international teacher guidelines. In addition the competencies identified may provide a useful starting point for others to undertake deeper analysis of what it means to be an effective health educator in schools.     

How Does Dog-Walking Influence Perceptions of Health and Wellbeing in Healthy Adults? A Qualitative Dog-Walk-Along Study

The aim of this study was to explore perceptions of health and wellbeing related to dog-walking in healthy adults. Ten self-reported healthy adult dog-walkers took part in one dog-walk-along interview, and nine of the 10 participants also attended one follow-up participatory analysis session. All interviews took place within the metropolitan area of Dunedin, Aotearoa/New Zealand. Dog-walk-along interviews were participant-led, audio and video recorded, and transcribed. Participants’ input into the inductive generation of themes was sought during the follow-up participatory analysis session. Three themes were identified: participants had an “Emotional Connection” with their dog(s); dog-walking led to “Healthy Interactions” (social and environmental interactions); and participants had come to value dog-walking for its aggregate benefits for Psychological Wellbeing. Our dog-walk-along interviews have revealed novel insights about how the emotional connection between human and dog strengthens intrinsic motivation to exercise (through dog-walking) whilst concurrently enhancing human psychological wellbeing through the act of giving something that gives pleasure to the dog. Through the combined methods of dog-walk-along interviews and participatory analysis sessions, we were able to identify negative influences on human psychological well-being that included anxiety about both dog behaviors and social encounters with other humans. Positive and negative aspects of dog-walking that we identified can be used by health promotion advocates to refine dog-walking related advice, programs, and initiatives.     

Responding Empathically: A Question of Heart,not a Question of Skin

Empathy entails the capacities to resonate with another person’s emotions, understand his/her thoughts and feelings, separate our own thoughts and emotions from those of the observed and responding with the appropriate prosocial and helpful behavior. While there is abundant research on the neurobiological mechanisms of some components of empathy (e.g., emotional contagion), few studies have considered the neurobiological mechanisms underlying the empathic response. The present study explores psychophysiological correlates (skin conductance level and the interbeat interval) as a function of the empathic response while participants watch and respond to actors portraying emotionally laden vignettes. Forty undergraduate psychology students were each presented with 40 emotional vignettes of positive or negative valence and asked to choose among three different empathic responses while their electrodermal and cardiac responses were measured. Overall, the study shows that higher levels of additive empathy are associated with increased cardiac activity (i.e., decreased Interbeat Interval) but not electrodermal activity.     

Influence of the Emotional Perception of a Signal on the Electroencephalographic Correlates of Creative Activity

Subjects were asked to invent as many definitions (ideas of a definition) of emotionally positive, emotionally negative, or neutral notions as possible using notions of other semantic fields. In the control task, the notions to be defined and to be used in definition were of the same or close semantic fields. The EEG was recorded during task performance. Significant differences in EEG local power (LS) and spatial synchronization (SS) were established in comparison of EEGs recorded during performance of creative tasks differing in complexity, complex creative tasks differing in emotional background (positive and negative), and tasks performed with or without emotional induction. Differences in LS and SS were most distinct in the medio- and posterotemporal areas of both hemispheres. Positive emotions increased LS and differently affected SS. Negative emotions predominantly increased SS. Analysis of self-reports of the subjects showed that both positive and negative induced emotions increased the fluency of association of notions from different semantic fields but decreased the originality of the ideas produced by a subject to define a notion.     

Preschoolers Make Fewer Errors on an Object Categorization Task in the Presence of a Dog

ABSTRACT

Previous research has shown that the presence of a dog can positively impact the speed at which preschoolers perform motor skills tasks and also their ability to adhere to instructions. The current study focused on the execution of a cognitive task—object categorization—by developmentally delayed and typical preschool children in the presence of a real dog, a stuffed dog, or a human. The real dog involved in this study was a Miniature Poodle. The children (n = 12) were asked to complete a match-to-sample task in which they had to choose a picture of an object that “goes with” another. Three categories of object exemplars were used: taxonomic, thematic, and irrelevant. The presence of the real dog resulted in significantly fewer irrelevant choices than either the stuffed dog or the human conditions. Additionally, results in this experiment were consistent with previous research, showing a developmental shift where younger children were more likely to make taxonomic than thematic choices, with the reverse true of the older children. These results indicate that the presence of the real dog does not appear to alter typical performance patterns seen in object categorization, but the fact that fewer errors were made in the presence of the dog indicates that the presence of the dog does have a positive impact on performance of this cognitive task. The authors discuss several possible explanations for this outcome.