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Our findings elucidate theoretical assumptions underlying anxiety and cognitive functioning. (PsycInfo Database Record (c) 2020 APA, all rights reserved).Recent theories posit that emotion mindsets (i.e., the extent to which individuals believe emotions are malleable or fixed) play a crucial role in experiences of emotion and influence emotion regulation (ER) processes. Drawing from mindset theory, this study examined the hypothesis that fixed emotion mindsets (FEMs) would predict depressive symptoms via compromised ER competence in adolescence, a period when many first episodes of depression occur. Results supported these hypotheses across two studies assessing participants in midadolescence (ages 14-18; M age = 16.17) and late adolescence (ages 18-21; M age = 18.52). click here Using a comprehensive approach to assessing ER, results demonstrated that FEMs were associated with less voluntary engagement and more disengagement and emotion dysregulation. In turn, higher voluntary engagement was associated with lower depressive symptoms, whereas higher disengagement and emotion dysregulation were associated with higher depressive symptoms. These findings highlight that one understudied pathway from FEMs to depressive symptoms may be the manner in which individuals respond to their emotions, implicating emotion mindsets as one target for efforts to improve clinical outcomes during adolescence. (PsycInfo Database Record (c) 2020 APA, all rights reserved).Emotional stimuli modulate cognitive processes such as attention and memory to facilitate an adaptive response to the environment. For example, previous research suggests that fearful facial expressions broaden attention to help the observer localize threats. By contrast, angry expressions embody the threat that they signal, and hence they narrow attention. These attentional changes have downstream effects on memory, such that stimuli presented in the context of fearful faces are better remembered than stimuli presented in the context of neutral faces; the reverse is true for angry faces. The current research sought to replicate the effect of fearful faces on contextual memory and extend it by determining how disgusted faces affect attention. Across two studies, I examined how fearful, disgusted, and neutral faces affected memory for neutral words presented in the immediate temporal context of the faces. I failed to replicate the effect of fearful relative to neutral faces on word memory and further found no evidence for an effect of disgusted relative to neutral faces. These findings raise questions about the robustness of contextual memory modulation by emotional facial expressions. (PsycInfo Database Record (c) 2020 APA, all rights reserved).Reading emotions from other people's facial expressions is an important skill that guides social interactions. With limited auditory input and atypical emotion socialization, deaf and hard-of-hearing (DHH) children may develop atypical processing patterns when reading emotional faces. The current study aimed at understanding whether and how DHH and typically hearing (TH) children differed at 3 emotion processing levels gaze patterns, physiological arousal, and interpretation. Fifty-five DHH children and 72 TH children completed an emotional face matching task in which they were presented with happy, angry, fearful, and emotionally neutral faces. During the task participants' eye gazes and pupil diameter were measured by an eye-tracking device. The DHH and TH children both paid most attention to the eye region when reading emotional faces. Yet, a contrast between happy faces and nonhappy faces was observed in physiological arousal and interpretation tendency in the DHH children only Nonhappy facial expressions were more arousing and were confused more often than happy expressions, which may reflect the DHH children being less experienced in processing nonhappy expressions due to limited access to the social environment. The results highlighted the importance of looking into the qualitative differences between typical and atypical development. (PsycInfo Database Record (c) 2020 APA, all rights reserved).Sustaining finite public resources presents a dilemma between acting in self-interest for present benefit versus working toward long-term collective gain. Given gratitude's links to prosociality and self-control, the present studies investigated whether gratitude would promote sustainable resource extraction under conditions of rapidly depleting resources. In Study 1 (N = 155), participants were randomly assigned to experience an emotional state (gratitude or neutral) prior to playing a resource dilemma game in which the common pool was manipulated to indicate either a sustained or depleting resource status. Neutral participants increased their point taking when the pool was depleting compared with when it was sustained; however, this pattern was not observed for grateful participants. Study 2 (N = 224) replicated these findings while also showing the effect of gratitude to be distinct from happiness. These findings show that gratitude, as opposed to a general positive emotional state, buffers against overtaking in resource dilemmas and suggests that this emotion may be useful in promoting sustainable behavior. (PsycInfo Database Record (c) 2020 APA, all rights reserved).The relations between self and others are fluid and constantly changing but exert a profound influence on our identity and emotional experiences. Indeed, human emotions are frequently and intensely social, and the people with whom we interact can alter our momentary mood. But does emotional "contagion" extend over prolonged periods of hours to days, and, if so, how does it propagate through interconnected groups? Answering this question is empirically challenging, because mood similarity in connected individuals can arise through multiple mechanisms (social influence, social selection, and shared external causation), making causal inferences hard to draw. We address this challenge using temporally high-resolution, longitudinal data from 2 independent, bounded social networks during periods of high communal activity and low external contact. Adolescent study participants (N = 79) completed daily mood (n = 4,724) and social interaction (n = 1,775) ratings during residential performance tours of classical music lasting 5 to 7 days. Analyses using statistical network models show that in both networks, adolescent musicians became reciprocally more similar in mood to their interaction partners. The observed contagion effect was greater for negative than for positive mood. That is, although one may catch a friend's bad mood, the friend may feel less negative in the process. These results suggest a mechanism for emotional buffering and the cost of social support. We found no evidence for social selection based on mood. Indeed, participants were remarkably tolerant of their peers' mood fluctuations and showed no evidence of altering their patterns of social interaction accordingly. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Among adults with Type 2 diabetes, low health literacy (HL) is a risk factor for negative health outcomes. Support from family and friends can improve adults' self-management and health-related outcomes. We examined whether supporters provided unique help to adults with diabetes and low HL and whether HL was associated with adults' perception of supporter helpfulness.

We used cross-sectional baseline survey data from 239 adult patients with diabetes enrolled in a randomized controlled trial with a support person. Patients reported level of supporter involvement with self-management roles. HL among patients and supporters was assessed using a validated HL screening tool. Patient perception of supporter helpfulness was assessed with a single item. We used multivariable logistic regression to examine associations of patient and supporter HL levels with supporter roles and patients' perception of supporter helpfulness.

Patients with low HL were more likely to have a supporter with low HL (39% vs. 26%, p = .tients with chronic diseases and low HL, although they should be aware that supporters may be challenged by low HL. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Suicide among military veterans accounts for 22.2% of all suicide deaths in the United States per year, and veterans with a substance use disorder (SUD) are at an even higher risk for death by suicide. This prevalence has led to increased efforts to identify and investigate both potential risks and protective factors for veterans. This study examines relationships between depression symptomology, exposure to potentially morally injurious events, posttraumatic stress disorder (PTSD) diagnosis, and suicidal ideation, with the primary aim of examining exposure to moral injurious events as a risk factor for suicide in veterans with SUD.

An inpatient sample of 40 veterans with an active SUD admitted for suicidal ideation was evaluated to examine differences in suicidal ideation, depression symptomology, and exposure to morally injurious events in participants with and without a PTSD diagnosis. Further, exposure to morally injurious events and depression symptomology were examined as predictors of suicidal ideaisk among veterans above and beyond PTSD and depressive symptoms. (PsycInfo Database Record (c) 2020 APA, all rights reserved).Place value, which underlies the meanings of multidigits, encompasses the principle of position and base-10 rules. To understand 65, one needs to know that the digits 6 and 5 occupy different positions and thus represent ordered values of different magnitudes (i.e., the principle of position) and that the value of each position is determined by base-10 rules (i.e., the rightmost position is 100, followed by 101, 102, etc.). Without the principle of position, children cannot construct meanings for multidigits. Previous studies have shown that children do not know the exact value of digit positions until the early elementary school years, but less is known about the acquisition of positional knowledge for multidigits. To study when and how children construct a relationship between position and value, we explore when children begin to know that the leftmost digit represents the largest value and whether such knowledge relates to learning number names. Children ages 4 to 7 years, from primarily Caucasian, middle-class families were asked to compare different pairs of multidigits. Some comparisons (e.g., 12 vs. 21) required knowledge of positional property, and some did not (e.g., 35 vs. 36). We found that as a group, 6-year-old children could recruit positional knowledge to compare multidigits. We also found that children who knew the number names of both multidigits in a comparison pair were above chance on multidigit comparison. Our results shed light on the developmental steps toward acquiring place-value notation and highlight a role of learning number names for learning positional property of the place-value notation. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

This study investigated the role of ethnic/racial composition in schools and neighborhoods in (a) predicting family cultural socialization and (b) moderating the relation between family cultural socialization and young children's social competence over time.

Two nationally representative, longitudinal samples were used from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 and 2010-11 cohorts. The analytic sample included 11,870 ethnic/racial minority children (mean age was 5.66 years old at Wave 1; 50% female; 31% Black, 49% Latinx, 18% Asian American, 2% Native American).

Path analyses showed that families practiced more cultural socialization in more diverse schools and neighborhoods. Moreover, family cultural socialization was most beneficial for children's social competence when they were in diverse settings with few coethnics.

The results highlighted cultural socialization as a tool that ethnic/racial minority families use to help their children navigate ethnic/racial diversity and numeric marginalization in social settings.