Regret resolution, aging, and adapting to loss.

Both theory and empirical evidence suggest that people who have unresolved regrets experience lower levels of well-being than do those who resolve their regrets. In this study, the authors examined the role of regret resolution during bereavement by assessing whether (a) regret resolution would aid in adapting to the death of a loved one and (b) older adults would be more successful at resolving their bereavement-related regrets than would younger adults. Mixed models were run with longitudinal data from an age-heterogeneous sample of 147 men and women who were eventually bereaved after providing care for a loved one through a hospice. As expected, regret resolution contributed to adjustment as indicated by postloss patterns of depressive symptoms, well-being, and rumination; further, older adults were more likely to resolve their regrets than were younger adults. Implications for encouraging regret resolution early in bereavement are discussed.

Sex and power in the academy: modeling sexual harassment in the lives of college women.

The authors build an integrated model of the process by which academic sexual harassment undermines women's well-being; also examined is harasser power as a potential moderator of this process. Data from 1,455 college women suggest that sexual harassment experiences are associated with increased psychological distress, which then relates to lower academic satisfaction, greater physical illness, and greater disordered eating. The cumulative effect is greater disengagement from the academic environment, which in turn relates to performance decline (i.e., lower grades). Regardless of how frequently the harassment occurred, academic satisfaction was lower when the harassment came from higher-status individuals (i.e., faculty, staff, or administrators). At the same time, harassment was equally detrimental to mental health, regardless of who perpetrated it. The article concludes with implications for theory, research, and intervention.

Perceived facial expressions of emotion as motivational incentives: evidence from a differential implicit learning paradigm.

Participants (N = 216) were administered a differential implicit learning task during which they were trained and tested on 3 maximally distinct 2nd-order visuomotor sequences, with sequence color serving as discriminative stimulus. During training, 1 sequence each was followed by an emotional face, a neutral face, and no face, using backward masking. Emotion (joy, surprise, anger), face gender, and exposure duration (12 ms, 209 ms) were varied between participants; implicit motives were assessed with a picture-story exercise. For power-motivated individuals, low-dominance facial expressions enhanced and high-dominance expressions impaired learning. For affiliation-motivated individuals, learning was impaired in the context of hostile faces. These findings did not depend on explicit learning of fixed sequences or on awareness of sequence-face contingencies.

Effects of implicit power motivation on men's and women's implicit learning and testosterone changes after social victory or defeat.

Two studies examined interactions of implicit power motivation and experimentally varied victory or defeat in a contest on implicit learning of a visuomotor sequence associated with the contest outcome and changes in testosterone and self-reported affect. In men and women, power motivation predicted enhanced learning (sequence-execution accuracy) after a victory and impaired learning after a defeat. In men, power motivation predicted testosterone increases among winners and decreases among losers, and testosterone decreases mediated the negative effect of power motivation on learning in losers. In women, power motivation predicted postcontest testosterone increases, particularly among losers. In both men and women, self-reported affective states were influenced only by contest outcome and were unrelated to participants' testosterone changes or implicit learning.