Socially isolated, but not lonely in lockdown: Exploring the role of reflective functioning as a protective factor in the early days of the COVID-19 pandemic in Germany.

INTRODUCTION: Loneliness is a pressing public mental health issue. So far, there has been a paucity of investigations focused on the individual differences modulating this subjective feeling in the face of difficult circumstances, e.g., the COVID-19 pandemic. As such, the present study aimed to investigate the role of mentalization; given that the construct comprises reflection abilities that might be particularly relevant to the pandemic's interpersonal challenges. METHODS: A survey representative of the German population was conducted from May to June 2020 (N = 2503). We examined mentalization, operationalized as reflective functioning (RF) and measured using the Mentalization Questionnaire (MZQ), both as a protective factor against loneliness on its own and as a moderator of the association of social isolation with loneliness. RESULTS: Of the overall sample, 822 (32.8 %) individuals reported social isolation. Worse RF was moderately associated with higher levels of loneliness (r = 0.433, p < .001). A linear regression model (controlling for sociodemographic characteristics and general personality pathology) confirmed this positive association, but also indicated an interaction effect of RF and social isolation in the statistical prediction of loneliness. Stratified models showed that RF was a comparatively weaker statistical predictor of loneliness among the socially isolated. DISCUSSION: This representative population study expanded our knowledge about the factors shaping loneliness in the population. RF emerged as a potentially modifiable protective influence. Further research needs to clarify the mechanisms through which it mitigates loneliness. LIMITATIONS: The cross-sectional design does not give insight into the temporal association of RF and loneliness.

High-speed train drivers' human error under fatigue and stress: the role of situation awareness and individual differences.

Fatigue and stress are critical variables that impair railway train drivers' safety performance, and individual differences may influence these effects. This study investigates how fatigue and stress affect high-speed train drivers' human error and the role of individual differences. We hypothesised that situation awareness (SA) mediates the effects of fatigue and stress on human error, and individual differences (age and work experience) moderate these effects. We surveyed 1,391 male drivers from eight Chinese railway bureaus and used PROCESS Macro for data analysis. The results revealed that fatigue and stress increased human error, directly and indirectly through SA. Age and work experience moderated the effect of fatigue and stress on SA, respectively. Older drivers had better SA under high fatigue, while more experienced drivers had better SA under high stress. These findings can inform more tailored safety management strategies to lower human error and enhance the safety of high-speed train operations.

A cross-sectional survey of 1,391 high-speed train drivers in China indicated that fatigue and stress amplify human error by impairing situation awareness (SA). Age and work experience were observed to moderate the impact of fatigue and stress on SA, respectively. These insights guide the advancement of safety management strategies.

Mapping Individual Differences in Intermodal Coupling in Neurodevelopment.

Within-individual coupling between measures of brain structure and function evolves in development and may underlie differential risk for neuropsychiatric disorders. Despite increasing interest in the development of structure-function relationships, rigorous methods to quantify and test individual differences in coupling remain nascent. In this article, we explore and address gaps in approaches for testing and spatially localizing individual differences in intermodal coupling. We propose a new method, called CIDeR, which is designed to simultaneously perform hypothesis testing in a way that limits false positive results and improve detection of true positive results. Through a comparison across different approaches to testing individual differences in intermodal coupling, we delineate subtle differences in the hypotheses they test, which may ultimately lead researchers to arrive at different results. Finally, we illustrate the utility of CIDeR in two applications to brain development using data from the Philadelphia Neurodevelopmental Cohort.

Idiosyncratic fixation patterns generalize across dynamic and static facial expression recognition.

Facial expression recognition (FER) is crucial for understanding the emotional state of others during human social interactions. It has been assumed that humans share universal visual sampling strategies to achieve this task. However, recent studies in face identification have revealed striking idiosyncratic fixation patterns, questioning the universality of face processing. More importantly, very little is known about whether such idiosyncrasies extend to the biological relevant recognition of static and dynamic facial expressions of emotion (FEEs). To clarify this issue, we tracked observers' eye movements categorizing static and ecologically valid dynamic faces displaying the six basic FEEs, all normalized for time presentation (1 s), contrast and global luminance across exposure time. We then used robust data-driven analyses combining statistical fixation maps with hidden Markov Models to explore eye-movements across FEEs and stimulus modalities. Our data revealed three spatially and temporally distinct equally occurring face scanning strategies during FER. Crucially, such visual sampling strategies were mostly comparably effective in FER and highly consistent across FEEs and modalities. Our findings show that spatiotemporal idiosyncratic gaze strategies also occur for the biologically relevant recognition of FEEs, further questioning the universality of FER and, more generally, face processing.

Self-reported sensibility to bodily signals predicts individual differences in autobiographical memory: an exploratory study.

Recent theoretical perspectives have advanced that autobiographical memory processes are supported by interoception, the perception of internal bodily sensations. Yet, this relationship remains largely underexplored. The present study addressed this critical gap in the literature by systematically investigating the association between self-reported Interoceptive Sensibility and various individual differences measures of autobiographical memory. In Study 1, using a correlational approach in a large sample of participants (N = 247), we identified significant correlations between standardised measures of interoception and the general experience of autobiographical memory and the frequency of involuntary mental time travel. These associations remained significant even after controlling for potential confounding factors in terms of age, gender, and trait affectivity, underscoring their robustness. Study 2 replicated and extended the associations identified in Study 1 in another large participant sample (N = 257), further validating them by accounting for the potential confounding effect of well-being. Our findings demonstrate that individuals' ability to perceive and understand bodily signals robustly relates to how they experience autobiographical memories. By adopting an exploratory approach based on individual differences, our results provide novel and concrete insights into the association between interoception and autobiographical memory, providing a strong foundation for future investigations into the causal mechanisms connecting these two constructs.

Modelling individual differences in reading using an optimised MikeNet simulator: the impact of reading instruction.

Reading is vital for acquiring knowledge and studies have demonstrated that phonology-focused interventions generally yield greater improvements than meaning-focused interventions in English among children with reading disabilities. However, the effectiveness of reading instruction can vary among individuals. Among the various factors that impact reading skills like reading exposure and oral language skills, reading instruction is critical in facilitating children's development into skilled readers; it can significantly influence reading strategies, and contribute to individual differences in reading. To investigate this assumption, we developed a computational model of reading with an optimised MikeNet simulator. In keeping with educational practices, the model underwent training with three different instructional methods: phonology-focused training, meaning-focused training, and phonology-meaning balanced training. We used semantic reliance (SR), a measure of the relative reliance on print-to-sound and print-to-meaning mappings under the different training conditions in the model, as an indicator of individual differences in reading. The simulation results demonstrated a direct link between SR levels and the type of reading instruction. Additionally, the SR scores were able to predict model performance in reading-aloud tasks: higher SR scores were correlated with increased phonological errors and reduced phonological activation. These findings are consistent with data from both behavioral and neuroimaging studies and offer insights into the impact of instructional methods on reading behaviors, while revealing individual differences in reading and the importance of integrating OP and OS instruction approaches for beginning readers.

Integrating Intra- and Interindividual Phenomena in Psychological Theories.

Psychological science is divided into two distinct methodological traditions. One tradition seeks to understand how people function at the individual level, while the other seeks to understand how people differ from each other. Methodologies that have grown out of these traditions typically rely on different sources of data. While both use statistical models to understand the structure of the data, and these models are often similar, Molenaar (2004) showed that results from one type of analysis rarely transfer to the other, unless unrealistic assumptions hold. This raises the question how we may integrate these approaches. In this paper, we argue that formalized theories can be used to connect intra- and interindividual levels of analysis. This connection is indirect, in the sense that the relationship between theory and data is best understood through the intermediate level of phenomena: robust statistical patterns in empirical data. To illustrate this, we introduce a distinction between intra- and interindividual phenomena, and argue that many psychological theories will have implications for both types of phenomena. Formalization provides us with a methodological tool for investigating what kinds of intra- and interindividual phenomena we should expect to find if the theory under consideration were true.

Modeling item-level variance of polysyllabic word reading in developing readers: Exploring semantically related child, word, and child-by-word predictors.

Across word reading development, there are important and evolving relationships between oral and written semantic knowledge. Recent research has focused on these relationships, with accumulating evidence supporting the role of word knowledge and related word characteristics as important factors influencing polysyllabic word reading abilities. The purpose of this study was to investigate how semantic-related effects across child-level skills (e.g., general vocabulary knowledge), word-level properties (e.g., age of acquisition), child-by-word-level familiarity (e.g., item-level familiarity), and interactions between key child attributes and word characteristics (e.g., word reading skill by age of acquisition) contribute to polysyllabic word reading. Specifically, we emphasize the semantic contributions of word-level features to word reading development, which have been relatively underexplored in the literature. A sample of elementary school students oversampled for word reading difficulty (N = 92) in Grades 3 to 5 read a set of polysyllabic words (J = 45) and completed a battery of reading and language-related measures. Using cross-classified random-effects models and accounting for various control variables, semantic-related variables representing item-level familiarity; child-level set for variability; and word-level age of acquisition and number of morphemes were significant predictors in the main-effects model. A significant interaction between sight word efficiency and age of acquisition indicated higher probabilities of correctly reading polysyllabic words at lower levels of acquisition for better readers. Results indicate important semantic-related influences on polysyllabic word reading at the child, word, and child-by-word levels, suggesting meaningful relationships between knowledge of the orthographic form of a word and semantic knowledge in developing readers.

The effects of gesture and action training on the retention of math equivalence.

Introduction: Hand gestures and actions-with-objects (hereafter 'actions') are both forms of movement that can promote learning. However, the two have unique affordances, which means that they have the potential to promote learning in different ways. Here we compare how children learn, and importantly retain, information after performing gestures, actions, or a combination of the two during instruction about mathematical equivalence. We also ask whether individual differences in children's understanding of mathematical equivalence (as assessed by spontaneous gesture before instruction) impacts the effects of gesture- and action-based instruction. Method: Across two studies, racially and ethnically diverse third and fourth-grade students (N=142) were given instruction about how to solve mathematical equivalence problems (eg., 2+9+4=__+4) as part of a pretest-training-posttest design. In Study 1, instruction involved teaching students to produce either actions or gestures. In Study 2, instruction involved teaching students to produce either actions followed by gestures or gestures followed by actions. Across both studies, speech and gesture produced during pretest explanations were coded and analyzed to measure individual differences in pretest understanding. Children completed written posttests immediately after instruction, as well as the following day, and four weeks later, to assess learning, generalization and retention. Results: In Study 1 we find that, regardless of individual differences in pre-test understanding of mathematical equivalence, children learn from both action and gesture, but gesture-based instruction promotes retention better than action-based instruction. In Study 2 we find an influence of individual differences: children who produced relatively few types of problem-solving strategies (as assessed by their pre-test gestures and speech) perform better when they receive action training before gesture training than when they receive gesture training first. In contrast, children who expressed many types of strategies, and thus had a more complex understanding of mathematical equivalence prior to instruction, performed equally with both orders. Discussion: These results demonstrate that action training, followed by gesture, can be a useful stepping-stone in the initial stages of learning mathematical equivalence, and that gesture training can help learners retain what they learn.

Idiosyncratic and shared contributions shape impressions from voices and faces.

Voices elicit rich first impressions of what the person we are hearing might be like. Research stresses that these impressions from voices are shared across different listeners, such that people on average agree which voices sound trustworthy or old and which do not. However, can impressions from voices also be shaped by the 'ear of the beholder'? We investigated whether - and how - listeners' idiosyncratic, personal preferences contribute to first impressions from voices. In two studies (993 participants, 156 voices), we find evidence for substantial idiosyncratic contributions to voice impressions using a variance portioning approach. Overall, idiosyncratic contributions were as important as shared contributions to impressions from voices for inferred person characteristics (e.g., trustworthiness, friendliness). Shared contributions were only more influential for impressions of more directly apparent person characteristics (e.g., gender, age). Both idiosyncratic and shared contributions were reduced when stimuli were limited in their (perceived) variability, suggesting that natural variation in voices is key to understanding this impression formation. When comparing voice impressions to face impressions, we found that idiosyncratic and shared contributions to impressions similarly across modality when stimulus properties are closely matched - although voice impressions were overall less consistent than face impressions. We thus reconceptualise impressions from voices as being formed not only based on shared but also idiosyncratic contributions. We use this new framing to suggest future directions of research, including understanding idiosyncratic mechanisms, development, and malleability of voice impression formation.

Similar Quality of Visual Working Memory Representations between Negative and Positive Attentional Templates.

Visual working memory (VWM) plays an important role during visual search, with some theories suggesting an equivalence between working memory representations and guidance from attentional templates. However, recent work has shown that participants can also use 'negative templates', the foreknowledge of distractor-features stored in VWM, to guide attention away from distractors during visual search. These negative templates must also be represented in working memory, but the question remains whether the quality of the working memory representations underlying negative and positive templates are similar, in spite of their opposite impacts on attention. In this study, participants (N = 33) engaged in a visual search task for a shape-defined target after receiving a positive cue (target color), negative cue (distractor color) or neutral cue (non-informative). In 20% of the trials, a color-wheel probe was presented instead of a search array to measure the quality of the cue representation stored in VWM. Our results revealed that participants were more likely to guess in response to neutral cues than negative cues. Yet, the comparison between positive and negative cues showed no significant differences. However, we found no difference in memory precision for the three cue types. More interestingly, the more the VWM quality is boosted by the negative cue, the greater the ability to guide attention away from distractors. Such a pattern of results might map to recent evidence of between-individuals differences in utilization of negative cues. These findings highlight the distinction between attentional templates and simple maintenance in working memory.

Evaluating the impact of individuals' morningness-eveningness on the effectiveness of a habit-formation intervention for a simple and a complex behavior.

Planning-based interventions are often used to help individuals form habits. Existing literature suggests a one-size-fits all approach to habit formation, but planning interventions may be optimized if tailored to individual differences and/or behavioral complexity. We test the hypothesis that planning to do a relatively complex behaviour (exercise) at a time that matches an individuals' diurnal preference will facilitate behavioral engagement; whereas for a simpler behaviour (calcium supplementation), the optimal time-of-day for a new behavior will occur in the morning. Young, women volunteers (N = 317) were randomly assigned to take calcium supplements or to exercise for 4 weeks and to control (no planning) or to one of three planning interventions (morning plan; evening plan; unassigned-time plan). Participants reported diurnal preference at baseline and habit strength and behavioral frequency weekly. Fitbit Zips and Medication Event Monitoring System Caps (MEMS) were used to objectively assess behavioral engagement. Multilevel modelling found that calcium-supplementation was greatest for morning-types in the morning-cue condition, whereas exercise was greatest for morning-types with morning cues and evening-types with evening cues. Habit-formation strategies may depend on diurnal preference and behavioral complexity. Future research can evaluate the role of other individual differences.

Memory representations are flexibly adapted to orthographic systems: A comparison of English and Hebrew.

Across languages, speech unfolds in the same temporal order, constrained by the forward flow of time. But the way phonology is spatially mapped onto orthography is language-specific, ranging from left-to-right, right-to-left, and top-to-bottom, among others. While the direction of writing systems influences how known words are visually processed, it is unclear whether it influences learning and memory for novel orthographic regularities. The present study tested English and Hebrew speakers on an orthographic word-referent mapping task in their native orthographies (written left-to-right and right-to-left, respectively), where the onsets and offsets of words were equally informative cues to word identity. While all individuals learned orthographic word-referent mappings significantly above chance, the parts of the word that were most strongly represented varied. English monolinguals false alarmed most to competing foils that began with the same bigram as the target, representing word onsets most strongly. However, Hebrew bilinguals trained on their native orthography showed no difference between false alarm rates to onset and offset competitors, representing the beginning and ends of words equally strongly. Importantly, Hebrew bilinguals tested on English words displayed a more English-like false alarm pattern (although not a full switch) suggesting that memory biases adapt to the opposite directionality of encountered text while retaining traces of native language biases. These findings demonstrate that experience with different writing systems influences how individuals represent novel orthographic words, starting in the earliest stages of learning.

Infants show systematic rhythmic motor responses while listening to rhythmic speech.

Rhythm is known to play an important role in infant language acquisition, but few infant language development studies have considered that rhythm is multimodal and shows strong connections between speech and the body. Based on the observation that infants sometimes show rhythmic motor responses when listening to auditory rhythms, the present study asked whether specific rhythm cues (pitch, intensity, or duration) would systematically increase infants' spontaneous rhythmic body movement, and whether their rhythmic movements would be associated with their speech processing abilities. We used pre-existing experimental and video data of 148 German-learning 7.5- and 9.5-month-old infants tested on their use of rhythm as a cue for speech segmentation. The infants were familiarized with an artificial language featuring syllables alternating in pitch, intensity, duration, or none of these cues. Subsequently, they were tested on their recognition of bisyllables based on perceived rhythm. We annotated infants' rhythmic movements in the videos, analyzed whether the rhythmic moving durations depended on the perceived rhythmic cue, and correlated them with the speech segmentation performance. The result was that infants' motor engagement was highest when they heard a duration-based speech rhythm. Moreover, we found an association of the quantity of infants' rhythmic motor responses and speech segmentation. However, contrary to the predictions, infants who exhibited fewer rhythmic movements showed a more mature performance in speech segmentation. In sum, the present study provides initial exploratory evidence that infants' spontaneous rhythmic body movements while listening to rhythmic speech are systematic, and may be linked with their language processing. Moreover, the results highlight the need for considering infants' spontaneous rhythmic body movements as a source of individual differences in infant auditory and speech perception.

Certainty in holistic thinking and responses to contradiction: Dialectical proverbs, counter-attitudinal change and ambivalence.

The present research examined whether consideration of individuals' certainty in their holism can enhance the ability of this individual difference to predict how they respond to contradiction-relevant outcomes. Across four studies, participants first completed a standardized measure of holistic-analytic thinking. Then, they rated how certain they were in their responses to the holism scale or were experimentally induced to feel high or low certainty. Next, participants were exposed to dialectical proverbs (Study 1a and 1b), to a counter-attitudinal change induction (Study 2), or to a paradigm of attitudinal ambivalence (Study 3). Results revealed that participants with higher certainty in their holistic thinking exhibited higher preference for dialectical proverbs (Study 1a and 1b), changed their attitude less following a counter-attitudinal task (Study 2) and showed weaker correspondence between objective and subjective ambivalence (Study 3). Beyond examining new domains and discovering novel findings, the present work was designed to be the first to show moderation of previously identified effects in the domain of holistic thinking and responses to contradiction.

Reduced benefit from long-term item frequency contributes to short-term memory deficits in dyslexia.

Dyslexia, a specific difficulty in acquiring proficient reading, is also characterized by reduced short-term memory (STM) capacity. Extensive research indicates that individuals with developmental dyslexia (IDDs) benefit less from exposure, and this hampers their long-term knowledge accumulation. It is well established that long-term knowledge has a great effect on performance in STM tasks, and thus IDDs' reduced benefit of exposure could potentially reduce their relative performance in such tasks, especially when frequent items, such as digit-words, are used. In this study we used a standard, widely used, STM assessment: the Digit Span subtest from the Wechsler Adult Intelligence Scale. The task was conducted twice: in native language and in second language. As exposure to native language is greater than exposure to second language, we predicted that IDDs' performance in the task administered in native language will reveal a larger group difference as compared to second language, due to IDDs' reduced benefit of item frequency. The prediction was confirmed, in line with the hypothesis that reduced STM in dyslexia to a large extent reflects reduced benefits from long-term item frequency and not a reduced STM per se.

Gut microbiota-mediated metabolism of green tea catechins and the biological consequences: An updated review.

Multiple beneficial effects have been attributed to green tea catechins (GTCs). However, the bioavailability of GTCs is generally low, with only a small portion directly absorbed in the small intestine. The majority of ingested GTCs reaches the large intestinal lumen, and are extensively degraded via biotransformation by gut microbiota, forming many low-molecular-weight metabolites such as phenyl-γ-valerolactones, phenolic acids, butyrate, and acetate. This process not only improves the overall bioavailability of GTC-derived metabolites but also enriches the biological activities of GTCs. Therefore, the intra- and inter-individual differences in human gut microbiota as well as the resulting biological contribution of microbial metabolites are crucial for the ultimate health benefits. In this review, the microbial degradation of major GTCs was characterized and an overview of the in vitro models used for GTC metabolism was summarized. The intra- and inter-individual differences of human gut microbiota composition and the resulting divergence in the metabolic patterns of GTCs were highlighted. Moreover, the potential beneficial effects of GTCs and their gut microbial metabolites were also discussed. Overall, the microbial metabolites of GTCs with higher bioavailability and bioactive potency are key factors for the observed beneficial effects of GTCs and green tea consumption.

Callousness, exploitativeness, and tracking of cooperation incentives in the human default network.

Human cognitive capacities that enable flexible cooperation may have evolved in parallel with the expansion of frontoparietal cortical networks, particularly the default network. Conversely, human antisocial behavior and trait antagonism are broadly associated with reduced activity, impaired connectivity, and altered structure of the default network. Yet, behaviors like interpersonal manipulation and exploitation may require intact or even superior social cognition. Using a reinforcement learning model of decision-making on a modified trust game, we examined how individuals adjusted their cooperation rate based on a counterpart's cooperation and social reputation. We observed that learning signals in the default network updated the predicted utility of cooperation or defection and scaled with reciprocal cooperation. These signals were weaker in callous (vs. compassionate) individuals but stronger in those who were more exploitative (vs. honest and humble). Further, they accounted for associations between exploitativeness, callousness, and reciprocal cooperation. Separately, behavioral sensitivity to prior reputation was reduced in callous but not exploitative individuals and selectively scaled with responses of the medial temporal subsystem of the default network. Overall, callousness was characterized by blunted behavioral and default network sensitivity to cooperation incentives. Exploitativeness predicted heightened sensitivity to others' cooperation but not social reputation. We speculate that both compassion and exploitativeness may reflect cognitive adaptations to social living, enabled by expansion of the default network in anthropogenesis.

Variation in gaze following across the life span: A process-level perspective.

Following eye gaze is fundamental for many social-cognitive abilities, for example, when judging what another agent can or cannot know. While the emergence of gaze following has been thoroughly studied on a group level, we know little about (a) the developmental trajectory beyond infancy and (b) the sources of individual differences. In Study 1, we examined gaze following across the lifespan (N = 478 3- to 19-year-olds from Leipzig, Germany; and N = 240 20- to 80-year-old international, remotely tested adults). We found a steep performance improvement during preschool years, in which children became more precise in locating the attentional focus of an agent. Precision levels then stayed comparably stable throughout adulthood with a minor decline toward old age. In Study 2, we formalized the process of gaze following in a computational cognitive model that allowed us to conceptualize individual differences in a psychologically meaningful way (N = 60 3- to 5-year-olds, 50 adults). According to our model, participants estimate pupil angles with varying levels of precision based on observing the pupil location within the agent's eyes. In Study 3, we empirically tested how gaze following relates to vector following in non-social settings and perspective-taking abilities (N = 102 4- to 5-year-olds). We found that gaze following is associated with both of these abilities but less so with other Theory of Mind tasks. This work illustrates how the combination of reliable measurement instruments and formal theoretical models allows us to explore the in(ter)dependence of core social-cognitive processes in greater detail. RESEARCH HIGHLIGHTS: Gaze following develops beyond infancy. The highest precision levels in localizing attentional foci are reached in young adulthood with a slight decrease towards old age. We present a computational model that describes gaze following as a process of estimating pupil angles and the corresponding gaze vectors. The model explains individual differences and recovers signature patterns in the data. To estimate the relation between gaze- and vector following, we designed a non-social vector following task. We found substantial correlations between gaze following and vector following, as well as Level 2 perspective-taking. Other Theory of Mind tasks did not correlate.

Facial expressivity in dominant macaques is linked to group cohesion.

Social living affords primates (including humans) many benefits. Communication has been proposed to be the key mechanism used to bond social connections, which could explain why primates have evolved such expressive faces. We assessed whether the facial expressivity of the dominant male (quantified from the coding of anatomically based facial movement) was related to social network properties (based on social proximity and grooming) in nine groups of captive rhesus macaques (Macaca mulatta) housed in uniform physical and social environments. More facially expressive dominant male macaques were more socially connected and had more cohesive social groups. These findings show that inter-individual differences in facial expressivity are related to differential social outcomes at both an individual and group level. More expressive individuals occupy more beneficial social positions, which could help explain the selection for complex facial communication in primates.