Ownership as a component of the extended self.

Ownership of resources can be established by evolved competitive and cooperative mechanisms as explained by the target article. However, there is one aspect of ownership that is not captured by computational models which is important to identity, namely the role of owned items as components of "the extended self" hypothesis.

Investigating the Use of Electronic Well-being Diaries Completed Within a Psychoeducation Program for University Students: Longitudinal Text Analysis Study.

BACKGROUND: Psychoeducation has the potential to support students experiencing distress and help meet the demand for support; however, there is a need to understand how these programs are experienced. Web-based diaries are a useful activity for psychoeducation because of their therapeutic benefits, ability to capture naturalistic data relevant to well-being, and appropriateness for text analysis methods. OBJECTIVE: This study aims to examine how university students use electronic diaries within a psychoeducation program designed to enhance mental well-being. METHODS: The Science of Happiness course was administered to 154 undergraduate students in a university setting (the United Kingdom). Diaries were collected from the students for 9 weeks. Baseline well-being data were collected using the Short Warwick-Edinburgh Mental Wellbeing Scale (SWEMWBS). The percentage of negative and positive emotion words used in diaries (emotional tone) and use of words from five life domains (social, work, money, health, and leisure) were calculated using the Linguistic Inquiry and Word Count 2015 software. Random effects (generalized least squares) regression models were estimated to examine whether time, diary characteristics, demographics, and baseline well-being predict the emotional tone of diaries. RESULTS: A total of 149 students participated in the diary study, producing 1124 individual diary entries. Compliance with the diary task peaked in week 1 (n=1041, 92.62%) and was at its lowest in week 3 (n=807, 71.81%). Compared with week 1, diaries were significantly more positive in their emotional tone during week 5 (mean difference 23.90, 95% CI 16.89-30.90) and week 6 (mean difference 26.62, 95% CI 19.35-33.88) when students were tasked with writing about gratitude and their strengths. Across weeks, moderate and high baseline SWEMWBS scores were associated with a higher percentage of positive emotion words used in diaries (increases compared with students scoring low in SWEMWBS were 5.03, 95% CI 0.08-9.98 and 7.48, 95% CI 1.84-13.12, respectively). At week 1, the diaries of students with the highest levels of baseline well-being (82.92, 95% CI 73.08-92.76) were more emotionally positive on average than the diaries of students with the lowest levels of baseline well-being (59.38, 95% CI 51.02-67.73). Diaries largely focused on the use of social words. The emotional tone of diary entries was positively related to the use of leisure (3.56, 95% CI 2.28-4.85) and social words (0.74, 95% CI 0.21-1.27), and inversely related to the use of health words (-1.96, 95% CI -3.70 to -0.22). CONCLUSIONS: We found evidence for short-term task-specific spikes in the emotional positivity of web-based diary entries and recommend future studies examine the possibility of long-term impacts on the writing and well-being of students. With student well-being strategies in mind, universities should value and encourage leisure and social activities.

Considering self or others across two cultural contexts: How children's resource allocation is affected by self-construal manipulations.

Most humans share to some degree. Yet, from middle childhood, sharing behavior varies substantially across societies. Here, for the first time, we explored the effect of self-construal manipulation on sharing decisions in 7- and 8-year-old children from two distinct societies: urban India and urban United Kingdom. Children participated in one of three conditions that focused attention on independence, interdependence, or a control. Sharing was then assessed across three resource allocation games. A focus on independence resulted in reduced generosity in both societies. However, an intriguing societal difference emerged following a focus on interdependence, where only Indian children from traditional extended families displayed greater generosity in one of the resource allocation games. Thus, a focus on independence can move children from diverse societies toward selfishness with relative ease, but a focus on interdependence is very limited in its effectiveness to promote generosity.

Bayesian change-point analysis reveals developmental change in a classic theory of mind task.

Although learning and development reflect changes situated in an individual brain, most discussions of behavioral change are based on the evidence of group averages. Our reliance on group-averaged data creates a dilemma. On the one hand, we need to use traditional inferential statistics. On the other hand, group averages are highly ambiguous when we need to understand change in the individual; the average pattern of change may characterize all, some, or none of the individuals in the group. Here we present a new method for statistically characterizing developmental change in each individual child we study. Using false-belief tasks, fifty-two children in two cohorts were repeatedly tested for varying lengths of time between 3 and 5 years of age. Using a novel Bayesian change point analysis, we determined both the presence and-just as importantly-the absence of change in individual longitudinal cumulative records. Whenever the analysis supports a change conclusion, it identifies in that child's record the most likely point at which change occurred. Results show striking variability in patterns of change and stability across individual children. We then group the individuals by their various patterns of change or no change. The resulting patterns provide scarce support for sudden changes in competence and shed new light on the concepts of "passing" and "failing" in developmental studies.

Young children make their gestural communication systems more language-like: segmentation and linearization of semantic elements in motion events.

Research on Nicaraguan Sign Language, created by deaf children, has suggested that young children use gestures to segment the semantic elements of events and linearize them in ways similar to those used in signed and spoken languages. However, it is unclear whether this is due to children's learning processes or to a more general effect of iterative learning. We investigated whether typically developing children, without iterative learning, segment and linearize information. Gestures produced in the absence of speech to express a motion event were examined in 4-year-olds, 12-year-olds, and adults (all native English speakers). We compared the proportions of gestural expressions that segmented semantic elements into linear sequences and that encoded them simultaneously. Compared with adolescents and adults, children reshaped the holistic stimuli by segmenting and recombining their semantic features into linearized sequences. A control task on recognition memory ruled out the possibility that this was due to different event perception or memory. Young children spontaneously bring fundamental properties of language into their communication system.

Children with autism are neither systematic nor optimal foragers.

It is well established that children with autism often show outstanding visual search skills. To date, however, no study has tested whether these skills, usually assessed on a table-top or computer, translate to more true-to-life settings. One prominent account of autism, Baron-Cohen's "systemizing" theory, gives us good reason to suspect that they should. In this study, we tested whether autistic children's exceptional skills at small-scale search extend to a large-scale environment and, in so doing, tested key claims of the systemizing account. Twenty school-age children with autism and 20 age- and ability-matched typical children took part in a large-scale search task in the "foraging room": a purpose-built laboratory, with numerous possible search locations embedded into the floor. Children were instructed to search an array of 16 (green) locations to find the hidden (red) target as quickly as possible. The distribution of target locations was manipulated so that they appeared on one side of the midline for 80% of trials. Contrary to predictions of the systemizing account, autistic children's search behavior was much less efficient than that of typical children: they showed reduced sensitivity to the statistical properties of the search array, and furthermore, their search patterns were strikingly less optimal and less systematic. The nature of large-scale search behavior in autism cannot therefore be explained by a facility for systemizing. Rather, children with autism showed difficulties exploring and exploiting the large-scale space, which might instead be attributed to constraints (rather than benefits) in their cognitive repertoire.

Quiddity and haecceity as distinct forms of essentialism.

Psychological essentialism operates in two realms that have consequences for our attitudes towards groups and individuals. Although essentialism is more familiar in the context of biological group membership, it can also be evoked when considering unique artefacts, especially when they are emotionally significant items.

Young dictators-Speaking about oneself decreases generosity in children from two cultural contexts.

Sharing of resources is a common feature of human societies. Yet, there is substantial societal variation in children's generosity, and this variation emerges during middle childhood. Societal differences in self-construal orientation may be one factor influencing the ontogeny of generosity. Here, we examine anonymous Dictator Game sharing in 7-and-8-year-olds from two distinct societies: India and the UK (N = 180). We used self-construal manipulations to investigate whether priming self- or other-focused conversations would differentially influence children's generosity. There were no differences in generosity between populations. While a significant reduction in generosity was found following self-priming in both societies, other-priming was ineffectual. The findings are discussed in relation to experimental features and the role of anonymity and reputational concerns.

Development of human spatial cognition in a three-dimensional world.

Jeffery et al. accurately identify the importance of developing an understanding of spatial reference frames in a three-dimensional world. We examine human spatial cognition via a unique paradigm that investigates the role of saliency and adjusting reference frames. This includes work with adults, typically developing children, and children who develop non-typically (e.g., those with autism).

Best friends: children use mutual gaze to identify friendships in others.

This study examined children's ability to use mutual eye gaze as a cue to friendships in others. In Experiment 1, following a discussion about friendship, 4-, 5-, and 6-year-olds were shown animations in which three cartoon children looked at one another, and were told that one target character had a best friend. Although all age groups accurately detected the mutual gaze between the target and another character, only 5- and 6-year-olds used this cue to infer friendship. Experiment 2 replicated the effect with 5- and 6-year-olds when the target character was not explicitly identified. Finally, in Experiment 3, where the attribution of friendship could only be based on synchronized mutual gaze, 6-year-olds made this attribution, while 4- and 5-year-olds did not. Children occasionally referred to mutual eye gaze when asked to justify their responses in Experiments 2 and 3, but it was only by the age of 6 that reference to these cues correlated with the use of mutual gaze in judgements of affiliation. Although younger children detected mutual gaze, it was not until 6 years of age that children reliably detected and justified mutual gaze as a cue to friendship.

A systematic review of the effect of university positive psychology courses on student psychological wellbeing.

Educational courses that teach positive psychology interventions as part of university degree programs are becoming increasingly popular, and could potentially form part of university-wide strategies to respond to the student mental health crisis. To determine whether such courses are effective in promoting student wellbeing, we conducted a systematic review of studies across the globe investigating the effects of positive psychology courses taught within university degree programs on quantitative measures of psychological wellbeing. We searched Embase, PsychInfo, PubMed, and Web of Science electronic databases from 1998 to 2021, identifying 27 relevant studies. Most studies (85%) reported positive effects on measures of psychological wellbeing, including increased life satisfaction and happiness. However, risk of bias, assessed using the ROBINS-I tool, was moderate or serious for all studies. We tentatively suggest that university positive psychology courses could be a promising avenue for promoting student wellbeing. However, further research implementing rigorous research practices is necessary to validate reported benefits, and confirm whether such courses should form part of an evidence-based response to student wellbeing. Systematic review registration: [https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=224202], identifier [CRD42020224202].

Evaluation of a credit-bearing online administered happiness course on undergraduates' mental well-being during the COVID-19 pandemic.

Psychoeducational courses focused on positive psychology interventions have been shown to benefit student well-being. However, since the onset of the COVID-19 pandemic and accompanying social restrictions, many educators have had to deliver their courses online. Given that online teaching presents a very different university experience for students, do psychoeducational courses provide similar well-being benefits in an online format? In this pre-registered study (https://osf.io/3f89m), we demonstrate that despite the challenges of remote learning, first year university students (N = 166) taking an online "Science of Happiness" course during the first term experienced positive benefits to mental well-being in comparison to a wait-list control group (N = 198) registered to take the course in the second term. Specifically, university students currently taking the course maintained their mental well-being over the semester relative to the wait-list control who showed a significant decline in well-being and increase in anxiety during the same period. Our findings suggest that the online-administered "Science of Happiness" course delivered during the COVID-19 pandemic was associated with a protective effect on mental well-being. We also observed that engagement with the course was high, though there was no evidence that this factor mediated the positive effects we observed. However, we did find evidence that prior interest in increasing well-being influenced the effects of the course; participants with lower well-being interest showed less of a benefit. Our results suggest that online psychoeducational courses might provide a relatively cheap, flexible, and efficient means of providing support as part of an integrated approach to student mental well-being.

Inhibitory control interacts with core knowledge in toddlers' manual search for an occluded object.

Core knowledge theories advocate the primacy of fundamental principles that constrain cognitive development from early infancy. However, there is concern that core knowledge of object properties does not constrain older preschoolers' reasoning during manual search. Here we address in detail both failure and success on two well-established search measures that require reasoning about solidity. We show that poor performance arises from an inability to engage the appropriate search strategy rather than a simple failure of core knowledge. Moreover, we demonstrate that successful search is positively correlated with inhibitory control. We believe that toddlers' manual search for an occluded object reflects a general capacity to deploy inhibition so that search behaviour can be guided by core knowledge.

The origins and development of attachment object behaviour.

Sentimental object attachment is a phenomenon that begins early in childhood. It is widely theorised that children develop emotional attachment to specific objects as a maternal substitute which varies across cultures and socioeconomic conditions. While the need for these objects should diminish as the child becomes more independent, there is a growing body of work showing that object attachment may persist into adulthood. The reasons for this sustainment are not known but childhood object attachment is associated with a bias for unique individuals which subsequently influences preferences for authentic objects in adulthood.

Benefits of a psychoeducational happiness course on university student mental well-being both before and during a COVID-19 lockdown.

We tested whether a psychoeducational course improved well-being in three cohorts. Study 1 found significantly higher mental well-being in first year undergraduates who took the course compared to a waiting-list control. Study 2 revealed that students taking the course when COVID-19 restrictions began did not experience increases in mental well-being but had significantly higher well-being than a third matched group. In Study 3, an online course increased mental well-being in University students and staff during a COVID-19 lockdown. These findings support the claim that psychoeducational courses are beneficial in both live and online formats and in times of collective uncertainty.

The effect of creative labor on property-ownership transfer by preschool children and adults.

Recognizing property ownership is of critical importance in social interactions, but little is known about how and when this attribute emerges. We investigated whether preschool children and adults believe that ownership of one person's property is transferred to a second person following the second person's investment of creative labor in that property. In our study, an experimenter and a participant borrowed modeling-clay objects from each other to mold into new objects. Participants were more likely to transfer ownership to the second individual after he or she invested creative labor in the object than after any other manipulations (holding the object, making small changes to it). This effect was significantly stronger in preschool children than in adults. Duration of manipulation had no effect on property-ownership transfer. Changes in the object's identity acted only as a secondary cue for children. We conclude that ownership is transferred after an investment of creative labor and that determining property ownership may be an intuitive process that emerges in early childhood.

Putting your money where your self is: Connecting dimensions of closeness and theories of personal identity.

Studying personal identity, the continuity and sameness of persons across lifetimes, is notoriously difficult and competing conceptualizations exist within philosophy and psychology. Personal reidentification, linking persons between points in time is a fundamental step in allocating merit and blame and assigning rights and privileges. Based on Nozick's (1981) closest continuer theory we develop a theoretical framework that explicitly invites a meaningful empirical approach and offers a constructive, integrative solution to current disputes about appropriate experiments. Following Nozick, reidentification involves judging continuers on a metric of continuity and choosing the continuer with the highest acceptable value on this metric. We explore both the metric and its implications for personal identity. Since James (1890), academic theories have variously attributed personal identity to the continuity of memories, psychology, bodies, social networks, and possessions. In our experiments, we measure how participants (N = 1, 525) weighted the relative contributions of these five dimensions in hypothetical fission accidents, in which a person was split into two continuers. Participants allocated compensation money (Study 1) or adjudicated inheritance claims (Study 2) and reidentified the original person. Most decided based on the continuity of memory, personality, and psychology, with some consideration given to the body and social relations. Importantly, many participants identified the original with both continuers simultaneously, violating the transitivity of identity relations. We discuss the findings and their relevance for philosophy and psychology and place our approach within the current theoretical and empirical landscape.

Children prefer certain individuals over perfect duplicates.

Adults value certain unique individuals--such as artwork, sentimental possessions, and memorabilia--more than perfect duplicates. Here we explore the origins of this bias in young children, by using a conjurer's illusion where we appear to produce identical copies of real-world objects. In Study 1, young children were less likely to accept an identical replacement for an attachment object than for a favorite toy. In Study 2, children often valued a personal possession of Queen Elizabeth II more than an identical copy, but showed no such bias for another sort of valuable object. These findings suggest that young children develop attachments to individuals that are independent of any perceptible properties that the individuals possess.

Reorientation in the real world: the development of landmark use and integration in a natural environment.

An influential series of studies have argued that young children are unable to use landmark information to reorient. However, these studies have used artificial experimental environments that may lead to an underestimation of the children's ability. We tested whether young children could reorient using landmarks in an ecologically valid setting. Children aged between 3 and 7 years completed a reorientation task in open parkland, and the properties of the search array (size and distinctiveness) were manipulated in a within-subjects design. Responses were recorded using Global Positioning Systems technology. All age groups performed above chance level, demonstrating that young children can reorient using natural landmarks. This behaviour was modulated by the nature of the search array: children were more accurate when the locations were spaced in a large array, and when the search locations were distinctively coloured. This suggests that the integration between landmarks and search locations, at different spatial scales, is a key factor in characterising human reorientation in the real world.