Eye of the beholder: Neural synchrony of dynamically changing relations between parent praise and child affect.

In this study, we aimed to determine the role of parental praise and child affect in the neural processes underlying parent-child interactions, utilizing functional near-infrared spectroscopy (fNIRS) hyperscanning. We characterized the dynamic changes in interpersonal neural synchrony (INS) between parents and children (4-6 years old, n = 40 dyads) during a cognitively challenging task. We then examined how changes in parent-child INS are influenced by parental feedback and child affect. Parent-child INS showed a quadratic change over time, indicating a decelerated decline during the interaction period. The relationship of parental praise, in the form of positive feedback, to change in INS was contingent upon the child's positive affect during the task. The highest levels of INS were observed when praise was present and child affect was positive. The left temporo-parietal regions of the child and the right dorsolateral prefrontal and right temporo-parietal regions of the parent demonstrated the strongest INS. The dynamic change in INS during the interaction was associated with children's independent performance on a standardized test of visuospatial processing. This research, leveraging fNIRS hyperscanning, elucidates the neural dynamics underlying the interaction between parent praise and child positive affect, thereby contributing to our broader understanding of parent-child dynamics. RESEARCH HIGHLIGHTS: The level of interpersonal neural synchrony between parents and children dynamically varies during a cognitively challenging (tangram) task. The left temporo-parietal regions of the child and the right dorsolateral prefrontal and right temporo-parietal regions of the parent demonstrate the strongest parent-child neural synchrony. The relationship between parental praise (positive feedback) and parent-child neural synchrony is contingent upon child positive affect during the task. Change in parent-child neural synchrony relates to children's performance on an independent visuospatial processing measure.

A Component Analysis of Skill Acquisition Consequences with Listener Responses.

We conducted a component analysis of skill acquisition consequences for correct and incorrect responses. In the learn unit (LU) condition, researchers praised correct responses and implemented a correction procedure contingent on incorrect responses. In the praise-only-for-correct-responses (PC) condition, researchers delivered contingent praise for correct responses and ignored incorrect responses. In the correction-only-for-incorrect-responses (CI) condition, researchers ignored correct responses and implemented the correction procedure contingent on incorrect responses. We manipulated this independent variable across educational and abstract stimuli and measured acquisition rate, duration, and maintenance of responses. The results showed that the LU and the CI conditions were both effective in teaching listener responses and were more effective than the PC procedure. Furthermore, the LU instruction was not necessarily more efficient than the CI condition on acquisition of listener responses. The results suggested that the correction procedure may be necessary and sufficient for skill acquisition and maintenance.

The Disaggregated Effects of Visual Performance Feedback on Teachers' Use of Behavior Specific-Praise and Reprimands.

Behavior-specific praise (BSP) is one of the simplest classroom management strategies to implement and considered an evidence-based practice. Unfortunately, teachers underuse BSP and deliver more reprimands to students in their classrooms. Secondary students receive the highest rates of reprimands and exclusionary discipline (i.e., office discipline referral [ODR], suspension, expulsion) with students of color receiving disproportionate rates compared to their White peers. Performance feedback is a commonly used strategy to change teacher practices however, little is known about the impact of performance feedback on the equitable delivery of BSP and reprimands to students by race and sex. The purpose of this multiple baseline design study was to examine the effects of a visual performance feedback (VPF) intervention with secondary teachers on their equitable delivery of BSP and reprimands and the collateral impacts on student outcomes. In the first phase of intervention, teachers received VPF on their total BSP and reprimands. In the second phase, teachers received disaggregated VPF on their rates of BSP and reprimands delivered to students by race and sex. Results indicate a functional relation between VPF and total BSP and an overall reduction in total reprimands. Mixed results were found between VPF and the equitable delivery of BSP and reprimands rates delivered to students by race and sex. Student outcomes indicated an increase in average class-wide academic engagement and no impact on ODRs as no teacher delivered a single ODR. Key findings, limitations, and future research are discussed.

The coin that is most current is flattery? Stability and discontinuity of false praise-telling from 5 to 7 years of life.

Preschool children engage in flattery behaviors, including expressing opinions toward other people or objects that-although favorable-are not truly held. Research shows that in the following years, the number and complexity of motives underlying such insincere behavior increase. The current study focused on children's overt behavior, examining two aspects of the development of false praise-telling: individual stability and group-level discontinuity. Using an art-rating task, a total of 164 children aged 5 to 7 years were tested at three points in time (T1/2/3): MT1 age = 5.66 years, SD = 0.1; MT2 age = 6.65 years, SD = 0.16; MT3 age = 7.61 years, SD = 0.14. The results show that, having become capable of giving false praise in politeness settings at 5.5 years of age, children continue to flatter others in this way at later ages, indicating that false praise-telling is an individually stable characteristic. In addition, a statistically significant increase in the proportion of false praise-telling to non-lying behavior in children over the 2-year study period was observed. This indicates that the discontinuity, namely the growth in children's flattery behavior, occurs from 5 to 7 years of age. The findings are discussed with respect to the diverse factors that might underlie and affect children's tendency to praise others falsely in politeness settings.

Young children are more likely to cheat after overhearing that a classmate is smart.

Research on moral socialization has largely focused on the role of direct communication and has almost completely ignored a potentially rich source of social influence: evaluative comments that children overhear. We examined for the first time whether overheard comments can shape children's moral behavior. Three- and 5-year-old children (N = 200) participated in a guessing game in which they were instructed not to cheat by peeking. We randomly assigned children to a condition in which they overheard an experimenter tell another adult that a classmate who was no longer present is smart, or to a control condition in which the overheard conversation consisted of non-social information. We found that 5-year-olds, but not 3-year-olds, cheated significantly more often if they overheard the classmate praised for being smart. These findings show that the effects of ability praise can spread far beyond the intended recipient to influence the behavior of children who are mere observers, and they suggest that overheard evaluative comments can be an important force in shaping moral development.

Criticism in a foreign language hurts less.

Understanding emotional resonances to social evaluations delivered in different languages may contribute to favourable social communication in today's increasingly internationalised world. The present study thus investigated the language-induced emotionality differences by presenting Chinese-English bilinguals with self-referential praising and criticising statements in both their native Chinese and foreign English languages and asking them to make their affective and cognitive judgments on the comments, namely, to rate how pleased they were by the comments and how truly the comments described their attributes. Results revealed that while criticism was rated more unpleasant than praise in both languages, the unpleasantness was reduced by the use of English as compared to Chinese. Intriguingly, no cross-language differences were found in the cognitive assessment. Our findings may shed light on facilitating affective social communication using different languages.

Surprise me! On the impact of unexpected benefits on other-praising gratitude expressions.

Gratitude reinforces social bonds. This relationship-regulating function depends on whether and how it is expressed. People can express gratitude in different ways: Beneficiaries may emphasise how they profited from a benefit (self-benefiting) or focus on the benefactor's actions and characteristics related to it (other-praising). What underlies these expressive styles remains unclear. Based on findings that other-praising gratitude expressions have unique positive effects on interpersonal relationships, four studies (N = 1,188) investigated a novel antecedent of these expressions: unexpectedness of the benefit. In Study 1, we content-coded participants' thank-you notes for an actual Christmas present. Path modelling revealed that unexpectedness of the benefit predicted other-praising, whereas happiness with the present predicted self-benefiting. These results were robust to relevant covariates and mirrored by participants' self-reported self-benefiting and other-praising intentions. Studies 2-4 (preregistered) investigated samples from two different populations and experimentally manipulated (un)expectedness of recalled or imagined benefits. Given mixed experimental results, we conducted an internal meta-analysis. Across experimental studies, unexpected benefits increased other-praising, albeit weakly so, but not self-benefiting. In addition, the effect of unexpectedness on other-praising was significantly different from that on self-benefiting. We discuss potential processes and moderators of the effect of unexpected benefits on gratitude expressions.

Are morally good actions ever free?

Research has shown that people ascribe more responsibility to morally bad actions than both morally good and neutral ones, suggesting that people do not attribute responsibility to morally good actions. The present work demonstrates that this is not so: People ascribe more free will to morally good than neutral actions (Studies 1a-1b, Mini Meta). Studies 2a-2b distinguished the underlying motives for ascribing freedom to morally good and bad actions. Free will ascriptions for immoral actions were driven predominantly by affective responses (i.e., punitive desires, moral outrage, and perceived severity of the crime). Free will judgments for morally good actions were similarly driven by affective responses (i.e., reward desires, moral uplift, and perceived generosity), but also more pragmatic considerations (perceived utility of reward, counternormativity of the action, and required willpower). Morally good actions may be more carefully considered, leading to generally weaker, but more contextually sensitive free will judgments.

Adult criticism and vigilance diminish free riding by children in a social dilemma.

In cooperative situations, individual interests can be in conflict with those of the group, creating a social dilemma in which one must choose whether to cooperate or not. Sensitivity to social stimuli is an important factor influencing cooperative behavior in such dilemmas. The current study investigated the influence of verbal feedback and vigilance by adults on children's donating behavior in a public goods game. The participants were 739 public school children, between 5 and 12 years of age, who were divided into 34 groups. Each group was assigned to one of four experimental conditions: control, positive feedback (praise), negative feedback (criticism), or vigilance. Participants then played eight rounds of the game. The children's donations were greater in the feedback and vigilance conditions, but the effects were mediated by age and rounds. The results are most likely related to concerns about reputation, which tend to become stronger with age. Older children are better at self-presentation and understanding social norms. Thus, compared with younger children, they seemed more concerned with appearing to be generous, but only when they could get credit for it. Nevertheless, children's donations still decreased across the rounds. Although adult vigilance and feedback influence children's cooperation among peers, other mechanisms are necessary to stabilize their behavior over time.

The specificity of parenting effects: Differential relations of parent praise and criticism to children's theories of intelligence and learning goals.

Individuals who believe that intelligence can be improved with effort (an incremental theory of intelligence) and who approach challenges with the goal of improving their understanding (a learning goal) tend to have higher academic achievement. Furthermore, parent praise is associated with children's incremental theories and learning goals. However, the influences of parental criticism, as well as different forms of praise and criticism (e.g., process vs. person), have received less attention. We examine these associations by analyzing two existing datasets (Study 1: N = 317 first to eighth graders; Study 2: N = 282 fifth and eighth graders). In both studies, older children held more incremental theories of intelligence, but lower learning goals, than younger children. Unexpectedly, the relation between theories of intelligence and learning goals was nonsignificant and did not vary with children's grade level. In both studies, overall perceived parent praise positively related to children's learning goals, whereas perceived parent criticism negatively related to incremental theories of intelligence. In Study 2, perceived parent process praise was the only significant (positive) predictor of children's learning goals, whereas perceived parent person criticism was the only significant (negative) predictor of incremental theories of intelligence. Finally, Study 2 provided some support for our hypothesis that age-related differences in perceived parent praise and criticism can explain age-related differences in children's learning goals. Results suggest that incremental theories of intelligence and learning goals might not be strongly related during childhood and that perceived parent praise and criticism have important, but distinct, relations with each motivational construct.

Mediating Effects of Parents' Coping Strategies on the Relationship Between Parents' Emotional Intelligence and Sideline Verbal Behaviors in Youth Soccer.

The overall purpose of this study was to examine the mediating effects of parents' coping strategies on the relationship between parents' emotional intelligence and sideline verbal behaviors during their children's soccer games. Participants were 232 parents (120 mothers and 110 fathers) of youth soccer players age 9-13 years. Observations in situ were carried out at 30 soccer games during a soccer tournament. At the end of the game, parents were approached and asked to complete the Emotional Intelligence Scale and the Brief COPE scale. Structural-equation-modeling analyses revealed that adaptive and maladaptive coping mediated the relationship between regulation of emotion and parents' praise/encouragement, and negative and derogatory comments during the game. In addition, game result moderated the relationships between emotional intelligence, coping strategies, and parent behaviors. Emotional regulation and adaptive coping may promote desirable parent sideline behaviors and reduce undesirable behaviors.

What patients' complaints and praise tell the health practitioner: implications for health care quality. A qualitative research study.

OBJECTIVE: In order to identify which health care aspects play a role in patient satisfaction and quality of health care, the present study analyses a large number of instances of complaint and praise. DESIGN AND SETTING: One thousand two hundred and thirty-five instances of complaint and one thousand five hundred thirty-six of praise submitted from patients or other souces (i.e. a patient's family member or a legal representative) to a northern-Italian hospital were analysed. MAIN OUTCOME MEASURES: We adopted Reader and colleagues' (2014) patients' complaint taxonomy, in conjunction with a detailed content analysis of relationship and communication of information aspects. RESULTS: The most frequent causes of complaint concerned care system management (68.1%), particularly the time taken to access treatment, and relationship aspects (52.8%). The importance of relationship aspects was confirmed by the expression of gratitude through praise (89%). The most critical factor of the relationship domain was effective communication of information to the patient (39.3%). Frequently patients complained of: (i) having received information that was inconsistent with the truth, (ii) having had difficulty in obtaining information, and (iii) untimely communication of information. Clinical aspects did not seem to be the main factors that triggered a complaint (36,8%), and, when indicated, they were almost always associated with relationship issues. CONCLUSIONS: This study indicates that not only complaints, but also instances of praise, are a potentially important source of information regarding health care aspects that play a role in patient satisfaction and quality of care. Our findings underline the relevance of relationship aspects in determining patients' satisfaction with the care received. In particular, health practitioners should focus their attention on how information is understood, translated and applied by patients.

Praise matters: the influence of nurse unit managers' praise on nurses' practice, work environment and job satisfaction: a questionnaire study.

AIM: The aim of this study was to investigate the associations between praise from nurse unit managers and job satisfaction, professional practice, workload, work climate and organizational commitment of nurses caring for surgical patients. BACKGROUND: Praise influences experiences of employees. DESIGN: Web-based, cross-sectional explorative survey design. METHODS: A structured questionnaire was used to measure praise given by nurse unit managers as perceived by nurses (n = 383; 49% response rate) working with surgical patients. Data were collected between December 2009-January 2010. Several variables assessed the major concepts under study. Binary logistic regression analysis was employed to compare nurses who receive praise very rarely/rarely as compared with very often/rather often. RESULTS: Praise was received often/very often by 31·6% of participants. Compared with nurses receiving praise rarely/very rarely those who received it often/rather showed more job satisfaction, stated they had more opportunities to practice professionally, described a more positive work climate and were more committed to the organization such as being proud to work at and willing to make effort for the unit and hospital. There was no difference between the groups regarding workload. Main findings of the regression analysis were that nurses display their organizational commitment by not thinking about leaving the current workplace and those who value professional recognition are likelier to receive praise than their counterparts. CONCLUSION: Nurse unit managers should praise their staff in a realistic fashion. Such praise is cost-effective, takes short time, produces positive influences on members of their staff and may improve patient safety.

"That's not just beautiful--that's incredibly beautiful!": the adverse impact of inflated praise on children with low self-esteem.

In current Western society, children are often lavished with inflated praise (e.g., "You made an incredibly beautiful drawing!"). Inflated praise is often given in an attempt to raise children's self-esteem. An experiment (Study 1) and naturalistic study (Study 2) found that adults are especially inclined to give inflated praise to children with low self-esteem. This inclination may backfire, however. Inflated praise might convey to children that they should continue to meet very high standards-a message that might discourage children with low self-esteem from taking on challenges. Another experiment (Study 3) found that inflated praise decreases challenge seeking in children with low self-esteem and has the opposite effect on children with high self-esteem. These findings show that inflated praise, although well intended, may cause children with low self-esteem to avoid crucial learning experiences.

Surgical nurses' intention to leave a workplace in Iceland: a questionnaire study.

AIM: To explore surgical nurses' reported determinants of intention to leave a workplace. BACKGROUND: Nurses' work environment influences nurses' intent to leave the workplace. METHODS: A descriptive, quantitative study design using a structured questionnaire was used to measure the intention of all nurses (n = 383; 49% response rate) working at the surgical division at Landspítali-The National University Hospital of Iceland to leave a practice. RESULTS: Low general job satisfaction, followed by little praise from nurse managers and having to perform unprofessional work had the greatest influence on nurses' intention to leave a workplace. In addition, nurses who found their own knowledge respected, but were not pleased with the work were more likely to consider leaving. CONCLUSION: A lack of praise by unit managers, engagement in unprofessional work, low job satisfaction coupled with having ones' knowledge respected and a non-competitive work climate are factors contributing to nurses' intention to leave. Factors contributing to nurses' intention to leave may result in a lack of interest in work, low morale and may ultimately lead to unsafe patient care. IMPLICATIONS FOR NURSING MANAGEMENT: Managers benefit from building and supporting a work morale that fosters nurses' intentions to stay in a professional work environment. This includes providing nurses with regular feedback about clinical work.

Evaluating functions of praise for children diagnosed with autism spectrum disorder.

We assessed whether novel praise statements could be used to (a) maintain and increase responses with existing reinforcement histories and (b) teach a previously untaught response among children diagnosed with autism spectrum disorder across two experiments. During response-stimulus pairing, two responses resulted in preferred edibles but only one also produced a praise statement. In the absence of edibles, the response continuing to produce praise tended to persist more. Next, reversing the praise contingency tended to increase the other response. However, in no case did contingent delivery of those same praise statements result in the acquisition of untaught responses. These findings suggest that conditioning praise statements could serve different functions (antecedent or consequence) depending on the reinforcement history for particular responses.

Evaluation of a discrimination training procedure for establishing praise as a reinforcer.

We evaluated the effects of a discrimination training procedure for establishing praise as a reinforcer for three children with autism spectrum disorder. After establishing two praise words as discriminative stimuli and two nonsense words as S-deltas, we evaluated whether the stimuli then functioned as reinforcers by presenting each stimulus as a consequence for a new response. The results demonstrated that previously neutral praise words functioned as reinforcers and nonsense words did not. As in previous studies on establishing reinforcers, the effects were transitory, and praise words did not continue to function as reinforcers after repeated exposure without discrimination training. Recommendations are provided for future research and maintaining reinforcement effects.

The Impact of Praise on Cooperative Behavior in Three-Player Public Goods Games and Its Gender Differences.

Previous research has primarily focused on static factors influencing cooperative behavior in social dilemmas, with less attention given to dynamic factors within group social interactions, such as positive feedback received during interactions, i.e., praise. This study, through a between-subjects online experiment with a single-factor, two-level design (praise: public praise/no praise), investigates the impact of praise on cooperative behavior changes across two rounds of a three-player public goods problem. Results revealed the following: (1) A positive correlation between individuals' contributions across two rounds and a negative correlation with the number of correct answers in rule comprehension questions were evident; for men, a correlation between rule comprehension and first-round contributions was observed. (2) Multilevel model results showed that praise, role, and rule comprehension significantly positively affected contribution changes across two rounds; gender did not significantly affect contribution changes. Specifically, under public-praise conditions, contribution changes were greater. Publicly praised individuals showed positive or negative behavior changes, while those not praised in the same group showed positive changes. Men contributed significantly more in the first round than women, with no gender difference found in contribution changes. Rule comprehension positively predicted contribution changes, indicating that more correct answers led to greater positive changes in contributions. These results not only support the inferential social learning perspective, suggesting that through praise, individuals can infer external world perceptions and self-evaluations, affecting both the praised (positively or negatively) and positively influencing non-praised individuals in the same group, but also provide a theoretical basis and intervention strategies for team and organizational management in groups.

Evaluative Deflation, Social Expectations, and the Zone of Moral Indifference.

Acts that are considered undesirable standardly violate our expectations. In contrast, acts that count as morally desirable can either meet our expectations or exceed them. The zone in which an act can be morally desirable yet not exceed our expectations is what we call the zone of moral indifference, and it has so far been neglected. In this paper, we show that people can use positive terms in a deflated manner to refer to actions in the zone of moral indifference, whereas negative terms cannot be so interpreted.