Metacognitive self-reflectivity moderates the relationship between distress tolerance and empathy in schizophrenia

Deficits in empathy seen in schizophrenia are thought to play a major role in the social dysfunction seen in the disorder. However, little work has investigated potential determinants of empathic deficits. This study aimed to fill that gap by examining the effects of two variables on empathy – distress tolerance and metacognitive self-reflectivity. Fifty-four people with schizophrenia-spectrum disorders receiving services at an urban VA or community mental health center were assessed for empathy, metacognition, and distress tolerance. Bivariate correlations and moderation methods were used to ascertain associations amongst these variables and examine interactions. Results revealed that, against hypotheses, empathy was not related at the bivariate level to either distress tolerance or metacognitive self-reflectivity. However, consistent with hypotheses, moderation analyses revealed that participants with higher self-reflectivity showed no relationship between distress tolerance and empathy, while those with lower self-reflectivity showed a relationship such that reduced ability to tolerate distress predicted reduced empathy. Taken together, results of this study suggest that lack of distress tolerance can negatively affect empathy in people with schizophrenia with lesser capacity for metacognitive self-reflection; thus, fostering self-reflectivity may help overcome that negative impact. Future work is needed investigating the impact of metacognitively-tailored interventions on empathy in this population

Plasmonic lenses for tunable ultrafast electron emitters at the nanoscale

Simultaneous spatiotemporal confinement of energetic electron pulses to femtosecond and nanometer scales is a topic of great interest in the scientific community, given the potential impact of such developments across a wide spectrum of scientific and industrial applications. For example, in ultrafast electron scattering, nanoscale probes would enable accurate maps of structural dynamics in materials with nanoscale heterogeneity, thereby leading to an understanding of the role of boundaries and defects on macroscopic properties. On the other hand, advances in this field are mostly limited by the brightness and size of the electron source. We present the design, fabrication, and optical characterization of bullseye plasmonic lenses for next-generation ultrafast electron sources. Using electromagnetic simulations, we examine how the interplay between light-plasmon coupling, plasmon propagation, dispersion, and resonance governs the properties of the photoemitted electron pulse. We also illustrate how the pulse duration and strength can be tuned by geometric design and predict that sub-10-fs pulses with nanoscale diameter can be achieved. We then fabricate lenses in gold films and characterize their plasmonic properties using cathodoluminescence spectromicroscopy, demonstrating suitable plasmonic behavior for ultrafast nanoscale photoemission

Cyberbullying in Higher Education

Bullying has extended beyond the schoolyard into online forums in the form of cyberbullying. Cyberbullying is a growing concern due to the effect on its victims. Current studies focus on grades K–12; however, cyberbullying has entered the world of higher education. The focus of this study was to identify the existence of cyberbullying in higher education, reveal the existence of students bullying instructors, and determine its impact. Three hundred forty-six online instructors from the undergraduate, graduate, and doctoral programs at the school of management at a large online university were surveyed. Of the respondents, 33.8% said they had been cyberbullied by students, 4.4% of respondents were unsure, and 61.8% said they had never been cyberbullied by students. Over 60% of the participants did not know what resources were available or felt that there were no resources available to help them should they encounter cyberbullying by students in the online classroom. Results indicated concerns about reporting cyberbullying, ranging from fear of not getting further teaching opportunities to dealing with it and decreasing the rate of student retention

Cyber bullying in Higher Education: Implications and Solutions

Cyberbullying exists in all levels of education, from kindergarten to postsecondary. Few studies have been conducted to examine the impact of cyberbullying in higher education. Minor, Smith, and Brashen (2013) identified the need for colleges and universities to set policies and standards on how to handle faculty being cyberbullying by students. Their study revealed that the majority of respondents were unaware of a policy in existence and/or the proper steps to take when bullying occurs. Six steps have been designed to assist college administrators when creating an antibullying policy and setting standards

Is Cognitive Performance Affecting Your Social Life? Cognitive Performance and its Relation to Social Functioning in Psychometric Schizotypy

poster abstractInterpreting cues and appropriately performing in social situations are two skills that are crucial for an individual to function in a modern society. Assessing social functioning and social cognition are used to measure these abilities in first-episode and schizophrenia research. The current study addresses the relationship between social cognition, neurocognition, and social functioning in participants with psychometric schizotypy; a cluster of traits thought to denote increased risk of developing psychosis. Undergraduate students pre-screened for schizotypy were tested for social cognitive and neurocognitive deficits, and lower social functioning. Significant positive correlations were observed between sub-tests of neurocognition and the social cognition measures. The current study shows that there are some subareas of neurocognition that are more closely related to social cognition than others. Independent T-tests reveal that individuals with psychometric schizotypy exhibit lower social functioning. Also, within the schizotypy group, participants report lower social functioning, including in their ability to create and maintain romantic relationships. Future research on this topic could try to find further explanations for social functioning deficits, as they do not appear to be explained by problems with social cognition