Creating a “Third Space” in Student Teaching: Implications for the University Supervisor’s Status as Outsider

The work of teacher education during student teaching typically takes place in two distinct “spaces”: placement sites and college/university settings. The program featured in this article is structured in ways that clearly mark out those two spaces. Yet this configuration led our university supervisors, whose work primarily took place in the field, to feel like “outsiders.” To redress this concern, a third learning space was incorporated into our student teaching seminar. We suggest that “third spaces” in combination with return-to-campus courses not only mitigates the peripherality of university supervisors but also amplifies the influence of a teacher preparation program

Stimulating Self-Regulation: A Review of Non-invasive Brain Stimulation Studies of Goal-Directed Behavior

Self-regulation enables individuals to guide their thoughts, feelings, and behaviors in a purposeful manner. Self-regulation is thus crucial for goal-directed behavior and contributes to many consequential outcomes in life including physical health, psychological well-being, ethical decision making, and strong interpersonal relationships. Neuroscientific research has revealed that the prefrontal cortex plays a central role in self-regulation, specifically by exerting top-down control over subcortical regions involved in reward (e.g., striatum) and emotion (e.g., amygdala). To orient readers, we first offer a methodological overview of tDCS and then review experiments using non-invasive brain stimulation techniques (especially transcranial direct current stimulation) to target prefrontal brain regions implicated in self-regulation. We focus on brain stimulation studies of self-regulatory behavior across three broad domains of response: persistence, delay behavior, and impulse control. We suggest that stimulating the prefrontal cortex promotes successful self-regulation by altering the balance in activity between the prefrontal cortex and subcortical regions involved in emotion and reward processing

A Multisite Preregistered Paradigmatic Test of the Ego-Depletion Effect

We conducted a preregistered multilaboratory project (k = 36; N = 3,531) to assess the size and robustness of ego-depletion effects using a novel replication method, termed the paradigmatic replication approach. Each laboratory implemented one of two procedures that was intended to manipulate self-control and tested performance on a subsequent measure of self-control. Confirmatory tests found a nonsignificant result (d = 0.06). Confirmatory Bayesian meta-analyses using an informed-prior hypothesis (δ = 0.30, SD = 0.15) found that the data were 4 times more likely under the null than the alternative hypothesis. Hence, preregistered analyses did not find evidence for a depletion effect. Exploratory analyses on the full sample (i.e., ignoring exclusion criteria) found a statistically significant effect (d = 0.08); Bayesian analyses showed that the data were about equally likely under the null and informed-prior hypotheses. Exploratory moderator tests suggested that the depletion effect was larger for participants who reported more fatigue but was not moderated by trait self-control, willpower beliefs, or action orientation.</p

The Influence of Self-Focused Attention on Time Estimation Behavior

Presents a study of time estimation behavior as a function of self-focused attention and the enjoyability of activity performed. It was hypothesized that self-focused attention will facilitate more accurate time estimates of an interval than task-focused attention. In addition, time estimates are expected to be more distorted when performing an enjoyable activity than when performing a tedious activity. This model is consistent with Csikszentmihalyi\u27s (1990) theory of flow experience but diverges from popular cognitive processing accounts of time estimation behavior Predictions regarding subjective time experience from Baumeister\u27s (1991) theory of escape from self are also considered. An experiment is presented that upholds the hypothesis regarding task enjoyability. Differential time estimates as a function of self-focused awareness failed to materialize. Implications for notions of subjective time experience are discussed

Mortality salience increases personal optimism among individuals higher in trait self-control

Reminders of personal mortality may tune attention toward positive information. Insofar as attending to positive things in life helps individuals to cope with awareness of death, individuals with higher trait self-control may be particularly adept at positive tuning under mortality salience. To test this hypothesis, the current study had participants complete a measure of trait self-control, contemplate their mortality or a control topic, and then complete a measure of personal optimism. Mortality salience increased personal optimism, but only among participants higher in trait self-control. Taken together with past research the current results suggest that individuals higher in trait self-control draw upon diverse sources of positivity under mortality salience, which may help explain why they enjoy more positive outcomes in life

Getting Over It: Working Memory Capacity and Affective Responses to Stressful Events in Daily Life

Working memory capacity (WMC) refers to the capacity to maintain information in short-term storage while processing other information. WMC has been related to higher-order cognitive functions like language comprehension and goal maintenance, and a growing body of research implicates WMC in emotion processes as well. The current research tested the preregistered hypothesis that individual differences in WMC relate to affective states following daily stressors. We measured WMC in 92 participants using both neutral and emotional WMC tasks and assessed momentary affect, the occurrence of stressful events, and responses to those events using brief experience sampling surveys 5 times per day across 6 days. Results revealed that more stressful events related to higher momentary negative affect, but less so among participants higher in WMC. This result is consistent with the view that WMC plays a role in emotion regulation. Exploratory analyses yielded suggestive clues as to why individuals higher in WMC may experience reduced negative affect following daily stressors

The effects of negative emotions on sensory perception: fear but not anger decreases tactile sensitivity

Emotions and sensory perceptions are closely intertwined. Of the five senses, sight has been by far the most extensively studied sense in emotion research. Relatively less is known about how emotions influence the other four senses. Touch is essential for nonverbal communication in both humans and other animals. The current investigation tested competing hypotheses about the effect of fear on tactile perception. One hypothesis based on evolutionary considerations predicts that fear enhances sensory perception, including tactile sensitivity. A competing hypothesis based on research on peripheral psychophysiology predicts that fear should decrease tactile sensitivity. Two experiments that induced negative emotional states and measured two-point discrimination ability at the fingertip found that fear reduces tactile sensitivity relative to anger or a neutral control condition (Studies 1 and 2). These findings did not appear to be driven by participants’ naïve beliefs about the influence of emotions on touch (Study 3). The results represent the first evidence of the causal impact of emotional states on tactile sensitivity, are consistent with prior evidence for the peripheral physiological effects of fear, and offer novel empirical grounds for developing and advancing theories of emotional influences on sensory perception

Aftereffects of self-control on positive emotional reactivity

According to the process model of ego depletion, exercising self-control causes shifts in motivation and attention that may increase positive emotional reactivity. In an initial study and a preregistered replication, participants exercised self-control (or not) on a writing task before reporting their emotional responses to positive, negative, and neutral images. In Study 1 (N = 256) we found that exercising (versus not exercising) self-control increased positive emotional responses to positive images among more extraverted individuals. In Study 2 (N = 301) we found that exercising self-control increased positive reactivity independent of extraversion. These findings support the process model of ego depletion and suggest that exercising self-control may influence responding that does not entail self-control (i.e., positive emotional reactivity)—an outcome that is not anticipated by the limited resource model of self-control