The impact of an emotionally expressive writing intervention on eating pathology in female students

© 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.Introduction: Previous research demonstrating emotional influences on eating and weight suggest that emotionally expressive writing may have a significant impact on reducing risk of eating pathology. This study examined the effects of writing about Intensely Positive Experiences on weight and disordered eating during a naturalistic stressor. Method: Seventy-one female students completed an expressive or a control writing task before a period of exams. Both groups were compared on BMI (kg/m2) and the Eating Disorder Examination – Questionnaire (EDE-Q) before the writing task and at 8-week follow-up. A number of secondary analyses were also examined (to identify potential mediators) including measures of attachment, social rank, self-criticism and self-reassurance, stress and mood. Results: There was a significant effect of intervention on changes in the subscales of the EDE-Q (p = .03). Specifically, expressive writers significantly reduced their dietary restraint while those in the control group did not. There was no significant effect of the intervention on changes in BMI or the other subscales of the EDE-Q (Eating, Weight and Shape Concern). There was also no effect of writing on any of the potential mediators in the secondary analyses. Discussion: Emotionally expressive writing may reduce the risk of dietary restraint in women but these findings should be accepted with caution. It is a simple and light touch intervention that has the potential to be widely applied. However, it remains for future research to replicate these results and to identify the mechanisms of action.Peer reviewedFinal Published versio

Breaking down the language of racism:a computerised linguistic analysis of racist groups’ self-defining online statements

The Internet represents a powerful tool for racist groups to build a sense of group consciousness and promote their cause. In the current study, we examined the language used by racist (n = 87), anti-racist (n = 50), and nonactivist (n = 1379) groups when describing their self-defining beliefs online. We used computerized linguistic analysis software to measure psychological indicators and antecedents of group consciousness and to examine the persuasive techniques used in online group communication. Racist and anti-racist groups were similar on some linguistic indicators of group consciousness (e.g., use of words reflecting perceived injustice), but differed on others (e.g., use of words reflecting group identification). Linguistic indicators of antecedents of group consciousness (moral foundations and focus on religion) differed across groups, with racist groups focused more on purity, respect for authority, and religion, and less on fairness than anti-racist groups. Racist groups also used less cognitively complex language than nonactivist groups (but similar levels to anti-racist groups). Our results contribute to understanding how racist groups promote their self-defining beliefs online, and identify several key factors that should be considered when designing policies to reduce racist groups' growth and impact

An Army of Me: Sockpuppets in Online Discussion Communities

In online discussion communities, users can interact and share information and opinions on a wide variety of topics. However, some users may create multiple identities, or sockpuppets, and engage in undesired behavior by deceiving others or manipulating discussions. In this work, we study sockpuppetry across nine discussion communities, and show that sockpuppets differ from ordinary users in terms of their posting behavior, linguistic traits, as well as social network structure. Sockpuppets tend to start fewer discussions, write shorter posts, use more personal pronouns such as "I", and have more clustered ego-networks. Further, pairs of sockpuppets controlled by the same individual are more likely to interact on the same discussion at the same time than pairs of ordinary users. Our analysis suggests a taxonomy of deceptive behavior in discussion communities. Pairs of sockpuppets can vary in their deceptiveness, i.e., whether they pretend to be different users, or their supportiveness, i.e., if they support arguments of other sockpuppets controlled by the same user. We apply these findings to a series of prediction tasks, notably, to identify whether a pair of accounts belongs to the same underlying user or not. Altogether, this work presents a data-driven view of deception in online discussion communities and paves the way towards the automatic detection of sockpuppets.Comment: 26th International World Wide Web conference 2017 (WWW 2017

In an absolute state: elevated use of absolutist words is a marker specific to anxiety, depression and suicidal ideation

Absolutist thinking is considered a cognitive distortion by most cognitive therapies for anxiety and depression. Yet, there is little empirical evidence of its prevalence or specificity. Across three studies, we conducted a text analysis of 63 internet forums (over 6,400 members) using the Linguistic- Inquiry and Word Count software (Pennebaker, Booth, Boyd, & Francis, 2015) to examine absolutism at the linguistic level. We predicted and found that anxiety, depression and suicidal ideation forums contained more absolutist words than control forums (d’s > 3.14). Suicidal ideation forums also contained more absolutist words than anxiety and depression forums (d’s > 1.71). We show that these differences are more reflective of absolutist thinking than psychological distress. Interestingly, absolutist words tracked the severity of affective disorder forums more faithfully than ‘negative emotion’ words. Finally, we found elevated levels of absolutist words in depression ‘recovery’ forums. This suggests that absolutist thinking may be a vulnerability factor

Anyone Can Become a Troll: Causes of Trolling Behavior in Online Discussions

In online communities, antisocial behavior such as trolling disrupts constructive discussion. While prior work suggests that trolling behavior is confined to a vocal and antisocial minority, we demonstrate that ordinary people can engage in such behavior as well. We propose two primary trigger mechanisms: the individual's mood, and the surrounding context of a discussion (e.g., exposure to prior trolling behavior). Through an experiment simulating an online discussion, we find that both negative mood and seeing troll posts by others significantly increases the probability of a user trolling, and together double this probability. To support and extend these results, we study how these same mechanisms play out in the wild via a data-driven, longitudinal analysis of a large online news discussion community. This analysis reveals temporal mood effects, and explores long range patterns of repeated exposure to trolling. A predictive model of trolling behavior shows that mood and discussion context together can explain trolling behavior better than an individual's history of trolling. These results combine to suggest that ordinary people can, under the right circumstances, behave like trolls.Comment: Best Paper Award at CSCW 201

The self and others in the experience of pride

Pride is seen as both a self-conscious emotion as well as a social emotion. These categories are not mutually exclusive, but have brought forth different ideas about pride as either revolving around the self or as revolving around one’s relationship with others. Current measures of pride do not include intrapersonal elements of pride experiences. Social comparisons, which often cause experiences of pride, contain three elements: the self, the relationship between the self and another person, and the other person. From the literature on pride, we distilled three related elements; perceptions and feelings of self-inflation, other-distancing, and other-devaluation. In four studies, we explored whether these elements were present in pride experiences. We did so at an implicit (Experiment 1; N = 218) and explicit level (Experiment 2; N = 125), in an academic setting with in vivo (Experiment 3; N = 203) and imagined pride experiences (Experiment 4; N = 126). The data consistently revealed that the experience of pride is characterised by self-inflation, not by other-distancing nor other-devaluation

Social representations of history, wars and politics in Latin America, Europe and Africa

This study analyzes how people perceive world history on three continents: Latin America, Europe and Africa. A total of 1179 university students form Argentina, Brazil, Peru, Portugal, Spain, Guinea-Bissau, and Cape Verde were asked to evaluate world events and leaders in terms of their valence and importance. The results demonstrated that social representations of history show a Euro/North American-centric, long-term positive evaluation, recency, and socio- centric bias. Euro/North American-centric events and leaders were found to be rated as more important and were more positively perceived in general. Distant political events, like French or American Revolution, were considered to be more positive than XX century similar events, which supports the long-term positive evaluation bias hypothesis. The hypothesis on recency bias was partially substantiated. Confirming the existence of such bias, World War II was rated as more important than the previous XX century wars and revolutions. Socio-centric bias also received partial support. African participants rated Mandela as a more important leader than other participants did. Latin Americans rated Che Guevara less positively, which suggests that some leaders are generally idealized icons, not based on group belongingness. However, results did not bring support to the centrality of war hypothesis. Wars were indeed negatively evaluated and World War II was rated as an important and negative event. Nevertheless, war- and politics-related events were not perceived as more important than the Industrial Revolution, suggesting that people appraise the importance of long-term socioeconomic factors of history when responding to close-ended quantitative measures (vs. open-ended salience measures). Results are discussed in the framework of social representations of history.El estudio analiza como las personas perciben la historia mundial en tres continentes: Latinoamérica, Europa y África. 1179 estudiantes universitarios de Argentina, Brasil, Perú, Portugal, España, Guinea-Bissau y Cabo Verde evaluaron una lista de eventos mundiales y líderes en lo que concierne a su valoración e importancia. Los resultados han mostrado que la representación social de la historia se caracteriza por un Euro centrismo, una evaluación positiva a largo plazo, y por sesgos socio-céntricos. Los eventos “Occidentales” (vinculados a Europa y Norteamérica) fueron evaluados como más importantes y percibidos más positivamente que los no-Occidentales. Eventos políticos distantes, como la Revolución Francesa o Americana, fueron evaluados más positivamente que eventos similares del siglo XX, apoyando la hipótesis de la evaluación positiva del pasado lejano. La hipótesis del sesgo de recencia o proximidad fue parcialmente confirmada, ya que la II Guerra Mundial fue evaluada como más importante que revoluciones o guerras anteriores al siglo XX. El sesgo socio-céntrico también recibe apoyo parcial. Los africanos consideraron a Mandela como un líder más importante comparado con los otros participantes. Los Latinos americanos evaluaron Che Guevara menos positivamente, lo que sugiere que ciertos líderes son generalmente íconos idealizados, y su valoración positiva no se basa en la proximidad o la pertenencia grupal. Sin embargo, los resultados no apoyaron la hipótesis de la centralidad de la guerra. Las guerras fueron efectivamente evaluadas negativamente y la II Guerra Mundial fue evaluado como la guerra más importante y como un evento muy negativo. No obstante, las guerras y eventos políticos relacionados con la violencia no fueron percibidos como más importantes que la Revolución industrial, sugiriendo que las personas valoran la importancia general de los factores históricos socioeconómicos cuando responden a medidas cuantitativas cerradas (vs. medidas abiertas). Los resultados se analizan desde el marco teórico de las representaciones sociales de la Historia

Longitudinal associations between keeping a secret and psychosocial adjustment in adolescence

Increasing bodies of evidence suggest that keeping secrets may be detrimental to well-being and adjustment, whereas confiding secrets may alleviate the detriments of secrecy and benefit well-being and adjustment. However, few studies have addressed the consequences of keeping and confiding secrets simultaneously, and even fewer have done so longitudinally. This article reports on a two-wave longitudinal survey study among 278 adolescents (aged 13-18 years) that examined the associations of keeping and confiding a specific secret with psychosocial adjustment. Results confirmed a hypothesized longitudinal contribution of keeping a secret all to oneself to psychosocial problems, including depressive mood, low self-concept clarity, low self-control, loneliness, and poor relationship quality. Furthermore, confiding versus continuing to keep a secret all to oneself was associated with decreased psychosocial problems after six months, whereas starting to keep a secret versus not doing so was associated with increased psychosocial problems. These results suggest that the keeping or confiding of secrets may affect adolescents' psychosocial well-being and adjustment. © 2008 The International Society for the Study of Behavioural Development

Analyzing collaborative learning processes automatically

In this article we describe the emerging area of text classification research focused on the problem of collaborative learning process analysis both from a broad perspective and more specifically in terms of a publicly available tool set called TagHelper tools. Analyzing the variety of pedagogically valuable facets of learners’ interactions is a time consuming and effortful process. Improving automated analyses of such highly valued processes of collaborative learning by adapting and applying recent text classification technologies would make it a less arduous task to obtain insights from corpus data. This endeavor also holds the potential for enabling substantially improved on-line instruction both by providing teachers and facilitators with reports about the groups they are moderating and by triggering context sensitive collaborative learning support on an as-needed basis. In this article, we report on an interdisciplinary research project, which has been investigating the effectiveness of applying text classification technology to a large CSCL corpus that has been analyzed by human coders using a theory-based multidimensional coding scheme. We report promising results and include an in-depth discussion of important issues such as reliability, validity, and efficiency that should be considered when deciding on the appropriateness of adopting a new technology such as TagHelper tools. One major technical contribution of this work is a demonstration that an important piece of the work towards making text classification technology effective for this purpose is designing and building linguistic pattern detectors, otherwise known as features, that can be extracted reliably from texts and that have high predictive power for the categories of discourse actions that the CSCL community is interested in