Dark and bright personality dimensions as predictors of criminal behavior and recidivism.

A growing body of research highlights the continuum between dark and bright personality traits impacting individual prosocial or antisocial tendencies. However, the interplay between personality dimensions and actual criminal behavior and its reoccurrence is not fully elucidated. We aimed to explore the cumulative predictive value of the bright and dark core of personality for criminal history in differentiating a general community sample (N = 282) from a large sample of inmates (N = 296), with (n = 129) or without (n = 167) criminal history while controlling for age, sex and impression management.

To be or not to be flexible: A hierarchical model of affective flexibility in typical development and internalizing problems.

Affective flexibility is defined as a complex executive function which enables individuals to successfully alternate between distinct emotional and non-emotional features of a given situation in order to attain a specific goal. A large body of research has focused exclusively on flexibility in a non-emotional context, although most of our interactions with our environment are emotionally satiated. Our main aim was to propose a hierarchical framework to describe this construct from a macro-level perspective to a more nuanced and micro-level perspective, including three different levels of affective flexibility: elementary, shifting, and generative.

Climbing anxiety scale (CAS-20): Preliminary development and validation.

Anxiety has been the primary focus of emotion research in sport psychology. Most of the existing anxiety measures focus on the competition related anxiety. Little is known about the way in which anxiety affects athletic outcomes in extreme sports.

Socio-cognitive correlates of primary school children's deceptive behavior toward peers in competitive settings.

Competing for limited resources with peers is common among children from an early age, illustrating their propensity to use deceptive strategies to win. We focused on how primary school-age (6-8 years old) children's strategic deception toward peers is associated with their socio-cognitive development (theory of mind and executive functions). In a novel computerized competitive hide-and-seek game, we manipulated the peer opponents' familiarity (familiar vs.

Truthful yet misleading: Elementary second-order deception in school-age children and its sociocognitive correlates.

In highly competitive contexts, deceptive intentions might be transparent, so conveying only false information to the opponent can become a predictable strategy. In such situations, alternating between truths and lies (second-order lying behavior) represents a less foreseeable option. The current study investigated the development of 8- to 10-year-old children's elementary second-order deception in relation to their attribution of ignorance (first- and second-order ignorance) and executive functions (inhibitory control, shifting ability, and verbal working memory).

Interpretive Diversity Understanding, Parental Practices, and Contextual Factors Involved in Primary School-age Children's Cheating and Lying Behavior.

Dishonesty is an interpersonal process that relies on sophisticated socio-cognitive mechanisms embedded in a complex network of individual and contextual factors. The present study examined parental rearing practices, bilingualism, socioeconomic status, and children's interpretive diversity understanding (i.e.

Implicit and explicit learning of socio-emotional information in a dynamic interaction with a virtual avatar.

Implicit learning (IL) deals with the non-conscious acquisition of structural regularities from the environment. IL is often deemed essential for acquiring regularities followed by social stimuli (e.g.

Give and take: A microgenetic study of preschoolers' deceptive and prosocial behavior in relation to their socio-cognitive development.

Early on, young children begin to learn the social skills which will help them navigate through an increasingly complex social world. We explored how deceiving for personal gain potentially interacts with sharing the resulting resources and how they both relate to theory of mind (ToM) and inhibitory control in 3- to 5-year-old children (N = 92, 43 girls). Children played a hide-and-seek zero-sum game in which they could win stickers if they discovered how to deceive the experimenter.

Anxiety-linked impairment in the ability to recode stimuli.

It has been proposed that elevated trait anxiety is associated with deficits in cognitive flexibility, which is required to enable people to switch between different ways of classifying information. Recent research has focused on a particular facet of cognitive flexibility that may be specifically impaired in high trait anxious individuals. This concerns the ability to recode stimulus information that has initially been categorized in terms of 1 stimulus dimension, in terms of an alternative dimension.

The tangled webs they weave: A scoping review of deception detection and production in relation to Dark Triad traits.

People deceive for different reasons, from avoiding interpersonal conflicts to preserving, protecting, and nurturing interpersonal relationships, and to obtaining social status and power. A growing body of research highlights the role of personality in both deception detection and production, with a particular focus on high Dark Triad (DT) traits (Narcissism, Machiavellianism and Psychopathy), for their shared tendency to engage in unethical self-benefitting behaviors, despite negative consequences for others. The main goal of the current scoping review was to bring together the studies investigating self-reported and performance-based deception production and detection performances, as presented in individuals characterized by high DT traits and point out the possible contribution of DT to deception research.

Back to the future: relating the development of episodic future thinking to cognitive and affective individual differences and to motivational relevance in preschoolers.

Episodic future thinking (EFT) represents the ability to mentally simulate scenarios that will occur in our personal future. In the current study, we used the item choice paradigm, which puts chidren in a problematic situation and requires them to envision a solution by selecting one of various items. This ability was assessed in a sample of 92 preschoolers (3-6 years old), taking into account individual differences in age, gender, cognitive (verbal abilities, EFT memory) and affective (anxiety) factors, as well as contextual factors (motivational relevance).

A Computerized Assessment of Verbal and Visuospatial Memory (Dys)functions in Patients with Rheumatoid Arthritis.

Purpose: Rheumatoid arthritis (RA) is a chronic inflammatory systemic disease associated with various degrees of impairment across different cognitive domains. We aimed to provide a detailed computerized investigation of verbal and visuospatial short-term and working memory (dys)functions in RA patients, assessing both accuracy and response speed, while relating them to age, disease-related activity, affective problems, psychomotor speed and other clinical parameters.

Patients And Methods: The study included 29 RA patients (mean age 50.

Internalising symptoms and verbal working memory in school-age children: A processing efficiency analysis.

The current study investigated differential contributions of internalising symptoms (state anxiety, trait anxiety, depression) to school-age children's verbal short-term (STM) and working memory (WM) span accuracy and efficiency (microanalysis of response times). Children's (N = 125, M  = 11.44 years) STM/WM was assessed with simple/complex span tasks.

When children forget to remember: Effects of reduced working memory availability on prospective memory performance.

The preparatory attentional and memory processes theory (PAM) of prospective memory (PM) proposes that prospective remembering is influenced by the variation in the availability of WM resources. Consequently, PM should be impaired when WM resources are reduced either by direct WM manipulation or by individual differences associated with restricted WM performance. Our study tested this prediction in school-age children by examining the independent and interactive effects of three factors known to deplete availability of WM resources: increased processing demands of a concurrent arithmetic task, additional WM span requirements, and high trait anxiety.

A FISTful of Emotion: Individual Differences in Trait Anxiety and Cognitive-Affective Flexibility During Preadolescence.

Cognitive-affective flexibility represents the ability to switch between alternative ways of processing emotional stimuli according to situational demands and individual goals. Although reduced flexibility has been implicated as a mechanism for the development of anxiety, there is very limited data on this relationship in children and adolescents. The aim of the current study was to investigate cognitive-affective flexibility in preadolescents (N = 112, 50 girls, 11-12 and 13-14 years old) and to examine if this ability is related to individual differences in trait anxiety.

The "good cop, bad cop" effect in the RT-based concealed information test: exploring the effect of emotional expressions displayed by a virtual investigator.

Concealing the possession of relevant information represents a complex cognitive process, shaped by contextual demands and individual differences in cognitive and socio-emotional functioning. The Reaction Time-based Concealed Information Test (RT-CIT) is used to detect concealed knowledge based on the difference in RTs between denying recognition of critical (probes) and newly encountered (irrelevant) information. Several research questions were addressed in this scenario implemented after a mock crime.

Longitudinal and concurrent links between memory span, anxiety symptoms, and subsequent executive functioning in young children.

It has been conjectured that basic individual differences in attentional control influence higher-level executive functioning and subsequent academic performance in children. The current study sets out to complement the limited body of research on early precursors of executive functions (EFs). It provides both a cross-sectional, as well as a longitudinal exploration of the relationship between EF and more basic attentional control mechanisms, assessed via children's performance on memory storage tasks, and influenced by individual differences in anxiety.

A cross-cultural investigation of inhibitory control, generative fluency, and anxiety symptoms in Romanian and Russian preschoolers.

The current study focused on the early development of inhibitory control in 5- to 7-year-old children attending kindergarten in two Eastern-European countries, Romania and Russia. These two countries share many aspects of child-rearing and educational practices, previously documented to influence the development of inhibitory control. Using the Lurian-based developmental approach offered by the Developmental Neuropsychological Assessment battery, the study aimed to contribute to cross-cultural developmental neuropsychology by exploring (a) early interrelationships between subcomponents of inhibitory control (response suppression and attention control) and generative fluency (verbal and figural) in these two cultures, as well as (b) the predictive value of external factors (culture and maternal education) and individual differences (age, gender, nonverbal intelligence, trait anxiety) on inhibitory control and fluency outcomes in children from both countries.

Relating individual differences in internalizing symptoms to emotional attention set-shifting in children.

A growing body of evidence points to links between internalizing symptoms and various executive functioning deficits, and especially to inhibition and set-shifting difficulties. However, there is limited developmental research regarding the impact of internalizing symptoms on the shifting function, particularly during middle childhood. The current study investigated attention shifting in a sample of 108 early school age children (7-11 years) using a task-switching paradigm which required participants to alternate between emotional and nonemotional judgments.

When interference helps: increasing executive load to facilitate deception detection in the concealed information test.

The possibility to enhance the detection efficiency of the Concealed Information Test (CIT) by increasing executive load was investigated, using an interference design. After learning and executing a mock crime scenario, subjects underwent three deception detection tests: an RT-based CIT, an RT-based CIT plus a concurrent memory task (CITMem), and an RT-based CIT plus a concurrent set-shifting task (CITShift). The concealed information effect, consisting in increased RT and lower response accuracy for probe items compared to irrelevant items, was evidenced across all three conditions.

Individual differences in anxiety and executive functioning: a multidimensional view.

The relationship between individual differences in anxiety and executive functioning was investigated in a sample of young adults. Verbal and spatial working memory, resistance to interference, negative priming, and task-switching measures were used to assess three executive functioning dimensions: updating, inhibition, and shifting. An additional index of basic psychomotor speed was added to this cognitive battery.

Processing efficiency in preschoolers' memory span: individual differences related to age and anxiety.

In self-paced auditory memory span tasks, the microanalysis of response timing measures represents a developmentally sensitive measure, providing insights into the development of distinct processing rates during recall performance. The current study first examined the effects of age and trait anxiety on span accuracy (effectiveness) and response timing (efficiency) measures from word and digit span performance in a preschool sample (N=76, mean age=57 months, SD=11). Children were reassessed 8 months later using the same two tasks plus a test of nonword memory span and a measure of articulation rate.

Executive inhibitory control and cooperative behavior during early school years: a follow-up study.

Several links between aspects of executive functioning and the development of social competence have been established. The present study investigates the relation between executive inhibitory control and cooperative/non-cooperative behavior, in an ecological setting, and from a longitudinal perspective. Elementary school children (n=195) of three age groups (7, 9, 11 years, initially) were measured at two consecutive time points, at a one-year interval, with tasks tapping executive inhibitory control (the Stroop test), and social competence (a collaborative puzzle solving task).