Objectives. Public behaviour change is necessary to contain the spread of coronavirus . Based on the reinforcement sensitivity theory (RST) framework, this study presents an examination of individual differences in some relevant psychological factors.Design. Cross-sectional psychometric.Methods. UK respondents (N = 202) completed a personality questionnaire (RST-PQ), measures of illness attitudes, concerns about the impact of coronavirus on health services and socio-economic infrastructures, personal safety, and likelihood of voluntary self-isolation.Results. Respondents most concerned were older, had negative illness attitudes, and scored higher on reward reactivity (RR), indicating the motivation to take positive approach action despite prevailing worry/anxiety. Personal safety concerns were highest in those with negative illness attitudes and higher fight-flight-freeze system (FFFS, reflecting fear/avoidance) scores. Results suggest people are experiencing psychological conflict: between the urge to stay safe (FFFF-related) and the desire to maintain a normal, pleasurable (RR-related) life. Ways of ameliorating conflict may include maladaptive behaviours (panic buying), reflecting reward-related displacement activity. Intended selfisolation related to FFFS, but also low behavioural inhibition system (related to anxiety) scores. Older people reported themselves less likely to self-isolate.Conclusions. Interventions need to consider individual differences in psychological factors in behaviour change, and we discuss relevant literature to inform policy makers and communicators. Statement of contributionWhat is already known on this subject?Reinforcement sensitivity theory (RST) personality systems can influence perception of persuasive health messages.

BackgroundThe short (s) allele of the serotonin transporter gene promoter (5-HTTLPR) may be associated with exposure to social adversities and the subsequent onset of depressive illness in adulthood.AimsTo test in adolescents at high risk for depression whether the short ‘s’ allele is associated with levels of morning cortisol and the subsequent onset of a depressive episode.MethodHigh-risk adolescents (n = 403) were genotyped for 5-HTTLPR. Salivary samples were obtained on four consecutive school days within 1 h of waking from 393 (97.5%) individuals and 367 (91%) underwent a mental state reassessment at 12 months.ResultsMultilevel analysis revealed higher levels of salivary cortisol in short allele carriers (s/s>s/l>l/l). A subsequent episode of depression was increased in those with higher cortisol and the ‘s’ allele, and independently by depressive symptoms at entry, in both genders.ConclusionsThe short allele of 5-HTTLPR may moderate the association between morning cortisol and the subsequent onset of a depressive episode.

Bacon, Handley, and Newstead (2003, 2004), have presented evidence for individual differences in reasoning strategies, with most people seeming to represent and manipulate problem information using either a verbal or a spatial strategy. There is also evidence that individuals with dyslexia are inclined to conceptualise information in a visuo-spatial, rather than a verbal, way (e.g. von Károlyi et al., 2003). If so, we might expect a higher proportion of individuals with dyslexia to be spatial reasoners, compared with individuals who do not have dyslexia. The study reported here directly compared strategies reported by these two groups of participants on a syllogistic reasoning task. Moreover, problem content was manipulated so that reasoning across concrete and abstract materials could be compared. The findings suggest that whilst most individuals without dyslexia use a verbal strategy, reasoners with dyslexia do tend to adopt a spatial approach, though their performance is impaired with visually concrete materials. However, when reasoning with more abstract content, they perform comparably with non-dyslexic controls. The paper discusses these results in the light of recent research which has suggested that visual images may impede reasoning, and considers how individuals with dyslexia may differ from other reasoners.

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Impairments in working memory are suggested to be one of the defining characteristics of dyslexia, and deficits in verbal recall are well documented. However, the situation regarding visuospatial memory is less clear. In a widely used measure, the Corsi blocks task, sequences of visuospatial locations can be recalled forwards, in the order presented (CF), or backwards, in reverse order (CB). Previous research has suggested that, while CF draws on spatial-sequential resources, CB may load executive and distinctly visual processes. While people with dyslexia typically show no deficit on CF, CB is rarely presented. We present three studies which indicate a consistent dyslexic deficit on CB that can be ameliorated by visual strategy instructions. Our data suggest that, without instruction, people with dyslexia are unable to adopt an effective CB strategy and this is consistent with a deficit in executive function. These results have implications for our understanding of visuospatial memory in dyslexia, and also in terms of the administration of the Corsi task to special populations.

Levels of sensation seeking peak in adolescence and there is a well-documented association with delinquency and other risk taking behaviours. The present study investigated the potential moderating effect of trait Emotional Intelligence (EI) on this relationship. Trait EI encompasses high levels of empathy and emotion regulation and is associated with positive outcomes and wellbeing. 96 young adults (48 female; overall M age = 19.76) completed measures of sensation seeking, trait EI and self-reported delinquent behaviours since age 12. Results indicated that sensation seeking and frequency of delinquent behaviours were positively associated, but this effect was moderated by trait EI for male participants -those with lower trait EI showed a greater increase in delinquency in line with a rise in sensation seeking. No moderation effect was observed for females, and females with higher levels of trait EI reported more delinquent behaviours. The results are discussed in terms of the protective role of trait EI in supporting self-regulation and whether, for some females, high levels of EI might predispose to antisocial relational behaviours.

Recent research has suggested that individuals with dyslexia rely on explicit visuospatial representations for syllogistic reasoning while most non-dyslexics opt for an abstract verbal strategy. This paper investigates the role of visual processes in relational reasoning amongst dyslexic reasoners. Expt 1 presents written and verbal protocol evidence to suggest that reasoners with dyslexia generate detailed representations of relational properties and use these to make a visual comparison of objects. Non-dyslexics use a linear array of objects to make a simple transitive inference. Expt 2 examined evidence for the visual-impedance effect which suggests that visual information detracts from reasoning leading to longer latencies and reduced accuracy. While non-dyslexics showed the impedance effects predicted, dyslexics showed only reduced accuracy on problems designed specifically to elicit imagery. Expt 3 presented problems with less semantically and visually rich content. The non-dyslexic group again showed impedance effects, but dyslexics did not. Furthermore, in both studies, visual memory predicted reasoning accuracy for dyslexic participants, but not for non-dyslexics, particularly on problems with highly visual content. The findings are discussed in terms of the importance of visual and semantic processes in reasoning for individuals with dyslexia, and we argue that these processes play a compensatory role, offsetting phonological and verbal memory deficits.

Background Academic dishonesty (AD) is an increasing challenge for universities worldwide. The rise of the Internet has further increased opportunities for students to cheat. Aims In this study, we investigate the role of personality traits defined within Reinforcement Sensitivity Theory (RST) as potential determinants of AD. RST defines behaviour as resulting from approach (Reward Interest/reactivity, goal‐drive, and Impulsivity) and avoidance (behavioural inhibition and Fight–Flight–Freeze) motivations. We further consider the role of deep, surface, or achieving study motivations in mediating/moderating the relationship between personality and AD. Sample A sample of UK undergraduates (N = 240). Method All participants completed the RST Personality Questionnaire, a short‐form version of the study process questionnaire and a measure of engagement in AD, its perceived prevalence, and seriousness. Results Results showed that RST traits account for additional variance in AD. Mediation analysis suggested that GDP predicted dishonesty indirectly via a surface study approach while the indirect effect via deep study processes suggested dishonesty was not likely. Likelihood of engagement in AD was positively associated with personality traits reflecting Impulsivity and Fight–Flight–Freeze behaviours. Surface study motivation moderated the Impulsivity effect and achieving motivation the FFFS effect such that cheating was even more likely when high levels of these processes were used. Conclusions The findings suggest that motivational personality traits defined within RST can explain variance in the likelihood of engaging in dishonest academic behaviours.