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Measuring resilience to stress (or stress resistance) validly and reliably is an important theoretical and practical problem. Process-oriented stress theories assume that primary and secondary appraisals play an important role in determining the level of resilience. In the present study, a model of resilience based on the analysis of the interplay between primary and secondary appraisal processes is developed. Resilience is high if benign primary appraisals of taxing situations are accompanied by secondary appraisals of coping resources as being sufficient for controlling stressors. In an implementation of the model, the quality of primary appraisals is assessed through the assessment of anxiety, anger and depression, which characterize the most typical cognitive-emotional reactions to demanding situations. The assessment of secondary appraisals is restricted to the analysis of psychophysiological (functional) resources, which are involved in all forms of coping activities. The implementation of the model gives rise to a measure of resilience, which is shown to successfully predict the outcome of the stress process in a sample of Russian police officers.

Using highly interactive systems like computer games requires a lot of visual activity and eye movements. Eye movements are best characterized by visual fixation -periods of time when the eyes stay relatively still over an object. We analyzed the distributions of fixation duration of professional athletes, amateur and newbie players. We show that the analysis of fixation durations can be used to deduce the skill level in computer game players. Highly skilled gaming performance is characterized by more variability in fixation durations and by bimodal fixation duration distributions suggesting the presence of two fixation types in high skill gamers. These fixation types were identified as ambient (automatic spatial processing) and focal (conscious visual processing). The analysis of computer gamers' skill level via the analysis of fixation durations may be used in developing adaptive interfaces and in interface design.

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Background. Mastering a first language at school is mediated by the regulatory abilities of pupils. An open question is how the executive functions implementing conscious self-regulation are related to language competences.Objective. To study the relationship between basic executive functions (switching, inhibition, working memory updating, and error correction) and language competences.Design. A sample of 104 Russian middle school children (aged 13-15 years) performed three cognitive tasks assessing basic executive functions and two tasks assessing language competences in the areas of punctuation, spelling, morphology, syntax, semantics, vocabulary, and style.Results. Inhibition was mostly related to punctuation, spelling, and morphology competences and was most important in the first competences task, requiring the recognition of errors. Switching was mostly related to the competences in syntax, reflecting the importance of switching attention between alternative syntactic structures. Working memory updating was the most important executive function related to language competences, with a heavy focus on higher-level lexical, semantic, and stylistic competences. The role of updating was especially important in the second competences task, which required generation of well-formed sentences. Error correction was mostly relevant for the recognition of language errors. Conclusion.While inhibition and switching affect aspects of constructing the surface form of a sentence, working memory is preferentially related to the construction of semantically appropriate sentences. Error monitoring and correction are generally related to the recognition of language errors. Conscious self-regulation and its cognitive mechanisms are systematically related to the development of native language competences in middle school.

Background. Working memory (WM) seems to be central to most forms of high-level cognition. This fact is fueling the growing interest in studying its structure and functional organization. The influential "concentric model" (Oberauer, 2002) suggests that WM contains a processing component and two storage components with different capacity limitations and sensitivity to interference. There is, to date, only limited support for the concentric model in the research literature, and it is limited to a number of specially designed tasks. objective. In the present paper, we attempted to validate the concentric model by testing its major predictions using complex span and updating tasks in a number of experimental paradigms. method. The model predictions were tested with the help of review of data obtained primarily in our own experiments in several research domains, including Sternberg's additive factors method; factor structure of WM; serial position effects in WM; and WM performance in a sample with episodic long-term memory deficits. Results. Predictions generated by the concentric model were shown to hold in all these domains. In addition, several new properties of WM were identified. In particular, we recently found that WM indeed contains a processing component which functions independent of storage components. In turn, the latter were found to form a storage hierarchy which balances fast access to selected items, with the storing of large amounts of potentially relevant information. Processing and storage in WM were found to be dependent on shared cognitive resources which are dynamically allocated between WM components according to actual task requirements. The implications of these findings for the theory of WM are discussed. conclusion. The concentric model was shown to be valid with respect to standard WM tasks. The concentric model offers promising research perspectives for the study of higherorder cognition, including underlying neurobiological mechanisms.