Emotion and time pressure are two important factors affecting risk decisionmaking. This study explored the interaction of emotion and time pressure on risk decision-making by adopting 3 (emotion state: positive emotion, negative emotion, and control group) × 2 (time constraint: high time constraint and no time constraint) between-subject experiment design. The results showed that (1) both emotion and time pressure exerted significant effect on risk decision-making (generally, positive emotion renders participants more risk prone than negative emotion, and high time pressure promotes people more risk seeking than no time pressure); (2) time pressure polarized the effects of different emotions on risk decision-making. As effects of emotions were polarized under high time pressure, two distinct cognitive pathways may function in human decision-making. Based on our experimental result and previous neuroeconomic works, we proposed a novel dual cognitive pathways model to explain phenomenon in the current article.
Patterns of psychological disturbance differ after concussions and orthopedic injures. Further research is warranted to identify the factors contributing to these differences and to develop effective intervention programs to prevent these symptoms.
Although the Emotions as a Child Scale (EAC) has been widely used in research with children and adolescents, no peer-reviewed studies have examined its factor structure using factor analytic methods. Likewise, the measurement equivalence of the scale across gender and race/ethnicity has never been investigated. To address these gaps, this study examines the factor structure of the scale in late adolescence and emerging adulthood, compares it to previous theory-driven models, and evaluates its measurement invariance across gender and 2 racial/ethnic groups. Participants were 1,087 individuals participating in a larger community-based study of adolescent health (M = 19.35 years, SD = 1.19). Results of exploratory and confirmatory factor analyses suggest that a 2-factor model from a shortened version of the scale (3 items were eliminated from each emotion scale), involving supportive and unsupportive socialization strategies, is a good alternative model to the original 5-factor structure for researchers interested in broader conceptualization of emotion socialization strategies. This 2-factor model of the shortened scale showed stronger measurement invariance across gender than racial/ethnic groups. Future studies addressing racial/ethnic differences with this measure should compare the results with and without imposing corresponding invariance constraints on noninvariant items. Findings of this study should be replicated in other age and racial/ethnic groups, and examine the predictive utility of the abbreviated 2-factor model for emotion-related outcomes across development.
Context: All 50 states and the District of Columbia have enacted laws governing concussion management and education. These concussion laws, featuring common tenets regarding removal from play, return to play, and concussion education, have shaped school and district policies. Objective: To evaluate the strategies commonly used to implement concussion laws at the school and district levels, as reported by certified athletic trainers (ATs). Design: Qualitative study. Setting: High schools. Patients or Other Participants: We interviewed 64 ATs from high schools (1 per school) participating in High School Reporting Information Online. Data Collection and Analysis: Interviews were conducted with participants between April and October 2015 regarding implementation of the 3 core tenets of concussion laws. Research team members independently evaluated the interview transcripts and field notes to identify common themes in implementation strategies. Results: Of the 64 schools represented, 90.6% were public schools, 89.1% sponsored more than 15 sports, and all schools employed at least 1 AT and had a written concussion policy. Four commonly used strategies to implement removal from play were reliance on coaches, immediate response, referral and guidance after injury, and notification of key individuals. Use of assessment or baseline tests, communication among parties involved, reliance on AT assessments, and return-to-learn policies were 4 frequent strategies to implement return to play. Finally, 3 major implementation strategies to effectuate concussion education were use of existing educational tools, timing of education, and concussion training for school professionals. Conclusions: Although concussion laws were passed at different times and varied in content across states, common themes in implementation strategies emerged across jurisdictions. The identification of strategic approaches to implementation will help ensure proper concussion management and education, reducing negative health outcomes among youths with concussions.
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