This article presents norms of valence/pleasantness, activity/arousal, power/dominance, and age of acquisition for 4,300 Dutch words, mainly nouns, adjectives, adverbs, and verbs. The norms are based on ratings with a 7-point Likert scale by independent groups of students from two Belgian (Ghent and Leuven) and two Dutch (Rotterdam and Leiden-Amsterdam) samples. For each variable, we obtained high split-half reliabilities within each sample and high correlations between samples. In addition, the valence ratings of a previous, more limited study (Hermans & De Houwer, Psychologica Belgica, 34:115-139, 1994) correlated highly with those of the present study. Therefore, the new norms are a valuable source of information for affective research in the Dutch language.

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Previous research has shown that linking approach or avoidance actions to novel stimuli through mere instructions causes changes in the implicit evaluation of these stimuli even when the actions are never performed. In two high-powered experiments (total N = 1147), we examined whether effects of approach-avoidance instructions on implicit evaluations are mediated by changes in explicit evaluations. Participants first received information about the evaluative properties of two fictitious social groups (e.g., Niffites are good; Luupites are bad) and then received instructions to approach one group and avoid the other group. We observed an effect of approach-avoidance instructions on implicit but not explicit evaluations of the groups, even when these instructions were incompatible with the previously obtained evaluative information. These results indicate that approach-avoidance instructions allow for unintentional changes in implicit evaluations. We discuss implications for current theories of implicit evaluation.

Previous research showed that instructions about CS-US pairings can lead to fear of the CS even when the pairings are never presented. In the present study, we examined whether the experience of CS-US pairings adds to the effect of instructions by comparing instructed conditioning with and without actual CS-US pairings in a within-subject design. Thirty-two participants saw three fractals as CSs (CS+1, CS+2, CS−) and received electric shocks as USs. Before the start of a so-called training phase, participants were instructed that both CS+1 and CS+2 would be followed by the US, but only CS+1 was actually paired with the US. The absence of the US after CS+2 was explained in such a way that participants would not doubt the instructions about the CS+2-US relation. After the training phase, a test phase was carried out. In this phase, participants expected the US after both CS+s but none of the CS+s was actually paired with the US. During test, self-reported fear was initially higher for CS+1 than for CS+2, which indicates that the experience of actual CS-US pairings adds to instructions about these pairings. On the other hand, the CS+s elicited similar skin conductance responses and US expectancies. Theoretical and clinical implications are discussed.

We present the first study to map deception across the entire lifespan. Specifically, we investigated age-related difference in lying proficiency and lying frequency. A large community sample (n = 1005) aged between 6 and 77 were surveyed on their lying frequency, and performed a reaction-time (RT) based deception task to assess their lying proficiency. Consistent with the inverted U-shaped pattern of age-related changes in inhibitory control that we observed in a stop signal task, we found that lying proficiency improved during childhood (in accuracy, not RTs), excelled in young adulthood (in accuracy and RTs), and worsened throughout adulthood (in accuracy and RTs). Likewise, lying frequency increased in childhood, peaked in adolescence, and decreased during adulthood. In sum, we observed important age-related difference in deception that generally fit with the U-shaped pattern of age-related changes observed in inhibitory control. Theoretical and practical implications are discussed from a cognitive view of deception.

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Conflict-affected populations are exposed to stressful events during and after war, and it is well established that both take a substantial toll on individuals’ mental health. Exactly how exposure to events during and after war affect mental health is a topic of considerable debate. Various hypotheses have been put forward on the relation between stressful war exposure (SWE), daily stressors (DS) and the development of post-traumatic stress disorder (PTSD). This paper seeks to contribute to this debate by critically reflecting upon conventional modeling approaches and by advancing an alternative model to studying interrelationships between SWE, DS, and PTSD variables. The network model is proposed as an innovative and comprehensive modeling approach in the field of mental health in the context of war. It involves a conceptualization and representation of variables and relationships that better approach reality, hence improving methodological rigor. It also promises utility in programming and delivering mental health support for war-affected populations.

BackgroundThe conflict-ridden context of eastern Congo has set the scene for grueling human rights violations, with sexual violence as one of the ‘weapons of war’. Currently, sexual violence continues, with a considerable increase in civilian perpetrators. However, little is known regarding the particular impact of different experiences of sexual violence on adolescents’ mental health. This study therefore investigates the impact of sexual violence on eastern Congolese adolescents’ mental health and its differing associations with daily stressors, stigma, and the labeling of sexual violence (as ‘rape’ or ‘non-consensual sexual experience’).MethodsA cross-sectional, population-based survey design was implemented in 22 secondary schools, randomly selected from a stratified sample, in Bunia, eastern Congo, a region extensively affected by war. A total of 1,305 school-going adolescent girls aged 11 to 23 participated. Self-report measures of mental health symptoms, war-related traumatic events, experiences of sexual violence, daily stressors, and stigmatization were administered. Differences in sociodemographic characteristics, traumatic experiences and daily and social stressors between types of sexual violence (rape, non-consensual sexual violence, no sexual violence) were explored through statistical analysis. ANCOVA analyses investigated associations between those risk factors and adolescents’ mental health.ResultsMore than one third of eastern Congolese adolescent girls reported experiences of sexual violence. Elevated levels of daily stressors, experiences of stigmatization, and stressful war-related events were found amongst girl victims of sexual violence, with the highest levels for girls who labeled the sexual violence as rape. Daily stressors, stigmatization, and war-related events showed a large impact on the girls’ mental health. Last, girls who labeled the sexual violence as non-consensual sexual experiences reported more post-traumatic hyper-arousal and intrusion symptoms compared to those labeling the sexual violence as rape.ConclusionsThese findings point to the important association between how war-affected adolescent girls label sexual violence (rape or non-consensual sexual experiences) and their mental health. This study also documents the large impact of sexual violence on other stressors (daily stressors, stigmatization, and stressful war events) and the impact of these stressors on girl victims’ mental health. It discusses important implications for addressing sexual violence and its consequences in war-affected contexts.