bluuebunny/crossref_metadata_2025_split huggingface dataset:
Integrating Research on Self-Control across Multiple Levels of Analysis: Insights from Social Cognitive and Affective Neuroscience
Authors: Kross Ethan , Ochsner Kevin 
Published: May 2010

AbstractAdvances in neuroimaging methods and techniques and interest in understanding the neural bases of psychological phenomena are rapidly changing how the capacity for self-control is being addressed. An approach dubbed Social Cognitive and Affective Neuroscience (SCAN) integrates research across multiple levels of analysis, leading to important findings that link the basic social, cognitive, and affective processes underlying self-control to their neural substrates. This chapter illustrates how a SCAN approach can be useful for addressing questions including the problem of how to enable researchers from different areas with different types of expertise and interests in self-control to communicate with one another and most effectively use each other’s (sometimes highly technical) theories and methods. Towards this end, we begin by describing the basic goals of SCAN and some of the key challenges facing researchers who adopt this approach. We then describe how this approach is currently being used to build an integrative understanding of the processes underlying a particular type of self-control process that involves actively reinterpreting the meaning of an emotionally evocative stimulus to meet and/or modulate ones’ feelings. We conclude by discussing important future research directions in this area.
Using the Stroop Task to Study Emotion Regulation
Authors: Buhle Jason , Wager Tor , Smith Ed 
Published: May 2010

AbstractThe Stroop task is among the most influential experimental paradigms for the study of cognitive control. Recent variants have sought to extend the Stroop task to the study of emotional regulation. To assess these emotional Stroop tasks, it is important to distinguish between those that seek to disrupt performance purely via distraction by emotional stimuli that engage attention, from those that do so by presenting emotional information that specifically conflicts with task-relevant judgments. The emotional stimuli in distraction-based Stroop tasks typically fail to disrupt the performance of healthy adults, and recent work suggests that when inference does occur, it lags behind goal-directed processing, primarily degrading performance on subsequent trials. Although early neuro-imaging research using the emotional distraction Stroop tasks gave rise to the influential hypothesis of distinct emotional and nonemotional processing regions in the anterior cingulate cortex, subsequent research has provided limited support. Other recent evidence suggests that interference in these distraction tasks might reflect a generic transient surprise rather than inherently emotional processes. In contrast to emotional distraction Stroop tasks, studies of emotional conflict have reported robust congruency effects, but it is unclear that the resolution of stimulus incompatibility is relevant to questions of how one controls one’s emotions. Future research with emotional distraction Stroop tasks should seek to develop variants that evince more robust effects, whereas research on emotional stimulus incompatibility should leverage previous work with nonemotional conflict Stroop variants to explore topics such as the relationship between output modality and dimensional relevancy, and the distinction between categorization and identification task goals.
The Common Neural Basis of Exerting Self-Control in Multiple Domains
Authors: Cohen Jessica R. , Lieberman Matthew D. 
Published: May 2010

AbstractPeople regularly exert control over impulsive thoughts and behaviors in order to make appropriate decisions and take appropriate actions even when they are more difficult or less pleasant than alternative choices. A common theme in mental illnesses characterized by impulsivity, such as ADHD and substance abuse, is an impaired self-control mechanism. Therefore, understanding the mechanisms underlying an intact control mechanism can not only shed light on how healthy people exert self-control over their thoughts and behaviors, but help us to understand what is impaired in patient populations as well. The right ventrolateral prefrontal cortex (VLPFC) is a region in the brain that is commonly activated when people are exerting many different forms of self-control. It is noted that other prefrontal regions also consistently activated when one exerts self-control, such as the dorsolateral prefrontal cortex, anterior cingulate cortex, orbitofrontal cortex, and medial prefrontal cortex, may be recruited for other task demands and not self-control specifically. Although the right VLPFC has been linked to other functions as well, this review will focus on the hypothesized general role that it plays during acts of self-control. There are infinite manners in which one can exert self-control. We limit our discussion to six forms of conscious, explicit control that are commonly addressed in the literature: motor response inhibition, suppressing risky behavior, delaying gratification, regulating emotion, memory inhibition, and thought suppression. First, we review the literature exploring the involvement of the right VLPFC in each type of self-control separately. Next, we explore the small amount of literature comparing different forms of self-control to each other and discuss the possibility that these forms of self-control are related constructs. We also discuss the anatomical positioning of the right VLPFC and point out that it is well suited to serving a key role in exerting self-control. Finally, we conclude that although more direct research must be conducted before firm conclusions can be made, there is evidence that the right VLPFC is utilized when exerting self-control regardless of the specific domain of control.
The Dynamic Control of Human Actions
Authors: Waszak Florian , Springer Anne , Prinz Wolfgang 
Published: May 2010

AbstractHuman action serves two complementary purposes. On the one hand, actions are meant to achieve desired effects in the environment. On the other hand, people act as a consequence of external events, trying to accommodate to environmental demands. While the former type of action is usually referred to as “voluntary,” “goal-directed,” or “intention-based,” the latter is often conceptualized as “response,” “reaction,” or “stimulus-based.” At the same time, the concepts of intention- and stimulus-based action control are inseparably interwoven. Although intention-based actions by definition rely on intentions, the planning process also needs to consider stimulus information from the agent’s actual environment. Similarly, although stimulus-based actions are triggered by external stimuli from the environment, stimulus information is not a sufficient condition for the execution of the action: to respond to the external information in the appropriate way, it rather needs to be complemented by an intentional set. In this chapter, we address theoretical and experimental approaches to the cognitive underpinnings of action control. We outline current theories of human action control and review experimental paradigms addressing this issue by comparing intention-based and stimulus-based actions or by investigating the interference between both types of action control. Finally, we discuss the function of the self within the proposed cognitive framework. For this purpose, we link the action control theories under discussion to cross-cultural and social-psychological evidence suggesting that individuals differ in self-regulatory performance depending on their social orientation—that is, how they define the self in connection to other people. We will claim that research on self-control can profit from cognitive research on action control because both fields deal with situations in which automatic behavioral tendencies need to be controlled and adjusted to the individual’s goals and desires, for example, losing weight, abstaining from alcohol, cigarettes or drugs, or avoiding violent and aggressive reactions to others. In turn, to understand from a cognitive perspective why people fail to withstand predominant responses to the environment, and, on the other hand, how they can successfully regulate their behavior can be viewed as a substantial part of understanding self-control.
Unpacking the Self-Control Dilemma and Its Modes of Resolution
Authors: Kruglanski Arie W. , Kőpetz Catalina 
Published: May 2010

AbstractThe problem of self-control has been an old preoccupation since the time of Greek philosophers. In modern psychology, self-control and related concepts, such as conscientiousness, ego resilience, willpower, or the human agency, have been of longstanding interest to theorists yielding to invaluable insights into people's abilities and difficulties to cope with self-control concerns. However, an overarching conception that would guide our understanding of self-control phenomena is still in great need. The purpose of the present chapter is to organize the most recent theorizing and empirical research on self-control and to sketch the contours of such a framework around two main issues: 1) the essential “ingredients” of the self-control problem (saliency of seemingly incompatible objectives, and their relative value); 2) the basic ways of responding to the self-control problem (goal-choice, and multifinality quest).
Conflict and Control at Different Levels of Self-Regulation
Authors: Scholer Abigail A. , Higgins E. Tory 
Published: May 2010

AbstractTraditionally, self-control conflicts have been defined as conflicts between some immediate, short-term gratification versus some delayed, long-term gain. Although this is certainly a self-control issue, we argue that a focus on this definition of self-control has obscured the broader self-control issue: self-control is about resolving and managing conflict. In this chapter, we take a broad view of defining self-control within the self-regulatory system by considering how conflicts and control are represented within a self-regulatory hierarchy. Specifically, we suggest that self-control involves managing conflicts at multiple levels: managing conflicts between and within the levels of behaviors, tactics, strategies, and goals. In particular, we suggest that self-control conflicts can exist both between and within multiple levels in a hierarchy. Vertical conflicts occur between levels in a self-regulatory hierarchy (e.g., between higher-order and lower-order concerns, between goal orientations and strategies, between strategies and tactics). Horizontal conflicts occur within levels in a self-regulatory hierarchy (e.g., between goals, between strategies, between tactics, between behaviors). We review evidence that individuals exert self-control both horizontally and vertically at the goal and strategic levels of the self-regulatory hierarchy. We end by discussing the possibility that conflict representations are malleable. Representing the same conflict in different ways (e.g., vertically vs. horizontally) may have significant implications for interventions.
Justice as Social Self Control
Authors: Tyler Tom R. 
Published: May 2010

AbstractThis chapter examines the idea of justice from a self-control perspective. It argues that justice involves socially shared rules whose function is to facilitate people's efforts to manage social interactions. Because of the benefits of social interactions, people want to live in social groups and cooperate with others. However, doing so requires them to recognize what constitutes a reasonable balance between doing what benefits them and doing what benefits others. Rules of social justice define that reasonable balance and, in so doing, make social life more viable. This is directly true with principles of distributive justice, which indicate who should receive what. It is indirectly true of principles of procedural justice, which define how authorities should decide who should receive what. In both cases, reliance on justice makes the functioning of relationships and groups more efficient and effective.
System Justification and the Disruption of Environmental Goal-Setting: A Self-Regulatory Perspective
Authors: Feygina Irina , Goldsmith Rachel E. , Jost John T. 
Published: May 2010

AbstractGlobal warming and environmental destruction pose formidable social dilemmas. Although the contribution of each person to the problem through consumption, utilization, and waste is nearly invisible, the cumulative impact for the well-being of societies and individuals within those societies is potentially devastating. We propose that an important psychological factor contributing to the environmental commons dilemma is the motivation to justify and rationalize the status quo and the extant socioeconomic system. Rather than acknowledging and confronting environmental problems, we propose that people may engage in denial of environmental realities as a means of satisfying short-term needs associated with system justification. Denial, in turn, contributes to a failure to set pro-environmental goals and the tendency to perpetuate environmentally harmful behaviors that are detrimental in the long term. Four studies provided support for these predictions. People who exhibit chronically stronger (vs. weaker) tendencies to justify the system reported greater denial of environmental problems, less favorable attitudes toward the environment, and failure to set useful, ambitious goals or to engage in behaviors that would prevent further environmental deterioration. Differences in system justification tendencies helped to explain commonly observed differences in environmental attitudes and behaviors among liberals and conservatives, women and men, and those with more—compared to less—years of education. In addition, our experimental evidence suggested that engaging in denial of environmental realities serves a system-justifying function by re-establishing a view of the system as legitimate and just, but it interferes with setting goals to help the environment. Implications of a self-regulatory perspective on environmental attitudes and potential contributions of a social psychological analysis of commons dilemmas are discussed.
Introduction
Authors: Rose Elizabeth 
Published: May 2010

Abstract
The United States' approach to educating and caring for young children relies on a patchwork of public and private programs serving children of different economic backgrounds, ages, and needs. Policymakers' decisions over the past 40 years have helped create this fragmented and market‐based system. Today's advocates are pushing to define preschool as part of public education, and to offer it to all children. The book will explore how past policy decisions have brought us to the current campaign for universal pre‐kindergarten, and how history can inform the questions that need to be answered in order to move ahead.
Chapter 1 Promises and Politics
Authors: Rose Elizabeth 
Published: May 2010

Abstract
The creation of the federal Head Start program in 1965 put the needs of young children from poor families on the national agenda. Head Start was inspired both by research suggesting the promise of early intervention and by the politics of Lyndon Johnson's War on Poverty, which required that it be launched quickly and on a large scale, and that it bypass the structures of local government. Local programs varied widely in how they prioritized Head Start's different goals, making it difficult to assess the program's success. By drawing national attention to the promise of preschool for the poor, Head Start also spurred interest in preschool for other children, leading to the expansion of public kindergartens, private nursery schools, and the television show Sesame Street.
Chapter 2 Creating a Patchwork Approach to Child Care in the 1970s
Authors: Rose Elizabeth 
Published: May 2010

Abstract
As more mothers entered the paid workforce, and as the women's movement mobilized, members of Congress proposed building a nationwide system of universally available child care services. Although the 1971 child care bill initially had broad support, proponents battled over who would control programs, and conservative opposition to the idea of government‐funded child‐care centers mounted. Ultimately, President Nixon vetoed the bill, slamming shut the window of opportunity for creating a unified public system for child care and early education. The implications of this bill's failure would be far‐reaching, making it politically difficult to act on the issue for years to come. As the demand for child care grew through the 1970s, therefore, it was met largely through the private market. Child care continued to be seen as a responsibility of individual families, not of society as a whole.
Chapter 6 “Preschool for All” or Preschool for the Needy?
Authors: Rose Elizabeth 
Published: May 2010

Abstract
As advocates and policymakers at the state level sought to translate the promise of preschool into practice, they had to wrestle with the practical question of whether their preschool programs should serve all children or be targeted to the neediest. The idea that universal programs would be more politically popular and result in higher quality programs was not always a useful guide in practice. Attempts to enact universal pre‐kindergarten in California, Virginia, and other states ran into opposition precisely because the idea of providing “preschool for all” seemed a questionable use of public dollars when many families were already paying to send their children to private preschools. Not only was the promise of broad political support often misleading, but so was the promise that universal programs would necessarily produce higher quality than targeted ones. In practice, the universal preschool programs that states have designed have had mixed success at generating broad political support and high quality standards, while more incremental efforts to expand targeted programs have been quite successful.
Chapter 8 Putting the Promise of Preschool into Practice
Authors: Rose Elizabeth 
Published: May 2010

Abstract
By borrowing the practices of K‐12 schooling, pre‐kindergarten advocates hope to gain higher‐quality classrooms, trained and well‐compensated teachers, stable funding, and access for more children. However, pressure to improve student achievement in reading and math may make it difficult for a balanced, child‐centered curriculum to flourish, and parent involvement may be a lower priority. Putting the promise of preschool into practice requires attention not only to securing for preschool the professionalism and stability that schools can offer, but also to sustaining the strengths of early childhood programs that grew up outside of schools. Teacher training and compensation, curriculum, and parent involvement are some of the key questions that policymakers today face as they seek to ensure that the preschool system they build will be of high quality.
Conclusion
Authors: Rose Elizabeth 
Published: May 2010

Abstract
The idea of universal pre‐kindergarten now enjoys nearly universal support. It is important at this juncture to understand what legacies we have inherited from the past, and what lessons we might learn from it. We must look beyond the lessons that advocates have already learned—namely that preschool should be framed in terms of education, provided to all children, and attached to K‐12 education—to recognize the complexity of fulfilling the promise of preschool.
Chapter 3 Drugs Don't Talk: Do Medication and Biological Psychiatry Contribute to Silencing the Self?
Authors: Gordon Richard A. 
Published: May 2010

AbstractThis chapter examines the recent rise in the use of antidepressant medications as well as the growing emphasis on biomedical explanations for depression. The chapter presents the history of antidepressant medications and changes in the Diagnostic and Statistical Manual as well as an analysis of the shift in the treatment of depression from psychotherapy to drugs. The author provides an overview of evidence for social factors in the origin of depression and argues that social models of depression have been marginalized by the dominance of biomedical discourse and practices. The chapter looks at the gaps in current scientific understanding of what constitutes effective treatment for depression. The chapter also discusses implications for depression treatment that considers the broader social environment and that acknowledges the effects of life stress and trauma.
Chapter 4 The Itinerant Researcher: Ethical and Methodological Issues in Conducting Cross-Cultural Mental Health Research
Authors: Trimble Joseph E. , Scharrón-del Río María R. , Bernal Guillermo 
Published: May 2010

Abstract
This chapter describes important considerations related to ethical decision making for research on depression with women from ethnocultural populations. Using real-life examples, the authors present evidence of the connections between irresponsible research and cultural incompetence. The chapter focuses on epistemological, ethical, and methodological challenges that confront researchers when working with research participants from ethnocultural communities. It also outlines crucial dimensions of culturally sensitive research, such as applying a cultural perspective to the evaluation of risk and benefits, developing and implementing culturally respectful consent, confidentiality and disclosure procedures, and engaging in appropriate community and participant consultation.
Chapter 6 Gender as Culture: The Meanings of Self-Silencing in Women and Men
Authors: Smolak Linda 
Published: May 2010

Abstract
This chapter discusses the frequently reported finding that men self-report equal or higher levels of self-silencing as compared to women. It describes the relevant research and then presents various possible explanations for this finding. These explanations include methodological issues concerning questionnaire measures and participant samples, and theoretical issues concerning the meanings of voice for men and women. The author suggests that reported similarities on self-silencing scores between women and men may mask important gender differences regarding the development and effects of voice. To illustrate these gender differences, the chapter uses the example of sexual harassment as a phenomenon that is reported at similar levels by both men and women in survey research but that also carries different meanings and consequences for women than for men.
Chapter 15 Supporting Voice in Women Living with HIV/AIDS
Authors: DeMarco Rosanna F. 
Published: May 2010

AbstractThis chapter describes the ways in which self-silencing theory can be used to understand the experiences of women in inner-city Boston living with HIV/AIDS. The author discusses how the self-silencing construct contributed to the creation of a gender-sensitive culturally relevant intervention related to safe sex behaviors for women at risk. The chapter presents a program of community-based participatory action research that involves (a) an examination of the complex problem of women living with HIV/AIDS in the United States, and (b) the use of the author's culturally relevant intervention to change behavior, increase self-esteem, decrease depression, and give ”voice” to women. The author argues that self-silencing theory can be applied in creating an innovative approach to HIV/AIDS prevention for women.