An application of Bayesian measurement invariance to modelling cognition over time in the English Longitudinal Study of Ageing

This study integrates the theory of multiple selves within the theoretical framework of dynamic motivational activation (DMA) to identify the dynamic patterns of multiple self-concepts (i.e., the potential self, the actual self) in multitasking (e.g., primary and secondary activities) in daily life. A three-week experience sampling study was conducted on college students. Dynamic panel modeling results suggest that the self-concepts are both sustaining and shifting in daily activities and media activities. Specifically, the potential and actual selves sustained themselves over time in primary and secondary activities, but they also shifted from one to another to achieve a balance in primary activities over time. Interestingly, secondary activities were not driven by the alternative self-concept in primary activities, but instead, by the emotional experiences of primary activities. Furthermore, the findings identified that multitasking to fulfill their actual self did not motivate people to re-prioritize their potential self later.

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Assessing the Development of Operator Trust in Automation: A Longitudinal Study of an Autonomous Campus Shuttle

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/1071181320641339 ◽

2020 ◽

Vol 64 (1) ◽

pp. 1421-1425

Author(s):

Margaret Fowler ◽

Farzan Sasangohar ◽

Bob Brydia

Keyword(s):

Longitudinal Study ◽

Significant Relationship ◽

Autonomous Vehicle ◽

Student Population ◽

Tier 1 ◽

Trust In Automation ◽

Operational Issues ◽

The Relationship ◽

Over Time

A large public tier-1 university hosted an autonomous vehicle on campus for a 12-week demonstration. Throughout the deployment, the vehicle was operated autonomously and used 5 safety operators from the student population to take over shuttle operations, as necessary. Daily and weekly surveys as well as pre-and post-study interviews were used to investigate how operators’ trust developed and changed over time as well as the relationship between trust and operational issues that varied in severity. Results revealed that there was not a significant relationship between trust and severity of operational issues. Trust levels appeared to remain relatively consistent before, during and after the deployment.

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Relations between child self-control, maternal relational frustration, and teacher–child conflict: a longitudinal study with children from dual-earner families

Development and Psychopathology ◽

10.1017/s0954579420001182 ◽

2020 ◽

pp. 1-14

Author(s):

Tiago Ferreira ◽

Joana Cadima ◽

Marisa Matias ◽

Teresa Leal ◽

Paula Mena Matos

Keyword(s):

Longitudinal Study ◽

Family Conflict ◽

Self Control ◽

Work Family Conflict ◽

Reciprocal Relations ◽

Panel Model ◽

Dual Earner ◽

Work Family ◽

Over Time

Abstract This longitudinal study follows children from dual-earner families in 4 time-points, covering the early childhood period. We examined the influence of work–family conflict (WFC) on maternal relational frustration (RF) towards the child, and investigated the reciprocal relations among maternal RF, children's self-control (SC), and teacher–child (TC) conflict over time. Participants were 214 children (97 girls; M age = 4.00 years), their mothers, and teachers. Mothers reported their own WFC and RF, whereas teachers reported child SC and T-C conflict. Results from a cross-lagged panel model indicated the experience of WFC positively predicted maternal RF. Maternal RF and T-C conflict were negatively related to the child later SC abilities. Conversely, children who displayed SC difficulties were more likely to experience later maternal RF and T-C conflict. There was evidence supporting the bidirectional effects of child SC and T-C conflict across time. Moreover, maternal RF and T-C conflict were indirectly linked, via child SC. The findings are consistent with a transactional view of development, stressing the importance of contextual factors to the quality of caregiving relationships and highlighting the complex and reciprocal relations between child regulatory competence and the quality of relationships with distinct caregivers.

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