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Exposure to critical incidents and hence potentially traumatic events is endemic in law enforcement. The study of law enforcement officers' experience of moral injury and their exposure to potentially morally injurious incidents, and research on moral injury's relationship with different forms of traumatization (e.g. compassion fatigue, post-traumatic stress disorder) are in their infancy. The present study aims to build on prior research and explores the role of moral injury in predicting post-traumatic stress disorder (PTSD) and its clusters thereof. To this end, a sample of law enforcement officers (N = 370) from the National Police of Finland was recruited to participate in the current study. Results showed that moral injury significantly predicted PTSD as well as its diagnostic clusters (i.e., avoidance, hyperarousal, re-experiencing). The aforementioned role of moral injury to significantly predict PTSD and its clusters were unequivocal even when compassion fatigue was incorporated into the path model. Clinical, research, and law enforcement practice implications are discussed. Copyright © 2020 Papazoglou, Blumberg, Chiongbian, Tuttle, Kamkar, Chopko, Milliard, Aukhojee and Koskelainen.Recent models of emotion recognition suggest that when people perceive an emotional expression, they partially activate the respective emotion in themselves, providing a basis for the recognition of that emotion. Much of the focus of these models and of their evidential basis has been on sensorimotor simulation as a basis for facial expression recognition - the idea, in short, that coming to know what another feels involves simulating in your brain the motor plans and associated sensory representations engaged by the other person's brain in producing the facial expression that you see. In this review article, we argue that simulation accounts of emotion recognition would benefit from three key extensions. First, that fuller consideration be given to simulation of bodily and vocal expressions, given that the body and voice are also important expressive channels for providing cues to another's emotional state. Second, that simulation of other aspects of the perceived emotional state, such as changes in the autonomic nervous system and viscera, might have a more prominent role in underpinning emotion recognition than is typically proposed. Sensorimotor simulation models tend to relegate such body-state simulation to a subsidiary role, despite the plausibility of body-state simulation being able to underpin emotion recognition in the absence of typical sensorimotor simulation. Third, that simulation models of emotion recognition be extended to address how embodied processes and emotion recognition abilities develop through the lifespan. It is not currently clear how this system of sensorimotor and body-state simulation develops and in particular how this affects the development of emotion recognition ability. We review recent findings from the emotional body recognition literature and integrate recent evidence regarding the development of mimicry and interoception to significantly expand simulation models of emotion recognition. Copyright © 2020 Ross and Atkinson.This study investigates the online process of reading and analyzing of sketchnotes (visual notes containing a handwritten text and drawings) on Russian language material. https://www.selleckchem.com/ Using the eye-tracking method, we compared the processing of different types of sketchnotes ["path" (trajectory), linear, and radial] and the processing of a verbal text. Biographies of Russian writers were used as the material. In a preliminary experiment, we asked 89 college students to read the biographies and to evaluate each text or sketch using five scales (from -2 to +2). The best example for each of three formats of sketchnotes and a verbal text was chosen. In the main experiment, 21 secondary school students examined four different biographies in four different formats (three sketchnotes and a verbal text), answered to the factual and analytical questions to these texts and estimated the difficulty of each text. We measured the total dwell time, the total fixation count, the average fixation duration for each stimulus as well as for separate zones inside the sketches including verbal and non-verbal information. Our results show that readers process the information better and faster while reading sketchnotes than a verbal text. In the trajectory sketchnotes, the readers followed the order of elements aimed by the author of the sketchnotes better than in the radial and linear sketchnotes. The analysis of participants' eye movements while processing the stimuli made it possible to propose several recommendations for creating effective sketchnotes. Copyright © 2020 Petrova, Riekhakaynen and Bratash.Recent advancements in the social impact assessment of science have shown the diverse methodologies being developed to monitor and evaluate the improvements for society as a result of research. These assessment methods include indicators to gather both quantitative and qualitative evidence of the social impact of science achieved in the short, medium, and long terms. In psychology, the impact of research has been mainly analyzed in relation to scientific publications in journals, but less is known about the methods for the social impact assessment of psychological research. Impact assessment in the domains of educational psychology and organizational psychology presents synergies with bottom-up approaches that include the voices of citizens and stakeholders in their analyses. Along these lines, the communicative methodology (CM) emerges as a methodology useful for the communicative evaluation of the social impact of research. Although the CM has widely demonstrated social impact in the social sciences, less is known about how it has been used and the impact achieved in psychological research. This article unpacks how to achieve social impact in psychology through the CM. In particular, it focuses on the theoretical underpinnings of the CM, the postulates linked to psychological research and some key actions for the implementation of the CM in relation to the design of Advisory Committees, working groups, and plenary meetings in research. Furthermore, it shows how the CM has been implemented in illustrative cases in psychological research. The article finishes with a conclusion and recommendations to further explore the ways in which the CM enables the social impact of research in psychology. Copyright © 2020 Redondo-Sama, Díez-Palomar, Campdepadrós and Morlà-Folch.
