The principle of consistency and the cause and function of behaviour

Older Adults' Exposure to Food Media Induced Unhealthy Eating during the COVID-19 Omicron Lockdown? Exploring Negative Emotions and Associated Literacy and Efficacy on Shanghainese

The COVID-19 pandemic, propelled by the highly transmissible Omicron variant, had a global impact and significantly affected Shanghai, a major city in China. This study investigates how food media exposure influenced unhealthy eating habits among older adults during the COVID-19 lockdown in Shanghai, focusing on the roles of negative emotions, food literacy, health consciousness, and eating self-efficacy. The random sample comprised 400 individuals aged ≥50 years who lived in Shanghai from March to June 2022. A path and correlation analysis was performed. The exposure of older adults to food media resulted in the acceleration of unhealthy eating. The relationship was significantly exacerbated by food literacy and negative emotions. In contrast, eating self-efficacy and health consciousness effectively countered the media. The enhanced pathway from food-related media influence to eating habits through negative emotions or self-efficacy towards health awareness and food literacy showed significant effects. The findings provide insights for future research and public health strategies. Importantly, this study has practical significance for media professionals, public health decision-makers, and healthy food businesses regarding how to enhance older adults' cognition to respond to unhealthy eating crises.

COVID-19 risk perception, cognitive dissonance, and vaccine hesitancy

The COVID-19 pandemic has shown that despite having high risk for severe disease, some individuals had low-risk perception and consequently they refused vaccination. This was more common among individuals with distrust in the government and the scientific organizations. Cognitive dissonance occurs when a person participates in an action that goes against one's beliefs. In order to reduce the dissonance, the individual often avoids the action. Recently, dissonance-based interventions have been shown to be effective in changing various health, environmental, and social behaviors. The impact of these interventions may persist for several years. Cognitive dissonance may be another mechanism for vaccine refusal among people with mistrust in the system. There is a need to investigate the role of cognitive dissonance in vaccine refusal and the effectiveness of dissonance-based interventions to reduce vaccine hesitancy among individuals with high risk for severe disease and low vaccination rates.

Analysis of the cognitive processes involved in creating and sustaining cooperative group activity

A cooperative group activity (CGA) and shared intentionality are two phenomena whereby two or more individuals engage in an activity with the intention that the group will succeed, that is, to act as a "we. " This ability to act together as a "we" is an important human psychological feature and has been argued to demarcate an important developmental step. Many CGA and shared intentionality theories have centered around philosophical problems of what counts as a "we" and how to give a cognitively plausible account of children's engagement in such activities, e.g., pretend play by toddlers. The aims of this paper are (i) to highlight the importance of distinguishing between creating and sustaining a CGA, since they require different cognitive abilities, (ii) to give a cognitively plausible account of the creation of a CGA, and iii) to present a formal framework of the sustainability of a CGA that can illuminate how engagement in a CGA stimulates cognitive change in its members. In the first part (section Creating cooperative group activity) of the paper, several theoretical problems are discussed, including the common knowledge problem, the jointness problem, the central problem, and the cognitively plausible explanation problem. The section ends with a cognitively plausible account of the creation of a CGA. The second part (section Sustainability of cooperative group activity) of the paper presents a formal framework of belief compatibility and trust relations. It explores how engagement in a CGA places certain cognitive constraints on its members while stimulating cognitive change and development. The paper ends with a discussion of empirical postulations derived from this account.

Causes of feather pecking and subsequent welfare issues for the laying hen: a review

When feather-pecking behaviour by hens becomes repetitive, plumage damage often results for the recipient of the pecks. The forceful removal of feathers and vigorous pecks directed at the skin may also cause pain, fear and even wounds. ‘Outbreaks’ of pecking behaviour have been reported in all housing systems in which poultry are managed. Pecking may progress to cannibalism and death, thus constituting significant hen welfare and farm economy problems. Farmers apply preventative management practices to minimise the risk of outbreaks. However, outbreaks are unpredictable and, once in progress, are difficult to control, especially in non-cage housing systems. For more than a century, research has been directed at trying to identify the causal factors underlying this problem, without success. The problem is multi-factorial and different studies often identify contradictory findings, such as, for example, in relation to the effects of adding forage to increase environmental enrichment, among others. The present review aims to provide background information about severe feather-pecking behaviour in laying hens, with mention of the resultant issues from repeated performance, such as, for example, on feather cover over the life of the laying hen. On-farm surveys, epidemiological studies and experimental trials have generated much information that has improved our general understanding of the significance of the problem, even though studies have typically been inconclusive due to its multi-factorial causes. While ‘Good Practice Guides’ are available and provide relevant advice for farmers to manage flocks to minimise the risk of outbreaks, we suggest significant progress towards identifying the root-cause(s) of the problem will more likely be achieved through controlled experimental trials using research models than through survey approaches. For example, using a stress-induction model, researchers should first focus on the impact of cumulative stressors in the flock that seem to predispose a hen to either become a feather pecker, or be the victim of pecking. Subsequent research should then investigate the affected hens for altered behavioural or (neuro-) physiological states, or physical stimuli on the skin and feathers, that may increase the motivation of hens to become feather peckers.

COVID-19 in Guangdong: Immediate Perceptions and Psychological Impact on 304,167 College Students

The outbreak of COVID-19 has brought unprecedented psychological pressure to people across China and more widely across the entire globe. The aim of this study was to assess the immediate perceptions of COVID-19 among college students in Guangdong Province, China, and to assess the psychological impact of the outbreak. We conducted a cross-sectional survey of college students via online questionnaires between February 13th and February 22nd, 2020. A total of 304,167 students completed the Impact of Event Scale 6 (IES-6) and other items. The results showed that 155,077 (50.9%) of the students reported stress symptoms, 1,565 (0.5%) reported poor mental health, and 9,752 (3.2%) reported poor sleep quality. Analysis indicated that the students' perceptions of COVID-19 were correlated with psychological stress, self-perceived mental health and sleep quality. Moreover, the analysis revealed that the relationship between types of perception and levels of stress symptoms varied according to the students' demographic characteristics. These findings allow us to better understand psychological stress among students and the factors influencing stress during the COVID-19 outbreak. Understanding these factors will help us to design intervention programs with the aim of alleviating stress among students and reducing the potential for developing psychological disorders.