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The DSM-5 Section III proposes a hybrid dimensional-categorical model of conceptualizing personality and its disorders that includes assessment of impairments in personality functioning (criterion A) and maladaptive personality traits (criterion B). The Personality Inventory for the DSM-5 is a new dimensional tool, composed of 220 items organized into 25 facets that delineate five higher order domains of clinically relevant personality differences, and was developed to operationalize the DSM-5 model of pathological personality traits. The current studies address the internal consistency (study 1), the test-retest reliability (study 2) and the criterion validity (studies 3 and 4) of the Portuguese version of the PID-5 in samples of native speaking psychology students. Results indicated good internal consistency reliabilities and good temporal stability reliabilities for the majority of the PID-5 traits. The correlational pattern of the PID-5 traits with two measures of personality was in accordance with theoretical expectations and showed its concurrent validity.

Music is a ubiquitous stimulus known to influence human affect, cognition, and behavior. In the context of eating behavior, music has been associated with food choice, intake and, more recently, taste perception. In the latter case, the literature has reported consistent patterns of association between auditory and gustatory attributes, suggesting that individuals reliably recognize taste attributes in musical stimuli.This study presents subjective norms for a new set of 100 instrumental music stimuli, including basic taste correspondences (sweetness, bitterness, saltiness, sourness), emotions (joy, anger, sadness, fear, surprise), familiarity, valence, and arousal. This stimulus set was evaluated by 329 individuals (83.3% women; Mage = 28.12, SD = 12.14), online (n = 246) and in the lab (n = 83). Each participant evaluated a random subsample of 25 soundtracks and responded to self-report measures of mood and taste preferences, as well as the Goldsmiths Musical Sophistication Index (Gold-MSI). Each soundtrack was evaluated by 68 to 97 participants (Mdn = 83), and descriptive results (means, standard deviations, and confidence intervals) are available as supplemental material at [OSF]. Significant correlations between taste correspondences and emotional/affective dimensions were observed (e.g., between sweetness ratings and pleasant emotions). Sex, age, musical sophistication, and basic taste preferences presented few, small to medium associations with the evaluations of the stimuli.Overall, these results suggest that the new Taste & Affect Music Database is a relevant resource for research and intervention with musical stimuli in the context of crossmodal taste perception and other affective, cognitive, and behavioral domains.

PurposeRecent reviews and reports have highlighted the need for integrated, context-specific efforts to enable sustainable food transitions. This study aimed to identify pathways to promote healthier and more environmentally friendly food practices in school contexts, with a focus on increased plant-based eating.Design/methodology/approachThe study used a systemic approach with data collected from relevant stakeholders in an EU country (Portugal) at diverse levels of influence in the school meals system (i.e. proximal, intermediate, distal; from end-consumers to food providers, market actors, civil society organizations, and policy and decision-makers). Data from individual interviews (N = 33) were subjected to thematic analysis.FindingsMeat-centric cultural perceptions of a ‘proper meal’ can be a socio-emotional barrier for sustainable food transitions in schools. Main pathways identified to unlock these transitions included: (1) Levering orientations toward ethical and environmentally beneficial consumption; (2) Improving and increasing the offer of plant-based meals; and (3) Mobilizing local communities and society.Originality/valueThe current findings suggest that promoting healthier and more environmentally friendly food practices in schools requires systemic, integrated approaches which focus on food consumption, food provision, and the broader political and sociocultural environment.