The price of deceptive behavior: Disliking and lying to people who lie to us

We hypothesized that frequency and quality of deception influences how people perceive those who lie to them and that people subsequently increase deceptive behavior as a consequence of being lied to. In Study 1, participants were covertly videotaped conversing with a partner. Following the conversation, participants evaluated partners, and partners reviewed the videotape, identifying deceptions that they told. Findings indicated that partner’s frequency of deception was inversely related to likeability. In Study 2, participants watched a videotape of a confederate who appeared to produce one or four exaggerated or minimized lies, and then evaluated the confederate. Participants and confederates subsequently engaged in a conversation. When participants witnessed either one exaggerated lie, one or four minimal lies, or no lies they trusted and liked the confederate more than when witnessing four exaggerated lies. Moreover, participants increased their own use of deception as a function of the severity and quantity of confederate’s lies.     

The Speech and Vocalization Patterns of Boys with ADHD Compared with Boys with Dyslexia and Boys Without Learning Disabilities

The domain-specific hypothesis of L. Cosmides (1989) and L. Cosmides and J. Tooby (1989, 1992) positing that conditional logic has its origin in the evolution of social exchange and in the detection of potential cheaters was tested against a more domain-general hypothesis positing that adult reasoning is logical and that errors in conditional reasoning arise from misunderstandings, not from a lack of logicality. The results of 5 experiments with undergraduate students (n = 682 for Experiments 1-4; n = 188 for Experiment 5), which involved a series of selection tasks that yielded specific predictions about participant performance, were not consistent with the cheater detection hypothesis. Findings supported the misunderstandings hypothesis and imply that adults possess general-purpose logical competence versus domain-specific modules.     

A stochastic lie detector

Surveys on sensitive issues provide distorted prevalence estimates when participants fail to respond truthfully. The randomized-response technique (RRT) encourages more honest responding by adding random noise to responses, thereby removing any direct link between a participant’s response and his or her true status with regard to a sensitive attribute. However, in spite of the increased confidentiality, some respondents still refuse to disclose sensitive attitudes or behaviors. To remedy this problem, we propose an extension of Mangat’s (Journal of the Royal Statistical Society: Series B, 56, 93–95, 1994) variant of the RRT that allows for determining whether participants respond truthfully. This method offers the genuine advantage of providing undistorted prevalence estimates for sensitive attributes even if respondents fail to respond truthfully. We show how to implement the method using both closed-form equations and easily accessible free software for multinomial processing tree models. Moreover, we report the results of two survey experiments that provide evidence for the validity of our extension of Mangat’s RRT approach.     

ADHD儿童与正常儿童在视觉—动作方面的比较研究

10岁到13岁男性ADHD儿童在镶嵌图形、眼手协调、视力追踪和数字划销等视觉—动作实验上的分数显著低于同一年龄段的男性正常儿童,显示ADHD儿童的视觉—动作能力比正常儿童差.ADHD儿童与正常儿童相比,知觉方式的场独立性较弱,心理机能分化程度较低.ADHD儿童在长度估计实验上没有发现异常.     

A Clinical Model in Action in Intensive Residential Treatment: Meeting the Needs of Adolescent Boys who have Experienced Domestic Violence

The Habitat Program at Wood’s Homes, Calgary, Alberta, is an eight bed residential treatment program for conduct-disordered youth who have been exposed or subjected to high levels of violence in their family home. The program was based on the assumption that working effectively with such youth requires consideration of the background experiences of family violence, yet traditional treatment models often ignore or minimize the importance of these experiences. We present a clinical model which incorporates aspects of milieu treatment, relationship-based daily interventions and elements of Jenkins’ invitational approach to working with men and boys who use violence as well as Wade’s response-based approach to counseling with victims and perpetrators of violence. The model also incorporates ideas based on Maruna’s research into recidivism and excuse-making. The purpose of the model is twofold: to be broad enough to structure an overall treatment strategy based on the assumption that successful treatment results from the cumulative effect of many interactions over time, and to be specific enough to guide staff in developing strategies for specific situations that typically arise in daily interaction with the youth. We use a case example format to illustrate how staff has utilized the model to engage youth in exploring both their experiences of violence in the family home and in developing new ways of thinking and talking about behavioural choices.     

Men Helping Boys Become Men

SUMMARY

This paper explores the idea of men raising boys to be men as a potential site for abuse in the rearing of men and then creating abusive men. Looking at issues such as character building, the use of symbols to connote power and authority, and corporal punishment to create respect, the article, in a very personal way, explores the process of this segment of child rearing as a potential for creating abusive men in adulthood.     

Counseling Disruptive Black Elementary School Boys

The assignment was to counsel the 10 worst behaved boys at an inner-city elementary school. This case study illuminates the interplay between theory, practice, and values by describing effective techniques of intervention in a situation that reflects social pathology. Traditional African values and certain principles of character provide a set of reliable standards for improving behavior.     

Group Psychotherapy with Latency Age Boys

This study examines the confidentiality practices of highly experienced, well-trained group psychotherapists. A provocative finding was that practitioners rarely inform prospective clients of confidentiality limitations. Their reluctance to do so appears to be based upon the belief that it might discourage persons from entering treatment, as well as having negative ramifications for the therapeutic process (e.g., members may be less likely to talk about unprotected topics). The prevalence and content of breaches in confidentiality are explored. Ethical, legal, clinical, and educational implications of these and other findings are addressed. Research recommendations are offered.     

The Phenomenology of Homesickness in Boys

Homesickness is the distress or impairment caused by an actual or anticipated separation from home. It is characterized by acute longing and preoccupying thoughts of home and attachment objects. This study extended previous research on the phenomenology of childhood homesickness by assessing a sample of 316 boys, ages 8–16, who were spending 2 weeks at a single-sex residential summer camp. Some 18% of the children reported moderate or high levels of homesickness; 7% reported concomitant severe depressive and anxious symptoms. Homesickness intensity was negatively correlated with separation experience and age. It was most commonly associated with depressive symptoms and internalizing behavior problems. For severely homesick boys, intensity increased over time, decreasing just prior to their return home. Preseparation assessment suggested that severely homesick boys had elevated levels of homesickness and negative emotions months before arriving at camp. One-year follow-up data suggested that the intensity of severe homesickness decreased with age and experience. However, severely homesick boys were less likely than other boys to return to camp. The results demonstrate how brief separations can affect children's well-being and attitudes about separations. Severe homesickness is distinct from separation anxiety disorder, but has elements of this and other psychopathologies. Theories of negative emotion, attachment, and coping complement emerging theories of homesickness.     

The Psychosexual Identification of Preschool Boys

It was hypothesized that increases in level of arousal should lead to improvement in the performance of intellectual tasks and to decrements in the performance of creative tasks because of the effect of drive level on range of cue utilization and availability of remote associates. Subjects were given the Remote Associates Test (RAT) and a version of the WAIS Similarities subtest under low arousal (relaxed), medium arousal (stress), and high arousal (white noise) conditions. Trends were as predicted, but reached acceptable levels of significance only for the effects of high arousal on creative performance. Evidence for the validity of the RAT was provided by the finding that RAT and intellectual performance are affected in opposite ways by the same experimental manipulations. It is suggested that flexibility in changing level of arousal may be a determinant of both creativity and intelligence and that this common trait may explain the tendency of tests of the the two to correlate.     

How you lie affects what you remember

We investigated how telling different types of lies may impact memory. Participants studied pictures of objects, and later lied and told the truth about these and new objects once or multiple times by describing them or by denying they had seen them. Forty-eight hours later, participants were tested on their source memory. Results revealed that participants had good memory for having falsely described a never-seen object, but relatively poor memory for having falsely denied seeing a studied object. These results suggest that telling certain types of lies may make a person more likely to forget having lied. In addition, repeated truthful denials of having seen a picture paradoxically increased false memories for having seen it. Thus, telling the truth does not always prevent the possibility of memory distortion.     

Gender-Role Cognition in Three-Year-Old Boys and Girls

Although the multidimensionality of gender roles has been well established, few researchers have investigated male and female roles separately. Because of the substantial differences in the ways male and female roles are portrayed in our culture, boys and girls may think and learn about these roles differently. The male role is more clearly defined, more highly valued, and more salient than the female role; thus, children's cognitions about these two roles may be expected to differ. The present study addressed the question of whether there is sex-typical variation in gender labeling, gender-role knowledge, and schematicity. Participants were 120 families; 15% were from minority ethnic groups, and 17% were single-parent families; 25% of the parents had a high school education or less. Results indicated that at 36 months of age, boys were less able to label gender and less knowledgeable about gender roles than were girls. Boys' knew more about male stereotypes than female stereotypes, whereas girls knew considerably more than boys about the female role and as much as boys about the male role. Boys and girls were found to be similar in gender schematicity. Traditionality of parental attitudes regarding child-rearing and maternal employment were not strongly related to children's gender cognition.