Forgiveness in adolescents, young, middle-aged, and older adults

The evolution of the propensity to forgive an offense was studied in a sample of 236 people from various age groups. The effect of a number of circumstances connected with the offense was considered: intent to harm, severity of consequences, cancellation of consequences, social proximity to the offender, apologies from the offender, and the attitude of others. The method was an application of information integration theory. A global increase in the propensity to forgive from adolescence to old age was observed. Several interactions between age and circumstances were found: (a) The effect of the cancellation factor was higher in young adolescents and in the very old than in the middle-aged, (b) the attitude of others and the restoration of harmony factors were important only in adolescents. Finally, the structure of the Forgiveness schema was shown to be an additive one, regardless of the age of the participants.     

Do we forgive physical aggression in the same way that we forgive psychological aggression?

The present study examined variations in the impact of social proximity, apologies, intent to harm, cancellation of consequences, and attitude of others on the willingness to forgive an aggressor as a function of the type of aggression—physical aggression or psychological aggression. The participants were instructed to express their willingness to forgive in two contexts—physical aggression and psychological aggression—which constituted a within‐subject factor. Five sets of scenarios corresponding to the five between‐subject factors (from social proximity to intent to harm) were used. Participants were 215 adults aged 17–60 years. As hypothesized, the cancellation of the consequences had less impact, and the apologies and the intent to harm had more impact, on the willingness to forgive in the case of physical aggression than in the case of psychological aggression. This result was a robust one; it did not depend on the participant's gender and age. Aggr. Behav. 00:1–12, 2005. © 2005 Wiley‐Liss, Inc.     

What happens when groups say sorry: the effect of intergroup apologies on their recipients

Despite the increased incidence of intergroup apology in public life, very little empirical attention has been paid to the questions of whether intergroup apologies work and if so, why. In a series of experiments, Australians read scenarios in which Australian interests had been harmed by an outgroup. Participants were then told that the outgroup had either apologized or had not apologized for the offense. Although the presence of an apology helped promote perceptions that the outgroup was remorseful, and although participants were more satisfied with an apology than with no apology, the presence of the apology failed to promote forgiveness for the offending group. This was the case regardless of whether the effectiveness of apology was measured cross-sectionally (Experiment 1) or longitudinally (Experiment 2). It was also the case when the apology was accompanied by victims advocating forgiveness (Experiment 3) and was independent of the emotionality of the apology (Experiment 4). In contrast, individuals who apologized for intergroup atrocities were personally forgiven more than those who did not apologize (Experiment 4). Theoretical and applied implications are discussed.     

Generalization peak shift in rats under conditions of positive reinforcement and avoidance

Rats were trained to discriminate between two click frequencies. One frequency was associated with either variable-interval food reinforcement (Experiment 1) or free-operant avoidance (Experiment 2). The other frequency was associated with the absence of food in Experiment 1 and the absence of shock in Experiment 2. On a click frequency generalization test, the rats in both experiments showed positive peak shift with the shape of the relative gradients being very similar. This is the first reported instance of peak shift in rats when responding was maintained by an avoidance contingency. Nondifferentially trained controls showed that this shift was due exclusively to associative processes, with nonassociative stimulus factors in themselves apparently making no contribution to increased rates at particular stimulus values. These results show the comparability of appetitive and aversive control and support the position that gradient differences do not result from approach versus avoidance per se.     

Judging the pleasantness of form-color combinations.

The way people with various degrees of aesthetic expertise integrate form and color information in a pleasantness judgment was investigated in 2 experiments. Participants were asked to assign an overall pleasantness value to combinations of forms and colors. In Experiment 1, the factors manipulated were form and color inside the form. In Experiment 2, they were form and color of the ground. In judging the pleasantness of form-color combinations, participants applied a complex rule in which the weight attributed to one element depends on the value of the other element. When the value of an element is medium (when it is neither liked nor disliked), its weight is lower than when its value is low (when it is disliked). As a result, the weight of the other element is proportionally altered. The data support a nonequal averaging combination rule. Very few differences between experts and nonexperts were observed. This result supports the view that the pleasantness judgments were based largely on automatic reactions.     

Covariation, discounting, and augmentation: Towards a clarification of attributional principles

Two experiments were conducted to examine the interrelation of the attributional principles of covariation, discounting, and augmentation. In Experiment 1 the presence (vs. absence) of covariation information was manipulated orthogonally to the number of plausible causes for an effect (one vs. two). In Experiment 2 the number of plausible causes for an effect (one vs. two) was manipulated orthogonally to the presence (vs. absence) of an inhibitory factor. The major findings of this research were interpreted to mean that the covariation principle may be applied concomitantly with the discounting principle and that the latter principle pertains to a different aspect of the attributional process than does the augmentation principle. Implications of these findings for the further development of attribution theory were considered.     

Determinants of social comparison choices

Two experiments were conducted to clarify previous, inconsistent findings regarding various hypothesized determinants of social comparison choices. A bogus personality trait scale was administered to subjects, and they were either informed of the range of scores in their group (R conditions) or not informed (NR conditions). Experiment 1 closely replicated support for a range-seeking hypothesis and for Festinger's theory of social comparison processes (1954), provided only minimal support for a positive instance hypothesis, and failed to obtain support for a desirability hypothesis. Experiment 2 was run to complement Experiment 1 in providing an unequivocal test of the positive instance and desirability hypotheses. The results suggested a multifactor model to account for comparison choices, the factors being whether or not a score was (a) an uncertain element (i.e., the highest score), (b) a positive instance, and/or (c) desirable.     

选择作业中证伪思维的影响因素

研究了选择作业中证伪思维的影响因素。被试为星海音乐学院本科生592名。实验1、2研究了问题的诊断性对证伪思维的影响;实验3研究了提示证伪样例是否促进证伪;实验4研究了证真证伪相对难度改变是否影响证伪。结果表明：（1）证真和证伪都为诊断性问题,人们倾向于证真;证真为非诊断问题,证伪为诊断性问题,人们倾向于证伪。（2）提示证伪样例,可以促进证伪。（3）证真难度加大,可以促进证伪。结合正反信息转换系统的心理模型理论,可以很好地解释该研究结果。     

Information search in the laboratory and on the Web: With or without an experimenter

The focus of this study is the effect of the location (laboratory vs. Web) of experiments on active information searchin decision-making tasks. In two experiments, participants were confronted with two different search method versions (list vs. keyword) for acquiring information about a task from a database. The amount and type of information gathered and the time required for task completion were measured. In Experiment 1, significantly more information was searched for in the laboratory than on the Web when the list version was employed, whereas there was no difference between locations in the keyword version. In Experiment 2, the participants were assigned randomly to the Web or the laboratory condition. The results of Experiment 1 were replicated. Whereas location (and the presence or absence of an experimenter) had an effect on the absolute amount of information gathered in both experiments, the relative distribution and type of information items did not differ.     

Amphetamine, conditioned stimulus, and nondebilitating preshock effects on activity and avoidance: further evidence for interactions between associative and nonassociative changes

A literature survey and preliminary experiments with rats on the consequences of shock preexposure on subsequent activity and escape or avoidance showed the need for further work on the interactions between nondebilitating preshock and various test and treatment factors. The two main experiments used 16 preexposure conditions, namely, presence or absence of unavoidable punishment (36 shocks of 2.5 mA and 5 sec subdivided in three daily sessions), a light CS, a central partition in the shuttle-box, and dl-amphetamine sulfate (1 mg/kg ip 15 min before each session). In both experiments the four factors studied exerted more than additive effects on activity in preexposure sessions, leading to a very high frequency of crossing in the CS-shock-no-partition-drug condition. Upon retesting for activity (Experiment 1) suppression of locomotion by prior shock was less marked in animals preexposed to CS-US pairings in the absence of partition, while proactive amphetamine effects consisted mainly of a progressive increase of activity over successive retest sessions in the groups not preshocked. Upon retesting for light-cued, two-way avoidance acquisition (Experiment 2) the groups preexposed to US only were mostly retarded, while those preexposed to paired CS and US were mostly facilitated. Other changes, including drug pretreatment consequences, were negligible or unsystematic, but in general the data showed that the effects of various preexposure conditions on activity could not account for those on avoidance. Overall, it appears that the interactions between nondebilitating preshock and other test and treatment factors can be further exploited to clarify the respective roles of various associative and nonassociative mechanisms in modulation of activity and adaptive responding in aversive situations.     

Short-term memory in the pigeon: stimulus-response associations

Three pigeons pecked for food in two experiments in which each trial consisted of two phases: a study and a test phase. The study phase in Experiment I consisted of two stimulus-response pairs presented successively. Each pair consisted of the illumination of a left or right key (the stimulus) and a peck on the lighted side key (the response). The study phase in Experiment II consisted of three such pairs presented successively. A retention interval, varied between 0.1 and 4.0 sec, separated the study phase from the test phase. The test phase of a trial began with the illumination of the center key by one of two (Experiment I) or three (Experiment II) colors. This color was the same as the stimulus element of one of the pairs in the study phase. A reinforcer was presented if a subject then emitted the response element of the indicated stimulus-response pair. The results provide information on the conditions that enable a pigeon to remember the responses most recently emitted in the presence of various stimuli. The results suggest an account of the maintenance of behavior that is temporally noncontiguous with reinforcement.     

Information search in the testing of quantified hypotheses: how "all," "most," "some," "few," and "none" hypotheses are tested

A series of experiments examined how the search for information in the testing of hypotheses is affected by quantifiers that specify the frequency of the test relation. The experiments showed that a positive search is used more in the testing of propositions in which some instances are predicted to have the test relation than in the testing of propositions in which most or few instances are predicted to have the test relation. In addition, the studies demonstrated that a negative or disconfirmatory search is more likely to characterize tests of absolute hypotheses than tests of hypotheses of the majority or minority form. Finally, the findings indicated that a negative search also is more common in tests of hypotheses predicting the absence rather than the presence of a phenomenon. Thus, as expected, participants generally engaged in a diagnostic search rather than the confirmatory search for information that has been so ubiquitous in previous research.     

Stereotypes as justifications of prejudice

Three experiments investigate how stereotypes form as justifications for prejudice. The authors created novel content-free prejudices toward unfamiliar social groups using either subliminal (Experiment 1, N = 79) or supraliminal (Experiment 2, N = 105; Experiment 3, N = 130) affective conditioning and measured the consequent endorsement of stereotypes about the groups. Following the stereotype content model, analyses focused on the extent to which stereotypes connoted warmth or competence. Results from all three experiments revealed effects on the warmth dimension but not on the competence dimension: Groups associated with negative affect were stereotyped as comparatively cold (but not comparatively incompetent). These results provide the first evidence that-in the absence of information, interaction, or history of behavioral discrimination-stereotypes develop to justify prejudice.     

Forgiveness and mental health variables: Interpreting the relationship using an adaptational-continuum model of personality and coping

The present paper uses an adaptational-continuum model of personality, based on Ferguson’s (2001) health psychology model integrating Eysenck personality factors and coping style, to provide a context for examining the relationship between forgiveness and mental health. Three hundred and twenty respondents completed measures of personality, coping style, forgiveness (forgiveness of self, others, likelihood, presence of positive forgiveness, absence of negative forgiveness), general health, stress, positive and negative affect and life satisfaction. Among respondents, all measures of forgiveness, bar one, load negatively on a neuroticism-coping factor. The remaining measure of forgiveness (presence of positive forgiveness) loaded on an extraversion-coping factor. The relationship of the neuroticism-coping-forgiveness factor was associated with poorer mental health, suggesting forgiveness is associated with better mental health within the context of this personality-coping factor. Significant positive relationships were found between the extraversion-coping-forgiveness factor and two measures of positive mental health outcomes (positive affect and life satisfaction) suggesting forgiveness is associated with some aspects of mental health within the context of this personality-coping factor. The present findings suggest that forgiveness, or failure to forgive, can be conceptualised within an adaptational-continuum model of personality.     

Sorry seems to be the hardest word: Cultural differences in apologizing effectively

Apologies can have desirable effects on the reduction of anger and may foster forgiveness. Yet, we know little about the effectiveness of apologies across different cultures. In this research, we distinguished two important components of apologies: admission of blame by the self and the expression of remorse for the plight of the other. We investigated how these two components resonate with cultural values associated with dignity and honor. Results revealed that although an apology increased forgiveness in both cultures, honor‐culture members tended to forgive less and retaliate more than dignity‐culture members, after an apology. This cultural difference was mediated by the extent to which honor‐culture (vs. dignity‐culture) members perceived the apology to express (less) remorse and thus be (less) sincere.     

The Effect of Language-Specific Characteristics on English and Japanese Speakers' Ability to Recall Number Information

The current paper presents two experiments investigating the effect of presence versus absence of compulsory number marking in a native language on a speaker's ability to recall number information from photos. In Experiment 1, monolingual English and Japanese adults were shown a sequence of 110 photos after which they were asked questions about the photos. We found that the English participants showed a significantly higher accuracy rate for questions testing recall for number information when the correct answer was “2” (instead of “1”) than Japanese participants. In Experiment 2, English and Japanese adults engaged in the same task as in Experiment 1 with an addition that explored reasons for the results found in Experiment 1. The results of Experiment 2 were in line with the results of Experiment 1, but also suggested that the results could not be attributed to differences in guessing patterns between the two groups or the type of linguistic constructions used in the test situations. The current study suggests that native language affects speakers' ability to recall number information from scenes and thus provides evidence for the Whorfian hypothesis.     

Repetition priming of access to biographical information from faces

Two experiments examined repetition priming on tasks that require access to semantic (or biographical) information from faces. In the second stage of each experiment, participants made either a nationality or an occupation decision to faces of celebrities, and, in the first stage, they made either the same or a different decision to faces (in Experiment 1) or the same or a different decision to printed names (in Experiment 2). All combinations of priming and test tasks produced clear repetition effects, which occurred irrespective of whether the decisions made were positive or negative. Same-domain (face-to-face) repetition priming was larger than cross-domain (name-to-face) priming, and priming was larger when the two tasks were the same. It is discussed how these findings are more readily accommodated by the Burton, Bruce, and Johnston (1990) model of face recognition than by episode-based accounts of repetition priming.     

Repetition priming of access to biographical information from faces

Two experiments examined repetition priming on tasks that require access to semantic (or biographical) information from faces. In the second stage of each experiment, participants made either a nationality or an occupation decision to faces of celebrities, and, in the first stage, they made either the same or a different decision to faces (in Experiment 1) or the same or a different decision to printed names (in Experiment 2). All combinations of priming and test tasks produced clear repetition effects, which occurred irrespective of whether the decisions made were positive or negative. Same-domain (face-to-face) repetition priming was larger than cross-domain (name-to-face) priming, and priming was larger when the two tasks were the same. It is discussed how these findings are more readily accommodated by the Burton, Bruce, and Johnston () model of face recognition than by episode-based accounts of repetition priming.     

The testing effect with authentic educational materials: A cautionary note

Despite considerable evidence that testing benefits subsequent retrieval of information, it remains uncertain whether this effect extends to topically related information with authentic classroom materials. In the current study we first profile the way in which quizzing is used in the classroom through a survey of introductory psychology instructors. The survey results indicate that, instructors frequently use related but different questions on quizzes and tests unlike many laboratory experiments that use identical questions. In two subsequent experiments, participants studied information from a college biology textbook, were quizzed twice, and given a final test. The items on the final test were either identical to or were related but different than the quiz items. Experiment 1 showed that testing produced the typical robust testing effect for repeated items, but there was no significant effect of testing for topically related items. In Experiment 2, participants could use their quizzes to guide restudy, and there was still no positive effect of testing for topically related information.     

Recall and recognition of order and item information in probed running memory, as a function of IQ

Two experiments were designed to test the possibility that correlations between IQ and probed serial running memory depend on IQ-related individual differences in the retention of order information in short-term memory. In Experiment I, correlations were obtained regardless of whether instructions emphasized serial recall or free recall. In Experiment II, a significant correlation between IQ and performance was obtained in a recognition test for very recent item information, but not in a recognition test for very recent order information. These data together with a theoretical analysis of the operations involved in the tasks, led to the conclusion that the correlations reflected individual differences in the capacity to access specified sets of items in very short-term memory.