Attachment and resource sharing

In three studies we examined the associations between resource sharing (RS) and attachment, and the enhancement of RS using attachment security primes. In Study 1, we showed that attachment avoidance was negatively associated with RS. We also identified differences and similarities between RS and pro‐sociality. In Studies 2 and 3, we showed that research participants were more likely to share their monetary resources after they were primed with attachment security. Study 3 further revealed that security priming affected mainly people low on state attachment anxiety. Our findings extend previous work on pro‐sociality into the specific realm of RS, provide behavioral evidence, and tie attachment and close relationships in with game theory and research on economic decision making.     

Women are not swayed by sugar‐coated acts of verbal sexual coercion

Sexual coercion is receiving much attention with the #MeToo movement. Not all of the tactics that perpetrators use to coerce sex are perceived to be equally unacceptable. This study examined factors that may mitigate negative perceptions, including features of the perpetrator's tactics (verbal vs. physical tactics, relationship‐focused vs. self‐focused reasons to coerce sex) and raters' own current relationship (commitment, dependence, sexually coercive experiences). College women (N = 498) rated whether the perpetrator's behavior was acceptable, was excusable, and would adversely affect a relationship. Verbal (vs. physical) coercion, dependence on a current partner, and sexually coercive experiences in a current relationship mitigated negative perceptions. However, participant ratings were not influenced by the perpetrator's use of relationship‐focused reasons for coercing sex (vs. self‐focused reasons), suggesting that women may resist male attempts to sugar‐coat sexual coercion.     

The Ethical Interest of Frankenstein; Or,the Modern Prometheus: A Literature Review 200 Years After Its Publication

Science and Engineering Ethics - Two hundred years after it was first published, Mary Shelley’s Frankenstein; or, the modern Prometheus remains relevant. This novel has endured because of its...     

Statistical learning of multiple speech streams: A challenge for monolingual infants

Language acquisition depends on the ability to detect and track the distributional properties of speech. Successful acquisition also necessitates detecting changes in those properties, which can occur when the learner encounters different speakers, topics, dialects, or languages. When encountering multiple speech streams with different underlying statistics but overlapping features, how do infants keep track of the properties of each speech stream separately? In four experiments, we tested whether 8‐month‐old monolingual infants (N = 144) can track the underlying statistics of two artificial speech streams that share a portion of their syllables. We first presented each stream individually. We then presented the two speech streams in sequence, without contextual cues signaling the different speech streams, and subsequently added pitch and accent cues to help learners track each stream separately. The results reveal that monolingual infants experience difficulty tracking the statistical regularities in two speech streams presented sequentially, even when provided with contextual cues intended to facilitate separation of the speech streams. We discuss the implications of our findings for understanding how infants learn and separate the input when confronted with multiple statistical structures.     

Stroop interference is a composite phenomenon: Evidence from distinct developmental trajectories of its components

Only one previous developmental study of Stroop task performance (Schiller, 1966) has controlled for differences in processing speed that exist both within and between age groups. Therefore, the question of whether the early developmental change in the magnitude of Stroop interference actually persists after controlling for processing speed needs further investigation; work that is further motivated by the possibility that any remaining differences would be caused by process(es) other than processing speed. Analysis of data from two experiments revealed that, even after controlling for processing speed using z‐transformed reaction times, early developmental change persists such that the magnitude of overall Stroop interference is larger in 3rd‐ and 5th graders as compared to 1st graders. This pattern indicates that the magnitude of overall Stroop interference peaks after 2 or 3 years of reading practice (Schadler & Thissen, 1981). Furthermore, this peak is shown to be due to distinct components of Stroop interference (resulting from specific conflicts) progressively falling into place. Experiment 2 revealed that the change in the magnitude of Stroop interference specifically results from joint contributions of task, semantic and response conflicts in 3rd‐ and 5th graders as compared to a sole contribution of task conflict in 1st graders. The specific developmental trajectories of different conflicts presented in the present work provide unique evidence for multiple loci of Stroop interference in the processing stream (respectively task, semantic and response conflict) as opposed to a single (i.e. response) locus predicted by historically – favored response competition accounts.     

Does cognitive reflection mediate the math gender gap at university admission in Chile?

Social Psychology of Education - In Chile, a vast and persistent gender gap in math performance at university admission has negative consequences for women’s opportunities. International...     

Emotional adjustment in victims and perpetrators of cyberbullying and traditional bullying

Given the rise in cyberbullying among secondary education students and the importance of certain psychological adjustment variables for the comprehension of this type of violent behavior, both in bullies and in victims, the purpose of the present study was to analyse the emotional adjustment of those involved in cyber- and traditional bullying. The adjustment variables studied were self-concept, perceived stress, loneliness, depressive symptomatology, social anxiety, life satisfaction, and emotional intelligence. Using a sample of 1318 adolescents (47% boys), aged between 11 and 17 years, four groups were established to compare victims and cybervictims (uninvolved students, traditional victims, cybervictims, and traditional–cybervictims). The analysis of variance showed that students who performed the same role (bully or victim) in both contexts (at school and online). In particular, those who suffered traditional or cyberbullying or both conjointly presented lower scores in physical and social self-concept, life satisfaction, emotional clarity, and emotion regulation, as well as higher scores in perceived stress, loneliness, depression, and social anxiety. In bullies—traditional, cyberbullying or both simultaneously—higher scores were observed in perceived stress, loneliness, depressive symptomatology, fear of negative assessment, avoidance, and general social anxiety, and lower scores in the dimensions of academic and family self-concept, life satisfaction, emotional clarity, and emotion regulation. In general, the findings indicate that students who were involved in bullying situations, both victims and bullies, presented more damaged emotional profiles than those who are uninvolved, especially students who performed the same role (bully or victim) in both contexts (at school and online).

     

Complementary teaching practices: Ignatian pedagogy and Buddhist‐inspired compassion meditation

While scholarly discussions on Jesuit education are plentiful, inquiries related to Ignatian pedagogy are rare. This article examines the applications of Ignatian pedagogy by juxtaposing it with the analysis of a Buddhist‐inspired and interdisciplinary contemplation program, Cognitively‐Based Compassion Training® (CBCT®). Drawing from the author's experience in teaching CBCT® at a Jesuit University, this article explores how CBCT® aligns with the Ignatian Pedagogical Paradigm's five elements: context, experience, reflection, action, and evaluation. This study uses psychometrical measurements, such as the Compassionate Love for Humanity Scale, to document how my interdisciplinary approach may enhance participants' emotional well‐being and widen their ethical concerns. As these outcomes are inherently cross‐disciplinary and include intellectual and affective dimensions, they cannot be achieved through a single field. Building a bridge between the Ignatian Pedagogical Paradigm and CBCT® provides a successful strategy for the educational objectives of developing the whole person and forming a compassionate character.     

Effect of social organisation on interspecific differences in overmarking behaviour of foals in African equids

Animal Cognition - Overmarking remains an unstudied topic in juvenile mammals. We have previously documented a very high rate of overmarking by foals in four captive African equid species: mountain...