Expressing passion for luxury enhances perceived authenticity

Consumers are often viewed unfavorably when using luxury products. They are seen as seeking status and managing impressions, and therefore judged as inauthentic. How can luxury consumers alleviate these negative social consequences? Our pilot studies suggest that although many consumers are passionate about luxury products and brands, they avoid sharing this passion with others because they fear being judged negatively. However, we propose that publicly expressing one's passion for luxury can mitigate the social costs of luxury consumption. Six experiments (including three supplemental experiments) show that expressing passion for luxury causes others to perceive luxury consumers as more authentic, consequently increasing perceptions of their warmth and trustworthiness, and leading others to demonstrate greater interest in knowing more about them. Expressing passion for luxury enhances perceived authenticity by prompting observers to attribute the luxury consumption more to intrinsic motivation (e.g., consuming luxury for inherent enjoyment and pleasure) rather than extrinsic motivation (e.g., status enhancement). The effects of passion expression are attenuated for non-luxury consumption because non-luxury consumption is generally unlikely to elicit inferences about extrinsic motives.     

Killing begets killing: evidence from a bug-killing paradigm that initial killing fuels subsequent killing

Killing appears to perpetuate itself even in the absence of retaliation. This phenomenon may occur in part as a means to justify prior killing and so ease the threat of prior killing. In addition, this effect should arise particularly when a killer perceives similarity to the victims because similarity should exacerbate threat from killing. To examine these ideas, the authors developed a bug-killing paradigm in which they manipulated the degree of initial bug killing in a "practice task" to observe the effects on subsequent self-paced killing during a timed "extermination task." In Studies 1 and 2, for participants reporting some similarity to bugs, inducing greater initial killing led to more subsequent self-paced killing. In Study 3, after greater initial killing, more subsequent self-paced killing led to more favorable affective change. Implications for understanding lethal human violence are discussed.     

Disdain for anxious individuals as a function of mortality salience

Terror management theory research has shown that reminders of mortality tend to decrease liking for people who threaten one's worldview. In research, these worldview threats typically come from outgroup members, but they may also come from ingroup members who are negatively characterized. Presumably the negative characteristics of ingroup members threaten to diminish or undermine the worldview by their association with it. In this research we examine anxious individuals as potentially threatening ingroup members. We hypothesized that a brief contemplation of mortality would lead people to decrease their liking for anxious individuals associated with their ingroup. Study 1 showed that a mortality reminder led people to react more negatively to an anxious police liaison from their community, but not to a calm police liaison. Study 2 showed that a mortality reminder led people who strongly identified with university students to react more negatively to a fellow university student who was anxious, but not to a student who did not display anxiety. Copyright © 2009 John Wiley & Sons, Ltd.     

The Role of Verbal Threat Information in the Development of Childhood Fear. “Beware the Jabberwock!”

Rachman’s (Behaviour Research and Therapy 15:372–387, 1977; Clinical Psychology Review 11:155–173, 1991) three pathways theory proposed that childhood fears not only arise as a consequence of direct learning experiences, but can also be elicited by means of threat information transmission. This review looks at the scientific evidence for this idea, which has accumulated during the past three decades. We review research on the influences of media exposure on children’s fears, retrospective parent and child reports on the role of threat information in fear acquisition, and experimental studies that explored the causal effects of threat information on childhood fears. We also discuss possible mechanisms by which threat information exerts its influence and the processes relevant to understand the role of this type of learning experience in the origins of fear. Finally, implications for the prevention and intervention of childhood fears are briefly explored, and potential leads for future research will be highlighted.     

Grey squirrels (Sciurus carolinensis) show a feature-negative effect specific to social learning

Previous laboratory studies on social learning suggest that some animals can learn more readily if they first observe a conspecific demonstrator perform the task unsuccessfully and so fail to obtain a food reward than if they observe a successful demonstrator that obtains the food. This effect may indicate a difference in how easily animals are able to associate different outcomes with the conspecific or could simply be the result of having food present in only some of the demonstrations. To investigate we tested a scatter-hoarding mammal, the eastern grey squirrel, on its ability to learn to choose between two pots of food after watching a conspecific remove a nut from one of them on every trial. Squirrels that were rewarded for choosing the opposite pot to the conspecific chose correctly more frequently than squirrels rewarded for choosing the same pot (a feature-negative effect). Another group of squirrels was tested on their ability to choose between the two pots when the rewarded option was indicated by a piece of card. This time, squirrels showed no significant difference in their ability to learn to choose the same or the opposite pot. The results add to anecdotal reports that grey squirrels can learn by observing a conspecific and suggest that even when all subjects are provided with demonstrations with the same content, not all learning occurs equally. Prior experience or expectations of the association between a cue (a conspecific) and food influences what can be learned through observation whilst previously unfamiliar cues (the card) can be associated more readily with any outcome.     

The Impact of “Scary” TV and Film on Children's Internalizing Emotions: A Meta‐Analysis

Despite a general perception that violent or scary television creates anxiety in children, the research literature is small and disparate. A meta‐analysis quantifies the impact of scary television and film on children's internalizing emotions (fear, anxiety, sadness, and sleep problems). Scary television has a relatively small impact on children's internalizing emotions (r = .18) overall, and this association was not significantly moderated by whether the televised material was factual (e.g., news) or fictional or contained violence. Children under 10 were more susceptible to scary TV. The overall result contrasts with the dramatic effects found for individual children within studies, suggesting that research is needed to unpick the factors that moderate the effect that scary television has on children.     

Priming students for whole-class interaction: using interdependence to support behavioral engagement

Student interaction at a whole-class level is tied to learning outcomes, but encouraging students to engage with their peers at a whole-class level is difficult. While little research has sought to promote student engagement with one another at this level, one factor that has been shown to increase student interaction in pairs and small groups is student–student interdependency. Yet, to date, no studies have attempted to examine the impact of prior interdependency at this smaller scale on students’ interactions as a whole-class. The current study tested this relationship in an undergraduate class learning science content (n?=?19) through structuring interdependency (task and resource) during science learning. Students completed six science learning sessions each of which included a science learning activity followed by a whole-class concept mapping task. Students were audio and video recorded during the whole-class task, and then individual student behavior was coded in 10 s intervals during the first 10 min of each session. Generalized regression results showed that adding small group interdependency during learning predicted significantly more student science discussion (R²?=?.05) and supportive interactions (R²?=?.16), while predicting decreased expressions of science misunderstanding (R²?=?.07) during the whole-class task. Additionally, the combination of task and resource interdependency predicted a further decrease in student expressions of misunderstanding (R²?=?.07), but also increased student social distraction in comparison to task interdependency alone (R²?=?.28). Together these findings suggest that prior interdependency can be leveraged to increase student behavioral engagement at the whole-class level.     

Emotion dysregulation and functional connectivity in children with and without a history of major depressive disorder

Recent interest has emerged in understanding the neural mechanisms by which deficits in emotion regulation (ER) early in development may relate to later depression. Corticolimbic alterations reported in emotion dysregulation and depression may be one possible link. We examined the relationships between emotion dysregulation in school age, corticolimbic resting-state functional connectivity (rs-FC) in preadolescence, and depressive symptoms in adolescence. Participants were 143 children from a longitudinal preschool onset depression study who completed the Children Sadness Management Scale (CSMS; measuring ER), Child Depression Inventory (CDI-C; measuring depressive symptoms), and two resting-state MRI scans. Rs-FC between four primary regions of interest (ROIs; bilateral dorsolateral prefrontal cortex [dlPFC] and amygdala) and six target ROIs thought to contribute to ER were examined. Findings showed that ER in school age did not predict depressive symptoms in adolescence, but did predict preadolescent increases in dlPFC-insula and dlPFC-ventromedial PFC rs-FC across diagnosis, as well as increased dlPFC-dorsal anterior cingulate cortex (dACC) rs-FC in children with a history of depression. Of these profiles, only dlPFC-dACC rs-FC in preadolescence predicted depressive symptoms in adolescence. However, dlPFC-dACC connectivity did not mediate the relationship between ER in school age and depressive symptoms in adolescence. Despite the absence of a direct relationship between ER and depressive symptoms and no significant rs-FC mediation, the rs-FC profiles predicted by ER are consistent with the hypothesis that emotion dysregulation is associated with abnormalities in top-down control functions. The extent to which these relationships might confer greater risk for later depression, however, remains unclear.     

Simultaneous backward conditioned inhibition and mediated conditioning

Demonstrations of retrospective revaluation suggest that remembered stimuli undergo a reduction in association with the unconditioned stimulus (US) present during learning. Conversely, demonstrations of mediated conditioning in flavor-conditioning experiments with rats suggest that remembered stimuli undergo an increase in association with the US present during learning. In a food allergy prediction task with 23 undergraduates, we demonstrated simultaneous backward conditioned inhibition and mediated conditioning effects. These results are compatible with the hypothesis that the direction of change (decrease or increase) in associative strength depends on whether the remembered stimulus was of a different category (conditioned stimulus/antecedent) or the same category (US/outcome) as the presented US.