Fictional narratives change beliefs: replications of Prentice,Gerrig, and Bailis (1997) with mixed corroboration

We report three exact replications of experiments aimed at illuminating how fictional narratives influence beliefs (Prentice, Gerrig, & Bailis, 1997). Students read fictional stories that contained weak, unsupported assertions and which took place either at their home school or at an away school. Prentice et al. found that students were influenced to accept the assertions, even those blatantly false, but that this effect on beliefs was limited to the away-school setting. We questioned the limiting of the narrative effect to remote settings. Our studies consistently reproduced the first finding, heightened acceptance of statements occurring in the conversations of narrative protagonists, but we failed to reproduce the moderating effect of school location. In an attempt to understand these discrepancies, we measured likely moderating factors such as readers’ need for cognition and their extent of scrutiny of the narratives.     

Trust, Mood, and Outcomes of Friendship Determine Preferences for Real Versus Ersatz Social Capital

Societal-level social capital ultimately rests upon individual attitudes and behaviors. This study investigated the determinants of individuals' preferences for real versus ersatz social activities. Ersatz social activities are substitutes for true social interaction; they involve interaction with media or media characters rather than other individuals. Undergraduates ( N = 144 ) chose activities from pairs of social and ersatz exemplars. The participants were randomly assigned to one of four conditions. In two of these conditions, they wrote essays designed to create either a positive or negative mood; in the other two conditions, they read essays designed to highlight either the costs or benefits of friendship. Results indicated that individuals low in trust were susceptible to situational influences. Low-trust individuals chose more real social activities when in a positive mood or when benefits of friendship were salient, whereas they chose ersatz social activities when in a bad mood or when costs of friendship were salient. High-trust individuals showed relatively high preference for real social interactions regardless of mood or the salience of costs and benefits. These results suggest that appropriate interventions should overcome low trust to build social capital.     

The role of “irrelevant” derogation in vicarious aggression catharsis: A field experiment

In order to test hypotheses about the occurence of aggression catharsis, a field experiment was conducted in which passengers in taxi cabs served as subjects. En route to each subject's destination, the taxi driver left the cab with the meter operating for an amount of time which resulted in a small or large overcharge (the first independent variable). When the driver returned, subjects read one of four letters which either praised or derogated the driver (the second independent variable) on a relevant or irrelevant dimension (the third independent variable). Subjects' responses confirmed the principal hypothesis on several different atitudinal and behavioral dependent measures: angered subjects tended to complain less often, more often paid the overcharge, and more often left a tip, when they read the irrelevant derogation letter. The results contribute to the delineation of a set of conditions under which vicarious catharsis can be clearly observed.     

Components of IQ Scores Across Levels of Measured Ability

Forty-three (43) students from the Talent Identification Program's Summer Residential Program living in North Carolina took the Wechsler Intelligence Scale for Children—Revised (WISC-R; Wechsler, 1974) during the program. The test was also administered to 50 other North Carolina Students who qualified for the SRP but did not attend, as well as 34 students who had not been identified as gifted. The scores were evaluated for normative and idiographic strengths and weaknesses on the 12 subtests of the WISC-R. The idiographic differences were calculated by comparison against the average score of only the 6 subtests in the same subscale of the test (Verbal or Performance) as well as against all 12 subtests on the test. It was found by means of the former comparisons that the gifted students showed significantly more idiographic strengths on the Verbal scales and weaknesses on the Performance scales than the academically competent sample.     

A qualitative study of the therapists' experiences of working with community reinforcement and family training

Community reinforcement and family training (CRAFT) was developed to help and support concerned significant others (CSO) of people with, for example, alcohol use disorder. The aim of this study was to investigate therapists' experiences of working with CRAFT and their experiences of the CSOs receiving CRAFT. The study has a qualitative design and is based on three focus group interviews with 17 therapists. Interviews were analysed using thematic analysis. The analysis revealed six themes and four subthemes: Concerned significant others—A special group; Help prior to CRAFT—Offering information and a shoulder; CRAFT as a new and specific method (The toolbox of CRAFT, Formats for delivering CRAFT, Introducing a diary as homework and Implementing self-help material—Alone or in combination with sessions); Moving from a lack of structure to structure; Change in CSOs from the therapists' point of view; and Change in the therapist's role (Dilemmas—Personalising the intervention). The therapists were generally satisfied with the method and found it easy to adapt to. Moreover, working using a manual was more structured than they were used to and increased feelings of working professionally with the CSOs. Specifically, most therapists found the self-help book useful and indispensable in their work with CRAFT, but also agreed that it could not be used as a stand-alone intervention for most CSOs. The therapists' experiences are relevant for implementation of manualised, structured approaches and group-based interventions more broadly.     

Promoting resilience to depression among couples during pregnancy: The protective functions of intimate relationship satisfaction and self-compassion

Pregnancy, while often marked by joy, may pose considerable risk for depression among parents. Against a backdrop of adverse life events, expectant parents may be even more vulnerable to developing symptoms of depression during the prenatal period. Thus, it is critical to identify sources of resilience that might facilitate a successful transition to parenthood among couples who have a history of adversity. Prior work suggests that interpersonal and intrapersonal factors associated with resilience, such as intimate relationship satisfaction and self-compassion (i.e., self-kindness, common humanity, and mindfulness), have the potential to attenuate prenatal depression among couples with a history of stressful life experiences. We tested this possibility in a sample of 159 couples navigating pregnancy. As predicted, a greater number of prior stressful life experiences was associated with increased depression symptom severity for both mothers and fathers. However, moderation analyses revealed the positive link between cumulative stressful life experiences and depression symptom severity was attenuated among mothers who reported greater self-compassion in the form of feelings of common humanity, and fathers who reported higher levels of intimate relationship satisfaction and self-compassion in the form of mindfulness. Findings suggest enhancing intimate relationship satisfaction and self-compassion among expectant couples may be valuable in attenuating prenatal depression among those with a greater history of adversity.     

Power and Caution: The Ethics of Self‐Disclosure

Abstract. Good teaching is both powerful and cautious. It is powerful insofar as it creates engaged students. Because an engaged mind is particularly receptive, however, good teaching is also cautious insofar as it provides students with focused guidance through the process of appropriating the learning material. This article reflects critically on expressionist pedagogy by evaluating a classroom situation in which students reacted in unexpected ways to the professor's disclosure of a personal story. It concludes that effective teaching exceeds the goal of merely facilitating student engagement. That is, the use of self‐disclosure has the power to create engaged students, but it also requires cautious content consideration when facilitating post‐disclosure learning. If, by using the powerful expressionist pedagogy of self‐disclosure, we engage students but fail to cautiously guide them through the learning material, we have not taken seriously the ethical responsibility that teaching also implies.     

Presentism and Diversity in the History of Psychology

Providing an entry on the history of psychology for the online encyclopaedia, Wikipedia has proved to be more problematic than one might expect. In particular, someone who goes under the internet name, ‘Jagged_85’ inserted claims to the effect that most of the major developments in the history of psychology have their origins in the medieval Arab world. Similar claims and at least one attempt to challenge those claims have appeared in the professional literature. A special issue of the online newsletter, Advances in the History of Psychology devoted to this topic has also appeared under the title, “Presentism in the Service of Diversity?” The term, “presentism” has several meanings but it usually refers to projecting the views of the present onto the past instead of making a serious attempt to understand how historical figures themselves understood the world. The present paper endorses the view that the claims of authors like ‘Jagged_85’ constitute presentism in the usual sense of the term. It also offers suggestions for how diversity without this type of presentism might be achieved.