Exploring own-age biases in deception detection

The present study explored own-age biases in deception detection, investigating whether individuals were more likely to trust those in their own-age group. Younger and older participants were asked to detect deceit from videos of younger and older speakers, rating their confidence in each decision. Older participants showed an own-age bias: they were more likely to think that deceptive speakers of their own age, relative to younger speakers, were telling the truth. Older participants were also more confident in their judgements of own-age, relative to other-age, speakers. There were no own-age biases for younger participants. In a subsequent (apparently unrelated) task, participants were asked to rate the trustworthiness of the speakers. Both age groups of participants trusted younger speakers who had previously told the truth more compared to those who had lied. This effect was not found for older speakers. These findings are considered in relation to the in-group/out-group model of social cognition and common stereotypical beliefs held about younger and older adults.     

An investigation of basic facial expression recognition in autism spectrum disorders

This study was designed to test three competing hypotheses (impaired configural processing; impaired Theory of Mind; atypical amygdala functioning) to explain the basic facial expression recognition profile of adults with autism spectrum disorders (ASD). In Experiment 1 the Ekman and Friesen (1976) series were presented upright and inverted. Individuals with ASD were significantly less accurate than controls at recognising upright facial expressions of fear, sadness and disgust and their pattern of errors suggested some configural processing difficulties. Impaired recognition of inverted facial expressions suggested some additional difficulties processing the facial features. Unexpectedly, the clinical group misidentified fear as anger. In Experiment 2 feature processing of facial expressions was investigated by presenting stimuli in a piecemeal fashion, starting with either just the eyes or the mouth. Individuals with ASD were impaired at recognising fear from the eyes and disgust from the mouth; they also confused fearful eyes as being angry. The findings are discussed in terms of the three competing hypotheses tested.     

Ethics in Academia: Students' Vies of Professors' Actions

Although psychologist impairment has received attention from researchers, there is a paucity of empirical data aimed at determining the point at which such impairment necessitates action. The purpose of this study was to provide such empirical data. Members of Division 42 (n = 285) responded to vignettes describing a psychologist whose symptoms of either depression or substance abuse varied across five levels of severity. Results identified specific levels of impairment at which psychologists were deemed too impaired to practice psychotherapy, as well as significant differences between ratings of increasingly severe impairment. Practical and ethical implications of these results are discussed.     

Sexism,rape myths and feminist identification explain gender differences in attitudes toward the #metoo social media campaign in two countries

ABSTRACT

On October 15, 2017, actress Alyssa Milano popularized the #metoo campaign, which sought to expose the prevalence of sexual harassment and assault in public domains by encouraging victims to share their experiences on social media using the hashtag metoo. The online campaign rapidly grew to a global phenomenon, which was generally well supported. However, some criticized the campaign online as a battle of the sexes, which pits men against women. Our cross-cultural research investigated whether gender differences in attitudes and feelings toward #metoo are due to underlying differences in ideologies and experiences that only partly overlap with gender. We surveyed respondents in the United States, where the campaign began, and in Norway, a highly gender-egalitarian country. In both countries, men expressed less positivity toward #metoo than women and perceived it as substantially more harmful and less beneficial. These gender differences were largely accounted for by men being higher than women in hostile sexism, higher in rape myth acceptance, and lower in feminist identification. The results, hence, suggest that gender differences in attitudes to social media campaigns such as #metoo might be best characterized as dimensional ideological differences rather than fundamental group differences.     

The Effects of Exploration on Preschoolers' Problem-Solving Ability

Specific contributions of exploration for divergent and convergent problem-solving ability in preschool children were investigated. Participants were identified as players or nonplayers based on naturalistic observations of free-play activities, and were assigned to either an exploration or nonexploration control condition prior to administration of two divergent and two convergent problem-solving tasks. No significant differences were found between the exploration and nonexploration groups on either divergent or convergent problem-solving tasks. Subjects in the exploration group, however, spent significantly less time in the related convergent problem-solving task than in the nonrelated convergent task. The player/nonplayer distinction was also nonsignificant.     

Adaptors and Innovators: Preference for Educational Procedures

We tested the hypothesis that differences in attitudes toward conflicting procedures would depend on the context of the presentation and an individual's cognitive style. Data from 182 British school teachers who completed the Kirton (1976) Adaption–Innovation Inventory and two questionnaires concerned with aspects of educational procedures provided results broadly in line with expected adaption–innovation theory. Innovators were found to have a preference for procedures loose in structure, with aims not easily defined, and without easy methods of assessment. The adaptors showed a preference for procedures containing a tighter structure, more definable aims and more precise methods of assessment. The data also provide useful additional norms and information on teachers' cognitive style differences with regard to subject taught, gender, and length of service.     

The locus of the benefits of repetition-lag memory training

The current study examined the effects of responses on error-adjacent trials (i.e., those immediately preceding or following errors) on age differences in measures of intraindividual variability and the shape of response time (RT) distributions on a two-back task. Removing error-adjacent responses reduced variability as measured by the coefficient of variation, but did so similarly for younger and older adults. However, older adults’ standard deviations (SDs) were less than those of younger adults with comparable RTs, raising questions regarding the validity of the coefficient of variation. An ex-Gaussian analysis revealed that removing the RTs on error-adjacent trials reduced the length of the tails of distributions and the skewness of the distributions. These properties were reduced more for older adults than for younger adults. These results indicate that the influence of error-adjacent trials should be considered when analyzing intraindividual variability and the shape of RT distributions to test theories of cognitive aging.