Personality Saturation in Structured Interviews

Applied psychologists have long been interested in the relationship between applicant personality and employment interview ratings. Analysis of data from two studies, one using a situational interview and one using a behavioral interview, suggests that the correlations of structured interview ratings with self‐report measures of personality factors are generally rather low. Further, a small meta‐analysis integrates these two studies and the limited previous literature to arrive at a similar conclusion – there is relatively little relationship between structured interviews and self‐reported personality factors.     

Facilitating eyewitness memory in adults and children with context reinstatement and focused meditation

This study examined the comparative efficacy of two brief techniques for facilitating eyewitness memory in police investigations. Adult and child participants (N = 126; 64 children and 62 adults) who had viewed a videotape of a crime were subsequently tested for their memory of the event following either a focused meditation procedure (FM, derived from hypnotic interviewing techniques), a context reinstatement procedure (CR, a component of the cognitive interview), or a control procedure (no memory facilitation instructions). For both adults and children, the FM and CR procedures enhanced performance on both open‐ended and closed questions to levels above those achieved by controls, although those in the CR condition produced significantly more correct responses than those in the FM condition. However, only those in the CR group displayed elevated levels of confidence in relation to incorrect responses on closed questions. Implications for the possible use of such procedures are discussed. Copyright © 2006 John Wiley & Sons, Ltd.     

Do instructional warnings reduce false recognition?

After previously encoding lists of related words (e.g. bed, rest, awake, etc.) associated with one critical word (e.g. sleep), participants frequently falsely recognize critical words as having been previously presented. Past research indicates that warning participants of this memory illusion can reduce false recognition of critical words. However, the memory processes responsible for this reduction are not known. We investigated whether the increase in critical‐word memory performance reflects changes that are specific to the processing of critical words, or alternatively, changes that are applied generally to processing in all conditions. Different participants were warned (in two different ways) or not warned before encoding, and recognition sensitivity for critical words, related words and unrelated words was tested. The warnings increased memory performance equally across all conditions, not just for critical words. These results help to more effectively conceptualize false recognition and reductions in false recognition in this paradigm. Copyright © 2005 John Wiley & Sons, Ltd.     

Directionality of the Association Between Social Support and Posttraumatic Stress Disorder: A Longitudinal Investigation1

This study examined the nature of the association between social support and posttraumatic stress disorder (PTSD) symptomatology among 2,249 male veterans of the 1990‐1991 Gulf War. Using structural equation modeling, a cross‐lagged panel analysis indicated a strong negative relationship between PTSD at Time 1 and social support at Time 2, while social support at Time 1 did not predict PTSD at Time 2. Findings suggest that, over time, interpersonal problems associated with PTSD may have a detrimental influence on the quality and quantity of available social support resources. It is recommended that greater focus be placed on the interpersonal skills of those suffering from PTSD.     

Probing the link between narcissism and gambling: the mediating role of judgment and decision‐making biases

In this paper, three studies link narcissism to gambling in general, and gambling‐related problems in particular, and the predictive link is shown to be mediated by judgment and decision processes. In Study 1, we demonstrate that narcissism relates to greater self‐reported gambling frequency and gambling‐related monetary expenditures in two samples. We extend these initial findings in Study 2 by showing that narcissism predicts higher reports of gambling‐related pathology, as measured with a DSM‐IV‐based pathological gambling (PG) screen. Finally, we demonstrate in Study 3 that the link between gambling pathology and narcissism is partially mediated by narcissists' overconfidence, heightened risk acceptance, and myopic focus on reward, as measured by participants' behavioral performance on the Georgia Gambling Task (GGT) and Iowa Gambling Task (IGT). Discussion focuses on the empirical validation of the long‐assumed narcissism–gambling link, the decision processes that underlie this link, and relations between narcissists' self‐perceptions and their self‐defeating behavior, especially in risk‐relevant contexts. Copyright © 2007 John Wiley & Sons, Ltd.     

Stereotypes and retrieval-provoked illusory source recollections

When expectations and stereotypes are activated at retrieval, they spontaneously create distorted and illusory recollections that are consistent with these expectations. Participants studied doctor (physician)-related and lawyer-related statements that were presented by 2 different people. When informed, on a subsequent source memory test, (i.e., of who presented what) that one of the study sources was actually a doctor and the other source was a lawyer, there was a strong tendency to attribute the test items in a stereotype-consistent manner. In 3 experiments, participants frequently reported recollecting specific details, such as via "remember" judgments, to justify their stereotype-consistent but incorrect responses. These experiments rule out explanations involving either the misattribution of strong familiarity or differences in the bias to making remember responses as accounts for the illusory source attributions. Instead, the illusory recollections are consistent with the notion that recollective experience is manufactured from both the information in the memory trace and information in the retrieval environment, such as an individual's expectations, stereotypes, and general knowledge.     

Untangling the Links between Narcissism and Self‐esteem: A Theoretical and Empirical Review

The links among narcissism, explicit (deliberate, controllable) self‐esteem, and implicit (automatic, uncontrollable) self‐esteem are unclear despite numerous attempts to illuminate these links. Some investigations suggest that narcissism reflects high explicit self‐esteem that masks low implicit self‐esteem, but other investigations fail to replicate this pattern. Here, we place the ‘mask’ model of narcissism in historical context and review the existing empirical evidence for this model. We then discuss three possible issues that might shed light on the inconsistent findings that have emerged from tests of the mask model. These issues include the unreliability of implicit attitude measures, narcissism's different associations with agentic versus communal self‐views, and distinctions between grandiose and vulnerable narcissism subtypes. We also summarize several alternatives to the mask model of narcissism. Throughout, we offer suggestions for improving the study of narcissism and self‐esteem and point to directions for future research on this topic.     

Evidence that blatant versus subtle stereotype threat cues impact performance through dual processes

An experiment tested three competing hypotheses for how blatant and subtle stereotype threat cues influence the performance of female sports participants on a golf-putting task. A “predominant” model predicts that blatant threat cues have a more negative effect on performance than subtle threat cues, whereas an “additive” model predicts that both cues combine to have a greater negative effect than either threat cue alone. However, a “dual process” model predicts that each threat cue has an independent negative influence through separate mechanisms. To test these predictions, we varied the presence of blatant (e.g., the task frame) and subtle cues (e.g., the gender of the experimenter) for negative stereotypes about female athletes, and then measured both the number of strokes required to finish the course and accuracy on the last putt of each hole. The results supported the dual process model prediction: females required more strokes to finish the golf task when it was framed as measuring gender differences compared to racial differences in athletic ability, and females performed less accurately on the last putt of each hole in the presence of a male versus a female experimenter. The discussion focuses on how the presence of multiple stereotype threat cues can induce independent mechanisms that may have separate but simultaneously deleterious effects on performance.     

Instructional effects on performance in a matching-to-sample study

Conducting studies using an undergraduate participant pool is fraught with difficulties. Among them are problems with adequately motivating subjects both to come to the study, and once there, to actively engage the experimental task. Thirty-one college students participated in a matching-to-sample (MTS) study involving substantial training, testing, retraining, and retesting of conditional discriminations and equivalence relations among four 4-member classes of nonsensical words. The study was conducted during the end of the semester, when performance often had been observed to be poorer than at other points in the semester. Eleven of the participants, in addition to standard instructions about the task, received additional instructions specifying molar consequences for high rates of "correct" responses throughout the procedure. This subset of participants displayed markedly improved performance as compared to those who did not receive the additional instructions. Results suggest that specification of molar contingencies improves participants' sensitivity to molecular contingencies within the study. Instructions that specify and increase the consequential functions of feedback provided during MTS trials may be one means of reducing unwanted variability in human MTS performance.     

Teaching students with ASD: Does teacher enthusiasm make a difference?

There is a general belief that students perform better in an environment in which teachers exude enthusiasm. In elementary, secondary, and college settings, the display of teacher enthusiasm is associated with positive attitudes toward teachers, recall of information, and improved classroom behavior. Although the assumption that students perform better when teachers are enthusiastic is frequently extended to individuals diagnosed with autism spectrum disorder (ASD), there is currently no published research on the topic. Research on social avoidance suggests that individuals with ASD may have no reaction or even respond negatively to teacher enthusiasm and thus perform better in conditions of low teacher attention. The current study was conducted to examine the effects of teacher enthusiasm on task performance for 12 students diagnosed with ASD. For each participant, performance on a matching task was measured during a high attention condition and during a low attention condition. Inspection of performance data indicated that out of 12 participants, only one demonstrated better performance under high teacher attention and one demonstrated better performance under low teacher attention. Interestingly, when experimenters who served as teachers in the study were asked to judge student performance, they stated that all students performed better with high teacher attention. Based on the findings of the current study, educators and parents of children with ASD are cautioned against attributing differences or changes in student performance to type and intensity of social attention provided during task instruction in the absence of conducting a functional analysis. Implications from the current study serve as a reminder to avoid oversimplifying the complex learning challenges of children with autism and reiterate the importance of obtaining continuous objective performance data. Copyright © 2008 John Wiley & Sons, Ltd.