Justice for whom, exactly? Beliefs in justice for the self and various others

The present studies examine why people think the world is more just to themselves than to others generally. Beliefs in justice for the self were uniquely associated with psychological adjustment, consistent with the theoretical motive to believe in justice for the self (Studies 1 and 2). However, this "justice motive" did not appear to affect the relative strength of justice beliefs. Instead, self-other differences in justice beliefs appeared to reflect objective assessments of the justice received by various demographics. Undergraduates believed the world to be more just to themselves than to others but not their undergraduate peers specifically (Study 1). Participants of both genders believed the world to be more just to men, and to themselves, than to women (Study 2). Women did not exempt themselves individually from injustice but believed, similar to men, that undergraduate women receive as much justice as men (Study 3).     

Coalitions as a Model for Intersectionality: From Practice to Theory

This conceptual paper uses the concept of coalition to theorize an alternative to categorical approaches to intersectionality based on review of an archive of oral history interviews with feminist activists who engage in coalitional work. Two complementary themes were identified: the challenge of defining similarity in order to draw members of diverse groups together, and the need to address power differentials in order to maintain a working alliance. Activists’ narratives suggest intersectionality is not only a tool for understanding difference, but also a way to illuminate less obvious similarities. This shift requires that we think about social categories in terms of stratification brought about through practices of individuals, institutions and cultures rather than only as characteristics of individuals. Implications of these themes for research practices are discussed.     

Promoting Generalization of Reading: A Comparison of Two Fluency-Based Interventions for Improving General Education Student’s Oral Reading Rate

The generalization effects of empirically-supported fluency-based reading interventions have been largely ignored. The purpose of this study was to evaluate the effects of two fluency-based reading interventions, Repeated Readings and Multiple Exemplars, on elementary-aged children’s immediate and generalized oral reading fluency rate. Using a within-subjects group design, a total of 42 second (n = 25) and fourth (n = 17) grade general education students were administered both interventions and their generalized responding to passages containing high word and medium word overlap was assessed. Results indicated that children’s oral fluency on intervention passages was significantly greater during the Repeated Readings intervention. However, children’s oral reading fluency on generalization passages containing medium word overlap was significantly greater following the Multiple Exemplars intervention. This difference was however possibly due to the Multiple Exemplar medium word overlap passage being easier for students to read. No significant differences between the two interventions were observed in children’s oral reading fluency on generalization passages containing high word overlap. Implications and limitations of the study are discussed in relation to improving students’ reading fluency on generalization passages.     

Using outgroup comfort to predict Black students' college experiences

This study investigated whether Black students' social comfort with Whites, termed outgroup comfort (OC), predicted outcomes related to academics and mental health. Surveys administered to Black college students near the beginning and end of their first year showed OC measured in the fall predicted outcomes assessed in the spring, including contact with other races, academic concerns among men, and psychological well-being among women. A subsample selected on the basis of high or low OC scores participated in two weeks of experience sampling, revealing students high in OC reported less state anxiety than those low in OC when in academic settings; in nonacademic settings, anxiety did not differ by OC. System-justifying ideology favoring the outgroup was controlled, thus OC is distinct from internalized oppression. Results are discussed in relation to gender differences in racial identity and college student development.     

Comparative meta-analysis of behavioral interventions for insomnia and their efficacy in middle-aged adults and in older adults 55+ years of age.

Meta-analyses support the effectiveness of behavioral interventions for the treatment of insomnia, although few have systematically evaluated the relative efficacy of different treatment modalities or the relation of old age to sleep outcomes. In this meta-analysis of randomized controlled trials (k = 23), moderate to large effects of behavioral treatments on subjective sleep outcomes were found. Evaluation of the moderating effects of behavioral intervention type (i.e., cognitive-behavioral treatment, relaxation, behavioral only) revealed similar effects for the 3 treatment modalities. Both middle-aged adults and persons older than 55 years of age showed similar robust improvements in sleep quality, sleep latency, and wakening after sleep onset. A research agenda is recommended to examine the mechanisms of action of behavioral treatments on sleep with increased attention to the high prevalence of insomnia in older individuals.     

The vision in “blind” justice: Expert perception,judgment, and visual cognition in forensic pattern recognition

Many forensic disciplines require experts to judge whether two complex patterns are sufficiently similar to conclude that both originate from the same source. Studies in this area have revealed that there are a number of factors that affect perception and judgment and that decisions are subjective and susceptible to extraneous influences (such as emotional context, expectation, and motivation). Some studies have shown that the same expert examiner, examining the same prints but within different contexts, may reach different and contradictory decisions. However, such effects are not always present; some examiners seem more susceptible to such influences than do others—especially when the pattern matching is “hard to call” and when the forensic experts are not aware that they are being observed in an experimental study. Studying forensic examiners can contribute to our understanding of expertise and decision making, as well as have implications for forensic science and other areas of expertise.     

The effect of number of options on choices involving delayed causation

A video game was adapted to investigate the effect of the number of alternatives on causal judgment in a complex environment involving targets with delayed outcomes. Participants were presented with groups of potential targets. Each target (the candidate cause) fired at random relative to the others, with one target in each group causing a delayed explosion (the effect).The participants were tasked with discriminating which of the potential targets was producing the effect. Experiment 1 revealed a main effect of delay on discriminability but no effect of the number of alternatives. However, latencies did increase as the number of alternatives increased, suggesting that discriminability was maintained by compensating with longer observation times. But, a similar increase in latency for longer delays did not offset the detrimental impact of an increase in cause-effect delay. Experiment 2 replicated the outcome under conditions in which participants were always required to observe for 16 s before making a decision; under the most difficult conditions, however, the limited viewing time started to reveal an effect of the number of alternatives on the participants' ability to discriminate a true cause from foils. Evidence suggests that participants' decisions were determined primarily by differences in the number of cause-effect contiguities experienced for the true cause versus the foils.