Accuracy in the judgment of in-group and out-group variability

The accuracy of in-group and out-group variability judgments was examined by comparing those judgments with the variability of self-ratings provided by random samples of group members. Following Park and Judd (1990), perceptions of both group dispersion and group stereotypicality were examined. Accuracy was examined both by within-subject sensitivity correlations and by simple discrepancies between perceived and actual variability estimates. In-group-out-group differences in sensitivity were shown, particularly for judgments of stereotypicality. These differences were related to differences in the degree to which out-group variability is underestimated relative to in-group variability (i.e., the out-group homogeneity effect). Out-group stereotypicality judgments were overestimated, supporting the view that out-group stereotypes are overgeneralizations. Whether dispersion judgments were over- or underestimated depended on their measurement.     

Neuropsychological correlates of hypertension: review and methodologic considerations.

Essential hypertension is a chronic disorder having many potential physical and behavioral sequelae. This article evaluates the impact of hypertension on neuropsychological test performance. First, cross-sectional and longitudinal studies that examine the neuropsychological correlates of hypertension are reviewed. In general, hypertensives are found to perform more poorly than normotensives, particularly on tests of memory, attention, and abstract reasoning, and less consistently on tests of perception, constructional ability, mental flexibility, and psychomotor speed. Next, the influence of variables that may moderate relationships between hypertension and neuropsychological performance--such as age, education, and medication usage--are examined. Finally, potential mechanisms, both physiological and psychological, underlying associations between hypertension and neuropsychological performance are discussed.     

Recollecting the Religious: Augustine in Answer to Meno’s Paradox

Studies in Philosophy and Education - Philosophers of education often view the role of religion in education with suspicion, claiming it to be impossible, indoctrinatory or controversial unless...     

A Safety and Coping Planning Intervention for Suicidal Adolescents in Acute Psychiatric Care

Transitioning from an acute psychiatric care setting to a less restrictive environment after a suicidal event is arguably the most critical period of suicide risk for adolescents, making comprehensive safety and coping plans for this population ever more critical. In this paper we provide theoretical and empirical rationale for the need for developmental adaptations to current safety planning procedures for suicidal adolescents, as well as the standardization of pediatric safety plans for broader use across settings that provide acute psychiatric care to adolescents. We describe how we developed the Adolescent Safety and Coping Plan (ASCP) using qualitative in-depth interviews with 20 adolescents and their parents, explain the specific components of the ASCP, and give a case example of the ASCP being used with a young adolescent and her parents. Finally, we conclude with a discussion of the barriers and facilitators of the use of the ASCP in settings that provide acute psychiatric care, as well as the need for future research to test the ASCP with diverse adolescent and family populations and settings.     

Correction to: Classroom goal structures and communication style: the role of teacher immediacy and relevance-making in students’ perceptions of the classroom”

Social Psychology of Education - A correction to this paper has been published: https://doi.org/10.1007/s11218-021-09628-9     

How Religion Predicts Pet Ownership in the United States

Over 60 percent of Americans have some sort of family pet. Although studies have explored the personality and demographic correlates of pet ownership, none have considered whether religious characteristics may influence not only pet ownership, but the kind of pet Americans own. Drawing on data from the 2018 General Social Survey, we examine the religious antecedents of pet ownership in general as well as owning a cat or a dog, taking into account factors previously associated with owning certain pets (e.g., urban vs. rural residence, political affiliation). Although religious tradition and biblical literalism generally do not predict pet ownership, frequent worship attendees and the most conservative evangelicals report owning fewer pets. Religious characteristics also predict Americans’ ownership of particular pets. Most notably, we find a strong, negative association between worship attendance and cat ownership. We theorize potential mechanisms. On the one hand, certain personality types might simultaneously attract some Americans toward religious participation and away from pets, and cats in particular. Alternatively, to the extent that pet ownership is a partial substitute for human bonding and interaction, Americans more deeply embedded within a religious community may have less need (or time) for pets generally, and specifically more independent “roommate pets,” like cats.     

The Relationship between Emotional Intelligence and Domain-Specific and Domain-General Creativity

The Amusement Park Theory of Creativity, which represents both domain-specific and domain-general perspectives of creativity, calls for more research on how individual difference constructs are related to creativity at all ends of the domain-specificity and general spectrum. Toward this goal, this study examined emotional intelligence (using the Emotional Intelligence Scale) in relationship with both a domain-general measure (the Abbreviated Torrance Test for Adults) and a domain-specific measure (Kaufman Domains of Creativity Scale) in a sample of 281 Chinese undergraduates. Although emotional intelligence demonstrated no relationship with divergent thinking, it did positively predict all five domains of creativity on the self-report measure (ranging from .52 to .77). These findings add to the nuanced relationship between emotional intelligence and creativity and serve as a call for more work of this nature.