Environmental coupling modulates the attractors of rhythmic coordination

A simple instance of coupling behavior to the environment is oscillating the hands in pace with metronome beats. This environmental coupling can be weaker (1 beat per cycle) or stronger (2 beats per cycle). The authors examined whether strength of environmental coupling enhanced the stability of in-phase bimanual coordination. Detuning by manipulanda that produced different left and right eigenfrequencies shifted the relative phase angle from 0 degrees, with the size of the shift larger for higher movement frequencies. Stronger environmental coupling was found to decrease this relative-phase shift, with accompanying increase and reduction, respectively, in recurrence quantification measures related to coordination stability and coordination noise. Stronger environmental coupling also increased oscillation amplitude. Results are considered from the perspective of parametric stabilization.     

For God (or) country: the hydraulic relation between government instability and belief in religious sources of control

It has been recently proposed that people can flexibly rely on sources of control that are both internal and external to the self to satisfy the need to believe that their world is under control (i.e., that events do not unfold randomly or haphazardly). Consistent with this, past research demonstrates that, when personal control is threatened, people defend external systems of control, such as God and government. This theoretical perspective also suggests that belief in God and support for governmental systems, although seemingly disparate, will exhibit a hydraulic relationship with one another. Using both experimental and longitudinal designs in Eastern and Western cultures, the authors demonstrate that experimental manipulations or naturally occurring events (e.g., electoral instability) that lower faith in one of these external systems (e.g., the government) lead to subsequent increases in faith in the other (e.g., God). In addition, mediation and moderation analyses suggest that specific concerns with order and structure underlie these hydraulic effects. Implications for the psychological, sociocultural, and sociopolitical underpinnings of religious faith, as well as system justification theory, are discussed.     

Perception through a perspective-taking lens: Differential effects on judgment and behavior

In contrast to the view that social perception has symmetric effects on judgments and behavior, the current research explored whether perspective-taking leads stereotypes to differentially affect judgments and behavior. Across three studies, perspective-takers consistently used stereotypes more in their own behavior while simultaneously using them less in their judgments of others. After writing about an African-American, perspective-taking tendencies were positively correlated with aggressive behavior but negatively correlated with judging others as aggressive. Similarly, after writing about an elderly man, perspective-takers walked more slowly and became more conservative, but judged others as less dependent. These divergent effects of perspective-taking on judgment and behavior occurred regardless of whether perspective-taking was manipulated or measured, whether judgments were measured before or after behavior, the stereotype that was activated, and participants’ culture (American, Singaporean). These findings support theorizing that judgments and behavior can diverge when individuals’ social strategies are geared towards establishing and maintaining social bonds, as well as provide insight into how perspective-taking helps individuals manage diversity.     

Suicides from the Golden Gate Bridge: have they changed over time?

224 suicides from the Golden Gate Bridge in 1999-2009 were younger than other suicides handled by the Marin County Coroner but did not differ by sex or race. Those witnessed did not differ from those not witnessed. Compared to suicides from the bridge in the 1970s, recent suicides were older, more often male, and more often nonwhite.     

Web‐based Multisource Reference Checking: An investigation of psychometric integrity and applied benefits

Reference checking is a near‐universal practice within personnel selection systems, and legal pressures to gather job‐relevant and structured feedback from references is mounting. Despite this state of affairs, reference checking is a woefully under‐researched method for obtaining psychometrically sound and behaviorally informative data that predict task, team, and leadership behavior at work. From studies of job candidates in applied settings, this article reports on the reliability, validity, and compliance of multisource reference feedback gathered using a web‐based methodology. Acceptable levels of internal consistency, inter‐rater reliability, and test–retest reliability of the reference‐checking instrument were realized. Results of survival analyses found support for prediction of involuntary, but not voluntary turnover. No practically significant differences were found in overall mean scores across demographic subgroups. Finally, the web‐based reference‐checking system evinced high degrees of efficiencies across a range of metrics (e.g., reference response time, reference response rate, candidate response time).     

The Theory of Planned Behavior as a Model of Academic Dishonesty in Engineering and Humanities Undergraduates

This study examines the use of a modified form of the theory of planned behavior in understanding the decisions of undergraduate students in engineering and humanities to engage in cheating. We surveyed 527 randomly selected students from three academic institutions. Results supported the use of the model in predicting ethical decision-making regarding cheating. In particular, the model demonstrated how certain variables (gender, discipline, high school cheating, education level, international student status, participation in Greek organizations or other clubs) and moral constructs related to intention to cheat, attitudes toward cheating, perceptions of norms with respect to cheating, and ultimately cheating behaviors. Further the relative importance of the theory of planned behavior constructs was consistent regardless of context, whereas the contributions of variables included in the study that were outside the theory varied by context. Of particular note were findings suggesting that the extent of cheating in high school was a strong predictor of cheating in college and that engineering students reported cheating more frequently than students in the humanities, even when controlling for the number of opportunities to do so.     

Breaks are Better: A Tier II Social Behavior Intervention

Multi-tiered systems of social behavioral support in schools provide varying levels of intervention matched to student need. Tier I (primary or universal) systems are for all students and are designed to promote pro-social behavior. Tier III (tertiary or intensive) supports are for students who engage in serious challenging behavior that has not responded to other efforts. In between Tier I and Tier III are Tier II (secondary or targeted interventions), for students at risk for developing more serious problematic behavior. The purpose of this study was to evaluate Breaks are Better, a Tier II intervention designed for students who engage in problem behavior maintained by avoidance of instructional activities. Breaks are Better builds on an evidence-based Tier II intervention, Check-in/Check-out, but includes key components to enhance its effectiveness for students who avoid instruction. Working with three typically developing elementary school students, we documented changes in problem behavior during academic instruction following the implementation of Breaks are Better. Further, students and teachers rated the intervention as both feasible and valuable.     

The insidious (and ironic) effects of positive stereotypes

The present research demonstrates that positive stereotypes – though often treated as harmless, flattering and innocuous – may represent an especially insidious means of promoting antiquated beliefs about social groups. Specifically, across four studies (and one replication), the authors demonstrate that exposure to positive stereotypes towards African Americans (i.e., they are superior athletes) are at once both especially unlikely to arouse skepticism and emotional vigilance while also especially likely to produce antiquated and harmful beliefs towards members of the target group (compared to both baseline conditions and exposure to negative stereotypes), including beliefs in the biological (or “natural”) underpinnings of group differences and, ironically, the application of negative stereotypes.     

Recognition of Emotion in Facial Expressions and Vocal Tones in Children With Psychopathic Tendencies

The authors investigated the ability of children with emotional and behavioral difficulties, divided according to their Psychopathy Screening Device scores (P. J. Frick & R. D. Hare, in press), to recognize emotional facial expressions and vocal tones. The Psychopathy Screening Device indexes a behavioral syndrome with two dimensions: affective disturbance and impulsive and conduct problems. Nine children with psychopathic tendencies and 9 comparison children were presented with 2 facial expression and 2 vocal tone subtests from the Diagnostic Analysis of Nonverbal Accuracy (S. Nowicki & M. P. Duke, 1994). These subtests measure the ability to name sad, fearful, happy, and angry facial expressions and vocal affects. The children with psychopathic tendencies showed selective impairments in the recognition of both sad and fearful facial expressions and sad vocal tone. In contrast, the two groups did not differ in their recognition of happy or angry facial expressions or fearful, happy, and angry vocal tones. The results are interpreted with reference to the suggestion that the development of psychopathic tendencies may reflect early amygdala dysfunction (R. J. R. Blair, J. S. Morris, C. D. Frith, D. I. Perrett, & R. Dolan, 1999).     

Toddlers' Social Behaviors in Dyads and Groups

Although toddlers are clearly capable of interacting with peers, the amount and type of interactions among toddlers is controversial. Objectives of the present study were (a) to determine the effect of dyad versus group settings on the amount and type of social behaviors with peers, (b) to determine preference for interacting with peers versus adults, and (c) to determine differences in the types of behaviors directed to peers and adults. Sixteen children (with a mean age of 27 months) were observed in both a group setting and a dyad setting; their mothers were present in both settings. The children were from three different toddler classes, each meeting once a week. Specific social behaviors were coded, as well as the person to whom the behavior was directed (i.e., peer or adult). Setting affected toddlers' behaviors with adults but not behaviors with peers. Regardless of setting, toddlers preferred interacting with adults. The types of behaviors directed to peers and adults differed. Direct interactions with peers were rare, but interest and awareness of peers was shown by moderately high levels of proximity and parallel play. The use of different criteria to define social play appears to account for differences across studies in the amount of peer interaction.