Permitting immoral behaviour: A generalized compensation belief hypothesis

When are we more likely to permit immoral behaviours? The current research examined a generalized compensation belief hypothesis that individuals, as observers, would morally tolerate and accept someone paying forward unfair treatment to an innocent person as a means to compensate for the perpetrator's previously experienced mistreatment. Across five experiments (N = 1107) based on economic games (Studies 1–4) and diverse real-life scenarios (Study 5), we showed that participants, as observing third parties, were more likely to morally permit and engage in the same negative act once they knew about previous maltreatment of the perpetrator. This belief occurred even when the content of received and paid-forward maltreatment was non-identical (Study 2), when the negative treatment was received from a non-human target (Study 3) and when the maltreatment was intangible (e.g. material loss) or relational (e.g. social exclusion; Study 5). Perceived required compensation mediated the effect of previous maltreatment on moral permission (Studies 4 and 5). The results consistently suggest that people's moral permission of immoral behaviours is influenced by perpetrator's previous mistreatment, contributing to a better understanding of the nature and nuances of our sense of fairness and contextualized moral judgement.     

Spatial Nonuniformities in Visual Search

Previous search experiments in this laboratory have been concerned with the marked differences in target detectability as a function of its location in the visual field—differences we have called a detectability gradient—when subjects were required to detect a vertically oriented “target” among a number of distractor items having different orientations. This gradient was characterized by a marked right visual field superiority as well as differences in the shape of the gradient in the two half fields. A scanning model was proposed to account for these robust phenomena. The present experiments, using reaction time methods with vertical, horizontal, and colored targets have revealed marked differences in both reaction time and detectability as a function of target location and have isolated some of the spatial nonuniformities in the visual system which influence the shape of these gradients. The results reported here have forced us to abandon the scanning hypothesis in favor of a model in which attention is efficiently guided to the target.     

A method for increasing the reinforcement magnitude of intracranial stimulation

Schedules of intermittent brain-stimulation reinforcement have been shown to maintain performances when a reinforcement is defined as several response-produced, brief trains of stimulation. The present experiments show that the number of response-produced trains permitted per reinforcement is a variable analogous to amount or magnitude of reinforcement in the conventional food-reinforcement experiment. Systematic effects were obtained when that variable was manipulated within a multiple schedule and also on variable-interval schedules programmed concurrently.     

Brain stimulation as a reinforcer: intermittent schedules

Rats with chronically implanted, bipolar electrodes in the septal and medial forebrain bundle areas, in addition to the region of the mammillary bodies of the posterior hypothalamus, were trained to press a permanently mounted lever in order to produce a second, retractable lever. Rewarding brain stimulation was programmed on the retractable lever; following completion of the programmed number of CRF response-stimulations, that lever was retracted from the box. Responding on the permanent lever could reintroduce the retractable lever. Fixed interval, fixed ratio, DRL, and variable interval schedules were programmed on the permanent lever in the range of schedule parameters often used with conventional reinforcers. Typical effects are described, and it is concluded that there are no striking differences between brain-stimulation reinforcement and the conventional reinforcers.     

Gender role identity from an ego developmental perspective

This study, designed to respond to current limitations in gender role identity measurement, presents a conceptual and empirical approach to gender role identity that relies on ego developmental theory. To begin the process of construct validation of this approach to gender role identity, gender role identity was examined in relation to ego development, gender, and marital status. Gender role identity was measured via an interview adapted from Waterman and by the Bem Sex Role Inventory. Ego development was assessed via Loevinger's Sentence Completion Test of Ego Development. The sample consisted of 107 young adult men and women, married and single. In support of construct validity, the gender role interview was found to be correlated with the ego development measure. In support of discriminant validity, different patterns of correlates by gender were found between the gender role interview and the Bem Sex Role Inventory.     

Individual differences in preschool children's knowledge of superordinate categories

The present study assesses intensional knowledge of superordinate categories in preschool children. This assessment is part of a larger programmatic research effort aimed at the development of a cognitive preschool screening test to detect learning problems prior to their manifestation in school failure. Necessary prerequisites for including intensional superordinate category knowledge as a potential component of this screening test are addressed: (a) Are there substantial variations in this knowledge across preschool children? (b) Can the knowledge be measured reliably using game-like picture tasks? (c) Do individual differences in this knowledge relate to the child's current level of intellectual functioning? An underlying assumption for the development of this screening test is that assessing gradually emerging abstract knowledge that develops through active, ongoing processing is more likely to predict learning problems than assessing knowledge that develops through rote associative learning. Consistent with this approach was the prediction that one component of intension, knowledge of differences, would be a better predictor of current functioning than knowledge of similarities. The data support this contention. Although both knowledge of similarities and differences was stable within an individual, variable among individuals and highly correlated with each other, only knowledge of differences related to the child's concurrent level of intellectual functioning.     

Guided Search: The Effects of Learning

The previous report (Efron & Yund, 1996) offered an interpretation of the results of a number of search experiments within the theoretical context of the guided search model of Cave and Wolfe (1990) and Wolfe (1994). The present report extends this interpretation to the effects of extended practice when subjects search for a target defined by its orientation in the presence of a number of heterogeneous distractor items having differing orientations. Three experiments are described: The first revealed that over the course of 21 experimental sessions extending for a period of 6 weeks there were marked decreases in the magnitude of the reaction time gradient (RTG) and the right visual field superiority observed in the previous experiments. This learning persisted for more than 3 years. The second experiment revealed an interference in the capacity to learn to detect a target of one orientation when subjects had previously learned to detect a target of a different orientation at the same locations. The third experiment revealed that the learning was restricted to the area of the visual field where the target had been presented and that subjects could learn to detect two different targets concurrently. The results of these experiments indicate that the learning is orientation-specific and location-specific and is consistent with a localized increase in the selectivity of the top-down selection mechanism of the guided search model.     

Stress, health and illness: four challenges for the future

The concept of stress has a long and perhaps foundational history in health psychology. However, it is also not without its detractors, who point out imprecise and simplistic use of the concept. Four challenges for stress research in health psychology delineate the nuanced and contextualised future. First, 'stress' can be located in the environment, in appraisal or in response (e.g., emotions or physiology). Careful conceptualisation and assessment can differentiate among these locales, as well as reveal interactions among them. Second, coping refers to the transaction between stress and the affected person. Understanding exactly why coping moderates the effects of stress is a major challenge for coping research. Third, stress happens to different people with different personalities and temperaments and at different stages of their lives. People may even be different from themselves at different life stages. These individual differences can impact all manner of stress and coping. Fourth, stress is dynamic. Minor events come and go, and major events create a cascade of changes in the individual's life. Understanding how stress, coping and health change over time within individuals (i.e., in a multi-level framework) will be a major advance for the field.     

The Role of Emotion Dysregulation in the Links Between Sibling Victimization and Internalizing Symptoms in Middle Childhood

Despite sibling victimization being a relatively common occurrence, there is a dearth of research examining the outcomes associated with this interpersonal stressor, including internalizing symptoms. The current study sought to advance the literature by longitudinally examining the links from sibling victimization to depression and anxiety symptoms while also considering peer victimization in a sample of elementary school-age youth (51.8% boys, M age?=?8.72) who were initially in 3rd and 4th grade. Further, emotion dysregulation was examined as a mediator of these associations. Youth provided self-reports at three separate time points approximately 6 months apart. Path analysis models indicated that emotion dysregulation mediated the association between sibling, but not peer, victimization and increased depression symptoms. However, neither sibling nor peer victimization were associated with anxiety symptoms over time. Results suggest the importance of attending to sibling victimization for the prevention of emotion dysregulation difficulties and ultimately early symptoms of depression. Youth assessments need to include questions about both sibling and peer victimization, and sibling victimization needs to be included as a target of prevention and intervention for subsequent internalizing difficulties.