STEREOTYPE THREAT AND THE GENDER GAP IN POLITICAL KNOWLEDGE

Men tend to achieve higher response accuracy than women on surveys of political knowledge. We investigated the possibility that this performance gap is moderated by factors that render the communicative context of a survey intellectually threatening to women and thereby induce stereotype threat. In a telephone survey of college students' political knowledge, we manipulated two factors of the survey context: the alleged diagnosticity of the question set (i.e., whether it was portrayed as being sensitive to potential gender differences) and the gender of the interviewer. Consistent with previous studies of political knowledge, men scored higher than women overall. However, as predicted, this difference was reliably moderated by the manipulated factors. Women's scores were not reliably different from men's when the survey was portrayed as nondiagnostic and when women were interviewed by female interviewers. Diagnosticity and interviewer gender had no effects on men's scores. Consistent with previous research on stereotype threat, these results suggest that explicit and implicit cues reminding women of the possibility that they might confirm a negative gender stereotype can impair their retrieval of political knowledge.     

Neuropsychologic functioning in children with autism: further evidence for disordered complex information-processing.

A wide range of abilities was assessed in 56 high-functioning children with autism and 56 age- and IQ-matched controls. Stepwise discriminant analyses produced good group discrimination for sensory-perceptual, motor, complex language, and complex memory domains but lower agreement for the reasoning domain than previously obtained for adults. Group discrimination did not occur for attention, simple language, simple memory, and visuospatial domains. Findings provide additional support for a complex information-processing model for autism, previously based on adult data, demonstrating a pattern across domains of selective impairments on measures with high demands for integration of information and sparing when demands were low. Children as compared to adults with autism exhibited more prominent sensory-perceptual symptoms and less pronounced reasoning deficits reflecting brain maturation.     

The problem of serial order in behavior: Lashley's legacy

In a prescient paper Karl Lashley (1951) rejected reflex chaining accounts of the sequencing of behavior and argued instead for a more cognitive account in which behavioral sequences are typically controlled with central plans. An important feature of such plans, according to Lashley, is that they are hierarchical. Lashley offered several sources of evidence for the hierarchical organization for behavioral plans, and others afterward provided more evidence for this hypothesis. We briefly review that evidence here and then shift from a focus on the structure of plans (Lashley's point of concentration) to the processes by which plans are formed in real time. Two principles emerge from the studies we review. One is that plans are not formed from scratch for each successive movement sequence but instead are formed by making whatever changes are needed to distinguish the movement sequence to be performed next from the movement sequence that has just been performed. This plan-modification view is supported by two phenomena discovered in our laboratory: the parameter remapping effect, and the handpath priming effect. The other principle we review is that even single movements appear to be controlled with hierarchically organized plans. At the top level are the starting and goal postures. At the lower level are the intermediate states comprising the transition from the starting posture to the goal posture. The latter principle is supported by another phenomenon discovered in our lab, the end-state comfort effect, and by a computational model of motor planning which accounts for a large number of motor phenomena. Interestingly, the computational model hearkens back to a classical method of generating cartoon animations that relies on the production of keyframes first and the production of interframes (intermediate frames) second.     

Features and feedback: enhancing metamnemonic knowledge at retrieval reduces source-monitoring errors

Three experiments explored the issue of whether enhanced metamnemonic knowledge at retrieval can improve participants' ability to make difficult source discriminations in the context of the eyewitness suggestibility paradigm. The 1st experiment documented differences in phenomenal experience between veridical and false memories. Experiment 2 revealed that drawing participants' attention to these differences by pairing the ratings of the features with instructions about their utility was successful in reducing source misattributions of suggested items to the event. The results of Experiment 3 showed that participants can make online adjustments in the types of evidence used to make source judgments, as participants who received correct feedback during the training portion of the test reduced misattribution errors on the remainder of the test where feedback was not provided. Altogether, these studies suggest that people can discover and benefit from updated knowledge of the types of memorial evidence that discriminate between sources of information in memory.     

Effect of negative emotional pictures on associative memory for peripheral information

We investigated the influence of negative emotional pictures on associative memory. A visual object was embedded in the periphery of negative emotional or neutral pictures. Memory was assessed for central item (pictorial) information, peripheral (object) information, and the association between item and peripheral information. On tests of item information, negative emotional pictures were remembered better than neutral pictures. However, associative memory between item and peripheral information was less accurate when the pictures were negative compared to neutral. This occurred despite equivalent recall (Experiments 1 and 2) and recognition (Experiment 2) for the peripheral objects themselves. Further experiments confirmed that performance on the associative test was not influenced by testing order (Experiment 3). These findings suggest that negative emotional arousal can particularly disrupt the associative binding of peripheral information to a central emotional event.     

Does Friendship Matter? An Examination of Social Physique Anxiety in Adolescence1

The role of peer group composition and influence variables on social physique anxiety was examined. Peer network data were gathered on 375 adolescents (181 male, 194 female). Females reported experiencing higher social physique anxiety, more pressure and encouragement to alter their physique from peers, greater body‐related discussion, and greater identification with the peer group than did males. Regression analyses revealed 2 peer influence variables—peer pressure and relative attractiveness of peers—to be significant predictors of social physique anxiety. A third variable—extent to which the individual identified with peer network—was a significant predictor for females. Results are discussed in reference to previous research, and future research directions are identified.     

Chronological age, cognitions, and practices in European American mothers: a multivariate study of parenting

The authors studied multiple parenting cognitions and practices in European American mothers (N=262) who ranged from 15 to 47 years of age. All were 1st-time parents of 20-month-old children. Some age effects were 0; others were linear or nonlinear. Nonlinear age effects determined by spline regression showed significant associations to a "knot" age (approximately 30 years), with little or no association afterward. For parenting cognitions and practices that are age-sensitive, a 2-phase model of parental development is proposed. The findings stress the importance of considering maternal chronological age as a factor in developmental study.     

Can emotions be truly group level? Evidence regarding four conceptual criteria

Recent advances in understanding prejudice and intergroup behavior have made clear that emotions help explain people's reactions to social groups and their members. Intergroup emotions theory (D. M. Mackie, T. Devos, & E. R. Smith, 2000; E. R. Smith, 1993) holds that intergroup emotions are experienced by individuals when they identify with a social group, making the group part of the psychological self. What differentiates such group-level emotions from emotions that occur purely at the individual level? The authors argue that 4 key criteria define group-level emotions: Group emotions are distinct from the same person's individual-level emotions, depend on the person's degree of group identification, are socially shared within a group, and contribute to regulating intragroup and intergroup attitudes and behavior. Evidence from 2 studies supports all 4 of these predictions and thus points to the meaningfulness, coherence, and functionality of group-level emotions.     

The effects of age on sensory thresholds and temporal gap detection in hearing, vision, and touch

Differences in sensory function between young (n 5 42, 18—31 years old) and older (n 5 137, 60—88 years old) adults were examined for auditory, visual, and tactile measures of threshold sensitivity and temporal acuity (gap-detection threshold). For all but one of the psychophysical measures (visual gap detection), multiple measures were obtained at different stimulus frequencies for each modality and task. This resulted in a total of 14 dependent measures, each based on four to six adaptive psychophysical estimates of 75% correct performance. In addition, all participants completed the Wechsler Adult Intelligence Scale (Wechsler, 1997). Mean data confirmed previously observed differences in performance between young and older adults for 13 of the 14 dependent measures (all but visual threshold at a flicker frequency of 4 Hz). Correlational and principalcomponents factor analyses performed on the data from the 137 older adults were generally consistent with task and modality independence of the psychophysical measures.