Republican Voters Prefer Candidates Who Have Conservative‐Looking Faces: New Evidence From Exit Polls

Research shows people share common political facial stereotypes: They associate faces with political ideologies. Moreover, given that many voters rely on party affiliation, political ideology, and appearances to select political candidates, we might expect that political facial stereotypes would sway voting preferences and, by extension, the share of votes going to each candidate in an election. And yet few studies have examined whether having a stereotypically conservative‐looking (or liberal‐looking) face predicts a candidate's vote shares. Using data from U.S. election exit polls, we show that the Republican voters within each state are more likely to vote for a candidate (even a Democrat) the more that person has a stereotypically Republican‐looking face. By contrast, the voting choices of the Democratic voters within each state are unrelated to political facial stereotypes. Moreover, we show that the relationship between political facial stereotypes and voting does not depend on state‐level ideology: Republican voters in both right‐leaning (“red”) and left‐leaning (“blue”) states are more likely to vote for candidates with conservative‐looking faces. These results have several important practical and theoretical implications concerning the nature and impact of political facial stereotypes, which we discuss.     

Inattention as a key predictor of tobacco use in adolescence

The authors examined the prediction from inattention to tobacco use among 2 cohorts (ages 7 and 13) of a community sample followed to young adulthood. Changes in self-reported tobacco use were tested with marginal transitional regression models, using parent and teacher ratings of inattention, hyperactivity-impulsivity, and other psychopathology, along with other factors, as predictors. Inattention, but not hyperactivity-impulsivity, significantly predicted adolescent tobacco use and young adult daily tobacco use. Peer substance use, parental substance use, and conduct disorder also predicted increases in tobacco use. African American ethnicity was strongly protective against later tobacco use.     

Talking about interest: exploring the role of social interaction for regulating motivation and the interest experience

The Self-Regulation of Motivation Model suggests that the experience of interest is an important source of human motivation and that people often strategically regulate the experience of interest. Previous work based on this model suggests that the social context may influence this process at multiple points. The present research focuses on whether talking to others about an activity experience is one means by which individuals evaluate how interesting that activity is. In Study 1 college students completed questionnaires that asked about real life experiences where working on an activity was more interesting because they worked with others. They described experiences that occurred first in any domain, and then that occurred specifically in the school domain. Results suggested that the more students talked with others about the activity after it happened the more they reported greater interest in the activity after the conversations. In the school domain, this was especially true for Latinos and for individuals who scored higher on the Relational Self-Construal scale. Study 2 employed a lab paradigm to control for the task that individuals talked to others about and to examine whether the nature of listeners’ reactions influenced the speaker’s interest even after the study was ostensibly over. First, replicating Pasupathi and Rich (2005, ‘Inattentive listening undermines self-verification in personal storytelling’, Journal of Personality 73, pp. 1051–1086) college students who talked to a distracted friend about a computer game during the lab session reported a significant drop in interest relative to those who talked to attentive friends, regardless of whether the attentive listeners agreed or disagreed with participants. Importantly, interest ratings at a 4–6 week follow-up were affected by the perceived responsiveness of listeners during spontaneous conversational retellings outside the lab, controlling for interest levels at the end of the lab session. Taken together, results suggest that social interaction plays an important role in regulating activity interest even beyond the immediate activity experience.     

Inference Patterns in Theoretical Social Psychology: Looking Back as We Move Forward

An important hallmark of modern social psychology is the central importance of theory and hypothesis testing. The inference structure, however, underlying such tests are rarely acknowledged and may have important implications for the field. In this study, we examine the inference patterns utilized over 20 years of published work in a leading journal of social psychology. We found that verification, in contrast to falsification and crucial tests of alternative hypotheses, was the dominant inference structure utilized. Crucial tests were conducted least of all. These trends were discussed in light of larger issues from the philosophy of science, as well as its potential implications for the field.     

Competing Core Processes in Attention-Deficit/Hyperactivity Disorder (ADHD): Do Working Memory Deficiencies Underlie Behavioral Inhibition Deficits?

The current study examined competing predictions of the working memory and behavioral inhibition models of ADHD. Behavioral inhibition was measured using a conventional stop-signal task, and central executive, phonological, and visuospatial working memory components (Baddeley 2007) were assessed in 14 children with ADHD and 13 typically developing (TD) children. Bootstrapped mediation analyses revealed that the visuospatial working memory system and central executive both mediated the relationship between group membership (ADHD, TD) and stop-signal task performance. Conversely, stop-signal task performance mediated the relationship between group membership and central executive processes, but was unable to account for the phonological and visuospatial storage/rehearsal deficits consistently found in children with ADHD. Comparison of effect size estimates for both models suggested that working memory deficits may underlie impaired stop-signal task performance in children with ADHD. The current findings therefore challenge existing models of ADHD that describe behavioral inhibition as a core deficit of the disorder.     

On Guessing: An Alternative Adjusted Positive Learning Estimator and Comparing Probability Misspecification With Monte Carlo Simulations

Practitioners in the sciences have used the “flow” of knowledge (post-test score minus pre-test score) to measure learning in the classroom for the past 50 years. Walstad and Wagner, and Smith and Wagner moved this practice forward by disaggregating the flow of knowledge and accounting for student guessing. These estimates are sensitive to misspecification of the probability of guessing correct. This work provides guidance to practitioners and researchers facing this problem. We introduce a transformed measure of true positive learning that under some knowable conditions performs better when students’ ability to guess correctly is misspecified and converges to Hake’s normalized learning gain estimator under certain conditions. We then use simulations to compare the accuracy of two estimation techniques under various violations of the assumptions of those techniques. Using recursive partitioning trees fitted to our simulation results, we provide the practitioner concrete guidance based on a set of yes/no questions.     

Exploring Individual Differences in a Goal‐Setting Situation Using the Motivational Trait Questionnaire1

We examined the Motivational Trait Questionnaire (MTQ) in a goal‐setting situation to determine the capability of motivational traits to predict task performance and core variables associated with goal‐setting: self‐efficacy, personal goals, and goal commitment. The MTQ measures individual differences in motivation to perform tasks utilizing 6 underlying scales that reflect the 3 traits of personal mastery, competitive excellence, and motivation related to anxiety. Generally consistent with hypotheses, we found that higher levels of the desire to learn, mastery, other‐referenced goals, competitiveness, and emotionality scales were predictive of personal goals, self‐efficacy, and practice, or postgoal performance of an idea‐generation task. Our findings led us to believe that the MTQ is a reliable and useful way of measuring stable motivational constructs, particularly in a goal‐setting situation.     

Variable Priorities and Exclusionary Reasons in Input/Output Logic

Jörg Hansen, John Horty, and Xavier Parent and Leendert van der Torre have all recently described some sort of nonmonotonic logic to model reasons and their interactions. Horty’s framework is broader in scope than the other two, encompassing both reasoning about the relative strengths of reasons and reasoning about which reasons to consider in the first place. Hansen discusses a plethora of approaches and examples, including Horty’s, arguing that his preferred system best captures our intuitions. And Parent and van der Torre present a family of systems of input/output logic, which are in some ways the most flexible. In this paper, I aim to combine these features. Without attempting to answer the question of which intuitions are the best to capture, I first argue that there are good reasons to explore systems that behave more like Hansen’s than Horty’s. I then show that Parent and van der Torre’s framework of input/output logic can exactly duplicate Hansen’s system but is flexible enough to produce other results as well. Finally, I extend their framework to include the additional kinds of reasoning Horty discusses, showing that the resulting theory can handle a wider range of cases than Horty’s.     

Working Memory Deficits and Social Problems in Children with ADHD

Social problems are a prevalent feature of ADHD and reflect a major source of functional impairment for these children. The current study examined the impact of working memory deficits on parent- and teacher-reported social problems in a sample of children with ADHD and typically developing boys (N = 39). Bootstrapped, bias-corrected mediation analyses revealed that the impact of working memory deficits on social problems is primarily indirect. That is, impaired social interactions in children with ADHD reflect, to a significant extent, the behavioral outcome of being unable to maintain a focus of attention on information within working memory while simultaneously dividing attention among multiple, on-going events and social cues occurring within the environment. Central executive deficits impacted social problems through both inattentive and impulsive-hyperactive symptoms, whereas the subsidiary phonological and visuospatial storage/rehearsal systems demonstrated a more limited yet distinct relationship with children’s social problems.