The Public and Private Use of Consensus-Raising Excuses

ABSTRACT Two experiments tested the proposition that people use consensus-raising excuses more in private than in public when the audience has information that could refute subjects' claims about others In Experiment 1, subjects received success or failure feedback and made public or private attributions to ability, effort, task difficulty, and luck In Experiment 2, subjects received positive or negative feedback and evaluated themselves and others on the trait Task difficulty attributions and evaluations of others are consensus-raising measures Consistent with our hypothesis, subjects receiving negative feedback in Experiment 1 claimed that the task was more difficult, and in Experiment 2 evaluated the other more negatively in private than in public.     

From appraisal to emotion: Differences among unpleasant feelings

Recent research has indicated strong relations between people's appraisals of their circumstances and their emotional states. The present study examined these relations across a range of unpleasant situations in which subjects experienced complex emotional blends. Subjects recalled unpleasant experiences from their pasts that were associated with particular appraisals and described their appraisals and emotions during these experiences. Situations defined by particular appraisals along the human agency or situational control dimensions were reliably associated with different levels of anger, sadness, and guilt, as predicted. However, predicted differences in emotion were not observed for situations selected for appraisals along the certainty or attention dimensions. Most subjects reported experiencing blends of two or more emotions, and correlation/regression analyses indicated that even in the context of these blends, patterns of appraisal similar to those observed previously (Smith & Ellsworth, 1985, 1987) characterized the experience of the individual emotions. The regressions further indicated that appraisals along some dimensions were more important to the experience of particular emotions than were appraisals along other dimensions. Thesecentral appraisals are compared with the adaptive functions their associated emotions are believed to serve, and the implications of these findings are discussed.This research was supported in part by a Stanford University graduate fellowship and in part by a National Institute of Mental Health training grant to Craig Smith. Part of the writing was done while Phoebe Ellsworth was a fellow at the Center for Advanced Study in the Behavioral Sciences, supported by the John D. and Catherine T. MacArthur Foundation and by the James McKeen Cattell Fund.     

Does spreading activation summate?

Summary Network models of semantic memory assume implicitly or explicitly that the degree of activation of a node is a monotonic function of the total amount of excitation reaching that node from all sources. For example, the activation level of the node representing apple should be greater if it is receiving excitation due to the activation of the nodes for fruit and pear than if only one of these neighboring nodes is activated. This notion was tested by presenting semantic primes 80 ms or 320 ms before a letter string (e.g., apple or ipple) requiring a lexical decision. The prime stimuli consisted of a pair of simultaneous items that were identical in the single prime condition (e.g., fruit/fruit or pear/pear) or different in the double prime condition (e.g., fruit/pear or pear/fruit), and were either related (target = apple) or unrelated (target = copper) to the target, or neutral. As predicted by the summation of semantic activation assumption of network models there was a larger priming effect (in the 320 ms SOA condition) following the simultaneous activation of two related nodes than following the activation of only one node.This research was supported by grants to the first author from the Natural Sciences and Engineering Research Council of Canada.     

Marx,technocracy, and the corporatist ethos

Communism, in Marx' mind, did not mean simple liberation, but the economics of liberation. The realm of necessity (technē) was to become the primary field for emancipation (praxis), the latter taking form in new institutions, responsive to real socio-economic needs. In this sense, the problem of technocracy and the corporatist ethos in Marx are part of a broader discursive structure, which links the experiences of workers through the industrial revolution with the philosophies ofpraxis as they reach from Hegel through Marković.     

Mass media treatment of violence in sports and its effects

There appears to be a strong relationship between mass media portrayals of violence and real-life violence itself. This article reviews the available literature on the effects of media treatment of sports violence; analyzes the theoretical explanations for this treatment; and makes proposals on how the problems of both sports violence and its media coverage may be remedied, with a particular focus on amateur hockey in Canada.     

Wisdom-related knowledge in a life review task: age differences and the role of professional specialization.

The study adopts life review as an avenue to access wisdom-related knowledge and examines the contribution of age and type of professional specialization to individual differences in wisdom-related knowledge. Women from 2 age groups/cohorts (young, M = 32 years; old, M = 71 years) and different professional specializations (human services vs. nonhuman services) were asked to think aloud about the life review of a fictitious woman who was either young or old. Verbal protocols were scored on 5 wisdom-related criteria: factual and procedural knowledge about life, life-span contextualism, relativism of values, recognition, and management of uncertainty. Three major findings emerged. First, human-services professionals outperformed the control group. Second, old adults performed as well as young adults. Third, for older adults wisdom-related performance was enhanced by the match between their own age and the age of the fictitious character.     

Environmental context-dependent eyewitness recognition

The present study helped resolve the apparent conflict between many laboratory list-learning studies, which have not found environmental context-dependent recognition memory, and staged field studies (e.g. Malpass and Devine, 1981), whose results with ‘guided memory’ techniques suggest that eyewitness face recognition should depend upon environmental context reinstatement. It was found in two different experiments that, relative to testing in a new place, returning participants to the environment where a live staged event had occurred improved performance on identification of a confederate's face (i.e., hit rate). Although physical reinstatement improved identification performance in Experiment 1, mental reinstatement instructions to subjects tested in a new environment did not improve identification performance over an uninstructed group. The environmental reinstatement effect did not interact with test delay or confederate. In Experiment 2 it was found that environmental reinstatement improved accuracy (hit rate and foil identification rate) when the correct target was present in the test line-up, and that false identifications were not significantly affected by contextual manipulations when the correct target was absent from the line-up. The results provide an empirical basis for the hypothesis that returning to the scene of an event improves eyewitness face recognition.     

Helping the child with cancer: what school personnel want to know

As more children with cancer survive, the importance of facilitating school reintegration as a part of maximizing the quality of life has become evident. Workshops have been presented to school personnel to acquaint them with the issues facing cancer patients and their families, but there are gaps in our knowledge of what school personnel really need or want to know. In this study, 18 teachers of children with cancer and 15 teachers with no prior contact with students with cancer completed a questionnaire designed to assess needs, beliefs, and priorities with regard to working with cancer patients in the classroom. Significant findings included: (a) a consensus that a certain core of information about medical/psychological issues would be useful, and presentation of such information by psychologists and medical personnel working with such families would be optimal; (b) teachers having cancer patients as students were less likely to see the adaptation of siblings as an important issue; (c) teachers associated working with a student with cancer with less stress and demands on their time than predictable from previous studies; and (d) cancer patients as a whole were rated as having fewer behavioral, emotional, and learning problems than randomly selected students without a major illness, suggesting a "halo effect" or contradiction of some literature. Preliminary findings are detailed and implications are discussed for those attempting to help teachers facilitate students' adjustment to school following diagnosis and treatment of cancer.