When all signs point to you: lies told in the face of evidence

Young children's ability to tell a strategic lie by making it consistent with the physical evidence of their transgression was investigated along with the sociocognitive correlates of such lie-telling behaviors. In Experiment 1, 247 Chinese children between 3 and 5 years of age (126 boys) were left alone in a room and asked not to lift a cup to see the contents. If children lifted up the cup, the contents would be spilled and evidence of their transgression would be left behind. Upon returning to the room, the experimenter asked children whether they peeked and how the contents of the cup ended up on the table. Experiment 1 revealed that young children are able to tell strategic lies to be consistent with the physical evidence by about 4 or 5 years of age, and this ability increases in sophistication with age. Experiment 2, which included 252 Chinese 4-year-olds (127 boys), identified 2 sociocognitive factors related to children's ability to tell strategic lies. Specifically, both children's theory-of-mind understanding and inhibitory control skills were significantly related to their ability to tell strategic lies in the face of physical evidence. The present investigation reveals that contrary to the prevailing views, even young children are able to tell strategic lies in some contexts.     

Visual working memory contaminates perception

Indirect evidence suggests that the contents of visual working memory may be maintained within sensory areas early in the visual hierarchy. We tested this possibility using a well-studied motion repulsion phenomenon in which perception of one direction of motion is distorted when another direction of motion is viewed simultaneously. We found that observers misperceived the actual direction of motion of a single motion stimulus if, while viewing that stimulus, they were holding a different motion direction in visual working memory. Control experiments showed that none of a variety of alternative explanations could account for this repulsion effect induced by working memory. Our findings provide compelling evidence that visual working memory representations directly interact with the same neural mechanisms as those involved in processing basic sensory events.     

Effects of testing on learning of functions

Is learning of a complex functional relationship enhanced by trying to predict what output will go with a given input, as compared to studying an input–output pair? We examined learning of a bilinear function and transfer to new items outside the trained range. Subjects either saw the input–output pairs (study-only condition) or attempted to guess the output and then saw the pair (test/study condition). The total study times were equated, and motivation was enhanced with a monetary bonus. Performance was markedly better for the test/study condition, both within the trained range and in the transfer test. This benefit of testing during training was observed on a criterial test administered shortly after training. Testing has long been shown to enhance the explicit learning and retention of verbal material; our present findings reveal a novel domain for which testing can also be advantageous—that is, function learning.     

A study of Ghiselli's hobo syndrome

This study attempts to clarify conceptual and operational inconsistencies in the literature around “Ghiselli's hobo syndrome.” I propose that defining characteristics of hobo syndrome should include both the exhibition of frequent job movement behavior and positive attitudes about such behavior. This definition effectively differentiates the construct from other similar phenomena associated with frequent job movement (e.g., job/career mobility, protean careers). Using latent class cluster analysis of a diverse sample of 944 U.S. workers, it was empirically validated that a small number of individuals resembling the proposed characteristics of hobos did emerge as a distinct group (N = 42), providing person-centered evidence for the construct validity of hobo syndrome. The dispositional roots of hobo syndrome and work-related outcomes were also explored. It was found that individuals with high levels of openness to experience were likely to exhibit hobo syndrome, whereas impulsivity was not related to such tendency. Also, workers who were more likely to be categorized as hobos tended to report less positive views about their current jobs. Based on these findings, implications for research and practice are discussed.     

Stigma building blocks: how instruction and experience teach children about rejection by outgroups

Gaining an understanding of intergroup relations and outgroup rejection is an important childhood development. Children learn about rejection by outgroups via their own experiences and external instruction. A comparison of the impact of experience and instruction on first-, third-, and fifth-grade children's evaluations of rejection by outgroups in a minimal-groups paradigm suggests that the relative impact of experience and instruction differs as children age. In Study 1, younger children were more influenced by instruction, and older children were more influenced by what they experienced for themselves. In Study 2, younger children were more influenced by instruction, even when that instruction conflicted with what they experienced; older children were more influenced by their own experiences, even when those experiences contradicted what they were told to expect. These findings suggest that children begin learning about outgroup rejection through instruction but start to rely more on their own experiences as they age.     

Personalized persuasion: tailoring persuasive appeals to recipients' personality traits

Persuasive messages are more effective when they are custom-tailored to reflect the interests and concerns of the intended audience. Much of the message-framing literature has focused on the advantages of using either gain or loss frames, depending on the motivational orientation of the target group. In the current study, we extended this research to examine whether a persuasive appeal's effectiveness can be increased by aligning the message framing with the recipient's personality profile. For a single product, we constructed five advertisements, each designed to target one of the five major trait domains of human personality. In a sample of 324 survey respondents, advertisements were evaluated more positively the more they cohered with participants' dispositional motives. These results suggest that adapting persuasive messages to the personality traits of the target audience can be an effective way of increasing the messages' impact, and highlight the potential value of personality-based communication strategies.     

The Association of Externalizing Behavior and Parent–Child Relationships: An Intergenerational Study

We investigated the influence of the child’s behavior on the quality of the mutual parent–child attachment relationships across three generations. We did so using a prospective longitudinal study which spanned 20 years from adolescence through adulthood. Study participants completed in-class questionnaires as students in the East Harlem area of New York City at the first wave and provided follow-up data at 4 additional points in time. 390 participants were included in these analyses; 59% female, 45% African American, and 55% Puerto Rican. Using structural equation modeling, we determined that externalizing behavior in the child was negatively related to the mutual parent–child attachment relationship for two generations of children. We also found continuity in externalizing behavior for the participant over time and from the participant to his/her child. Additionally, we found continuity in the quality of the mutual attachment relationship from the participant’s relationship with his/her parents to the participant’s relationship with his/her child. Finally, the mutual attachment relationship of the participant with his/her parents had a negative association with the participant’s externalizing behavior in adulthood. Based on these results, we propose that family interventions should focus on the role of the child’s externalizing behavior in the context of the parent–child attachment relationship. Furthermore, we suggest that prevention programs should address externalizing behavior as early as possible, as the effects of externalizing behavior in adolescence can persist into adulthood and extend to the next generation.     

Perception and Help-Seeking Intention of Intimate Partner Violence in Later Life: An International Perspective

This study examines whether elderly Koreans recognize a scenario of intimate partner violence as such and whether they would seek help in the given situation of elder mistreatment (EM). Two cohorts of Korean elders (one immigrant and one Korea-based), each numbering 124 participants, were recruited using a quota sampling strategy. The study used a mixed method approach, employing a hypothetical scenario, and patriarchy theory informed the study. Findings revealed low perception of the vignette as EM and low help-seeking intention in both cohorts. Among the immigrant cohort, intention to seek help was greater among respondents who were female, demonstrated lower adherence to traditional values, and perceived the vignette as EM. Among the Korea-based cohort, the only significant factor was recognition of the scenario as EM. Development of culturally competent and geographically specific practice and intervention is urgently needed, particularly among elders who have greater adherence to traditional cultural values.     

Openness to Experience: Its Lower Level Structure,Measurement, and Cross-Cultural Equivalence

Openness to Experience is an important but relatively poorly understood personality construct. Advances in openness research require further construct clarification as well as establishment of a common framework for conceptualizing and measuring the lower level structure of the construct. In this article, we present data from 3 studies to address this research need. In Study 1, we identify 6 facets of Openness to Experience—intellectual efficiency, ingenuity, curiosity, aesthetics, tolerance, and depth—based on a factor analysis of 36 existing Openness-related scales. In Study 2, we present further validity evidence for the 6-facet structure based on a newly developed measure of Openness. Data from this study also suggest the presence of 2 intermediate-level factors (i.e., aspects) of Openness: intellect and culture. In Study 3, we present a short form of the newly developed measure, retaining items that showed the highest internal consistency and measurement invariance across 3 samples: U.S. undergraduates, Chinese MBA students, and Chinese undergraduates. Together these 3 studies offer a more nuanced understanding of the multifaceted nature of the Openness construct.     

Validity of Six Openness Facets in Predicting Work Behaviors: A Meta-Analysis

To illustrate the importance of facet-level investigations in predicting organizational outcomes and the need for more primary studies on this topic, we conducted a meta-analysis that took an exploratory look at differential relationships among 7 organizational criteria and Openness traits varying in breadth. Nine Openness predictors—the global dimension, 2 aspects (intellect and culture), and 6 facets (intellectual efficiency, ingenuity, curiosity, aesthetics, tolerance, and depth)—were examined in relations with various organizational criteria such as traditional performance outcomes (task performance, contextual performance, counterproductive work behavior), turnover, leadership effectiveness, training performance, and adaptive performance. Our results support the idea that Openness facets could exhibit differential validity for many organizational outcomes.