The role of sincere amends and perceived partner responsiveness in forgiveness

In a sample of 188 people currently in a romantic relationship, the authors examined the extent to which perceiving a partner as responsive and sincere in making amends relates to participants' forgiveness of a partner after a real‐life hurtful event. Specifically, it was predicted that sincere amends would be associated with greater forgiveness because it conveys that one's partner has understood and validated one's experience of the hurtful event. Results supported this mediational model. Further, exploratory analyses suggested that this meditational model is moderated by event severity and relationship satisfaction. Discussion focuses on understanding how this work might help to inform the dynamic process of forgiveness in couples.     

Blame contagion: The automatic transmission of self-serving attributions

When people blame others for their mistakes, they learn less and perform worse. This problem is magnified when blame becomes embedded in the shared culture of groups and organizations. Yet, little is known about whether—and, if so, how—the propensity to blame spreads from one person to another. Four experiments addressed this issue, demonstrating that blame is socially contagious: observing an individual make a blame attribution increased the likelihood that people would make subsequent blame attributions for their own, unrelated, failures (Experiments 1, 2, and 4). Results also indicated that this “blame contagion” is due to the transmission of goals. Blame exposure led to the inference and adoption of a self-image protection goal (Experiment 3), and blame contagion was eliminated when observers had the opportunity to alleviate this self-image protection goal via self-affirmation (Experiment 4). Implications for research on causal attributions, social contagion, and cultural transmission are discussed.     

Behavioral skills training in scent detection research: Interactions between trainer and animal behavior

Animal trainers working in scent detection programs are responsible for arranging training contingencies as well as for observing and recording animal behavior. We provided behavioral skills training (BST) to animal trainers working with scent detection rats to improve the treatment integrity of scent‐detection research sessions. We evaluated the trainers' behavior at baseline and during the sequential introduction of each component of BST (instructions, modeling, and feedback). We observed incremental improvements in treatment integrity with the introduction of each BST component. Posttraining probes revealed that these improvements were sustained at least 3 weeks post‐BST. As the trainers' behavior was modified during BST, we observed decrements in measures of rat performance. We discuss the nature of these interactions and their implications for the use of BST in scent detection research and in situations in which intervention with one party produces concomitant effects on the behavior of another.     

Knowledge of counting principles: How relevant is order irrelevance?

Most children who are older than 6 years of age apply essential counting principles when they enumerate a set of objects. Essential principles include (a) one-to-one correspondence between items and count words, (b) stable order of the count words, and (c) cardinality—that the last number refers to numerosity. We found that the acquisition of a fourth principle, that the order in which items are counted is irrelevant, follows a different trajectory. The majority of 5- to 11-year-olds indicated that the order in which objects were counted was relevant, favoring a left-to-right, top-to-bottom order of counting. Only some 10- and 11-year-olds applied the principle of order irrelevance, and this knowledge was unrelated to their numeration skill. We conclude that the order irrelevance principle might not play an important role in the development of children’s conceptual knowledge of counting.     

The social behavior and reputation of the attributionally complex

Attributional complexity (AC, [Fletcher, G. J. O., Danilovics, P., Fernandez, G., Peterson, D., & Reeder, G. D. (1986). Attributional complexity: An individual differences measure. Journal of Personality and Social Psychology, 51, 875–884]) is a construct designed to describe individual differences in the motivation and preference for complex attributions for behavior. Scores on the Attributional Complexity Scale (ACS) have been found to be related to a lesser propensity to error and greater accuracy in social judgment. However, little is known concerning how people who score higher on this scale (the attributionally complex) actually behave or are viewed by others. Participants (n = 178) completed the ACS, their behavior as videotaped during a social interaction was rated by four observers, and they were described by two acquaintances along numerous personality characteristics. Behavior of individuals higher in AC was directly observed to be relatively open, positive, expressive, and socially skilled. Although AC was unrelated to academic achievement or SAT scores, those higher in AC tended to be described by peers as having social wisdom, thoughtfulness, empathy, and openness. The behaviors and personality characteristics associated with AC likely contribute to good social judgment.     

自然分娩与剖宫产的比较研究

剖宫产不是一种分娩方式,而是解决难产的手段.日益增高的剖宫产率成为人们关注的热点话题,自然分娩和剖宫产对母婴的健康和卫生资源的影响,有很多的研究和争议,对于没有医学指征要求剖宫产目前倾向于在知情同意的情况下尊重患者的自主权和选择权,但控制剖宫产率在一个理性的范围之内,是一个系统工程,值得全社会的关注.