Recent Decreases in Specific Interpretation Biases Predict Decreases in Neuroticism: Evidence From a Longitudinal Study With Young Adult Couples

Engaging in a romantic relationship represents one important life experience in young adulthood that has been shown to catalyze age‐related decrease in neuroticism (Neyer & Lehnart, 2007). The current research builds directly on this finding by investigating one process that underlies the partnership effect. We focused on the relationship‐specific interpretation bias (RIB; Finn, Mitte, & Neyer, 2013), which is the tendency to interpret ambiguous partner and relationship scenarios in a negative way. It was expected that the RIB decreases within relationships in young adulthood and that this decrease in turn predicts long‐term declines in neuroticism. A sample of 245 young adult romantic couples was assessed four times across 9 months. Actor and partner effects of changes in the RIB on changes in neuroticism were analyzed using a dyadic dual change model. Recent time‐to‐time decreases in the RIB predicted one's own (actor effect) decline in neuroticism across 9 months. Similarly, there was a trend for a partner effect. We conclude that changes in biased relationship‐specific interpretations reflect one unique process that contributes to the understanding of romantic relationship effects on personality development.     

The Happy Farmer: Self-Employment and Subjective Well-Being in Rural Vietnam

Using a unique survey data set this paper documents a positive effect of self-employment in farming on subjective well-being. This direct effect is only partly offset by negative, indirect effects working through income and other variables. These findings are interpreted as effects of self-employment in farming on perceived autonomy, competence and relatedness. The results suggest that economic transformation is associated with a psychological cost, which may contribute to explaining earnings gaps between sectors and types of employment. We also investigate other determinants of happiness, and for example find strong positive effects of own income and strong negative effects of neighbors’ income, suggesting the importance of relative rather than absolute levels of income.     

How to bring the news … peak-end effects in children’s affective responses to peer assessments of their social behavior

The retrospective evaluation of an event tends to be based on how the experience felt during the most intense moment and the last moment. Two experiments tested whether this so-called peak-end effect influences how primary school students are affected by peer assessments. In both experiments, children (ages 7–12) assessed two classmates on their behaviour in school and then received two manipulated assessments. In Experiment 1 (N ?=?30), one assessment consisted of four negative ratings and the other of four negative ratings with an extra moderately negative rating added to the end. In Experiment 2 (N ?=?44), one assessment consisted of four positive ratings, and the other added an extra moderately positive rating to the end. Consistent with the peak-end effect, the extended assessment in Experiment 1 and the short assessment in Experiment 2 were remembered as more pleasant and less difficult to deal with, which shaped children’s peer assessment preferences and prospective choices of which assessment to repeat. These findings indicate that the process of peer assessment can be improved by ending the feedback with the most positive part of the assessment.     

The effects of distinctiveness on memory and metamemory for face–name associations

We examined the influence of face and name distinctiveness on memory and metamemory for face–name associations. Four types of monitoring judgements were solicited during encoding and retrieval of face–name pairs that contained distinct or typical faces (Experiment 1) or names (Experiment 2). The beneficial effects of distinctiveness on associative memory were symmetrical between faces and names, such that relative to their typical counterparts, distinct faces enhanced memory for names, and distinct names enhanced memory for faces. These effects were also apparent in metamemory. Estimates of prospective and retrospective memory performance were greater for face–name associations that contained a distinct face or name compared with a typical face or name, regardless of whether the distinct item was a cue or target. Moreover, the predictive validity of prospective monitoring improved with name distinctiveness, whereas the predictive validity of retrospective monitoring improved with facial distinctiveness. Our results indicate that distinctiveness affects not only the strength of the association between a face and a name, but also the ability to monitor that association.     

Journeys through the valley of death: multimethod psychological assessment and personality transformation in long-term psychotherapy

The Psychodynamic Diagnostic Manual (PDM Task Force, 2006) is based on the assumption that an in-depth understanding of clients' underlying emotional, personality, and interpersonal patterns will facilitate their treatment. In this article I show how such an understanding can be achieved through multimethod psychological assessment, and how useful such information can be in long-term psychotherapy with high-achieving, successful clients who struggle with forming and maintaining intimate relationships. Such treatments are extremely difficult, because when these clients attach to their psychotherapists, many of them temporarily become more symptomatic. I illustrate these points with a detailed account of my long-term therapy with a resilient but highly traumatized young man. Repeated use of the Minnesota Multiphasic Personality Disorder-2 (MMPI-2; Butcher, Dahlstrom, Graham, Tellegen, & Kaemmer, 1989) and Rorschach with my client helped guide us in our work, and also helped create an important therapeutic "opening" into the underlying traumatic material. This and other experiences have convinced me that it is extremely useful for psychologists to have training in both assessment and psychotherapy.     

Moral Credentialing and the Rationalization of Misconduct

Recent studies lead to the paradoxical conclusion that the act of affirming one's egalitarian or pro-social values and virtues might subsequently facilitate prejudiced or self-serving behavior, an effect previously referred to as "moral credentialing." The present study extends this paradox to the domain of academic misconduct and investigates the hypothesis that such an effect might be limited by the extent to which misbehavior is rationalizable. Using a paradigm designed to investigate deliberative and rationalized forms of cheating (von Hippel, Lakin, & Shakarchi, 2005), we found that when participants had credentialed themselves (versus a non-close acquaintance) via a set of hypothetical moral dilemmas, they were more likely to cheat on a subsequent math task, but only if cheating was highly rationalizable. When cheating was difficult to rationalize, moral credentialing had almost no impact on cheating.     

Enhancing retention through reconsolidation: negative emotional arousal following retrieval enhances later recall

When information is retrieved from memory, it enters a labile state rendering it amenable to change. This process of reconsolidation may explain, in part, the benefits that are observed in later retention following retrieval of information on an initial test. We examined whether the benefits of retrieval could be modulated by an emotional event occurring after retrieval. Participants studied Swahili-English vocabulary pairs. On a subsequent cued-recall test, each retrieval was followed by a blank screen, a neutral picture, or a picture inducing negative affect. Performance on a final cued-recall test was best for items whose initial retrieval was followed by negative pictures. This outcome occurred when a negative picture was presented immediately after (Experiment 1) or 2 s after (Experiment 2) successful retrieval, but not when it was presented after restudy of the vocabulary pair (Experiment 3). Postretrieval reconsolidation via emotional processing may enhance the usual positive effects of retrieval.     

Does easily learned mean easily remembered?: it depends on your beliefs about intelligence

Because numerous studies have shown that feelings of encoding fluency are positively correlated with judgments of learning, a single dominant heuristic, easily learned = easily remembered (ELER), has been posited to explain how people interpret encoding fluency when assessing their own memory. However, the inferences people draw from feelings of encoding fluency may vary with their beliefs about why information is easy or effortful to encode. We conducted two experiments in which participants studied word lists and then predicted their future recall of those items. Results revealed that subjects who viewed intelligence as fixed, and who tended to interpret effortful encoding as indicating that they had reached the limits of their ability, used the ELER heuristic to make judgments of learning. However, subjects who viewed intelligence as malleable, and who tended to interpret effortful encoding as indicating greater engagement in learning, did not use the ELER heuristic and at times predicted greater memory for items that they found more effortful to learn.     

Using conditional discrimination training to produce emergent relations between coins and their values in children with autism

The current study evaluated the effects of conditional discrimination (listener) training with coins on the emergence of novel stimulus relations, textual behavior, tacts, and intraverbals. Two preschoolers with autism were taught 3 relations among coins, their names, and values. After initial training, 4 relations emerged for the first participant and 7 for the second participant, suggesting that this technology can be incorporated into educational curricula for teaching prerequisite money skills to children with autism.     

Scaffolding feedback to maximize long-term error correction

Scaffolded feedback was tested against three other feedback presentation methods (standard corrective feedback, minimal feedback, and answer-until-correct multiple-choice feedback) over both short- and long-term retention intervals in order to assess which method would produce the most robust gains in error correction. Scaffolded feedback was a method designed to take advantage of the benefits of retrieval practice by providing incremental hints until the correct answer could be self-generated. In Experiments 1 and 3, on an immediate test, final memory for the correct answer was lowest for questions given minimal feedback, moderate for the answer-until-correct condition, and equally high in the scaffolded feedback condition and the standard feedback condition. However, tests of the maintenance of the corrections over a 30-min delay (Experiment 2) and over a 1-day delay (Experiment 3) demonstrated that scaffolded feedback gave rise to the best memory for the correct answers at a delay.