Affirmative Action Policies in Academic Job Advertisements: Do They Facilitate or Hinder Gender Discrimination in Hiring Processes for Professorships?

Evidence of female-favoring hiring preferences for assistant professorships suggests that universities can implement affirmative action programs successfully. However, research on the role of applicant gender and the actual use of affirmative action policies in hiring processes for high-level professorships remain scarce. A web-based experiment with 481 economic university members assessed whether evaluators perceived a female applicant as less qualified than a male applicant for an associate professorship position when the job advertisement highlighted the university’s commitment to affirmative action (gender-based preferential selection) but not when it solely highlighted its commitment to excellence (non-gender-based selection). Contrary to previous experimental findings that affirmative action would adversely affect female applicants, evaluators perceived the female applicant as more hirable and ranked her first for the job significantly more often than the male candidate. Furthermore, male evaluators had a stronger preference for the female candidate in the gender-based condition than in the non-gender-based condition and a stronger preference for the male candidate in the non-gender-based condition than in the gender-based condition. Overall, the results provide evidence that gender-based preferential selection policies can evoke their intended effect to bring highly qualified women to high-level professorships, especially when being evaluated by non-beneficiaries of these policies, such as men.

     

Zur Altersabh?ngigkeit von Risikovariablen bei Sexualdelinquenz

Based on a sample of 612 male sex offenders, this study examined the latent dimensions of actuarial risk variables, their age-related development and their age-related relevance for the prediction of sexual recidivism within a follow-up period of 5 years. According to the work of Roberts et al. [25] 8 items from Static-99 and Risk Matrix 2000 were examined for their underlying factor structure. The result was a 3-factor solution, which accounted for 63% of the variance and largely replicated the previous findings by Roberts et al. [25]. Following these authors the three scales sexual deviance, dissociality and detachment were calculated from the risk variables and examined in detail. The analysis revealed an increase in sexually deviant personality traits with advancing age of the offenders at the beginning of the follow-up period. No age-related changes were observed in dissocial characteristics. Concerning the detachment scale a negative correlation with the offenders age was apparent. All three risk scales proved to be prognostically relevant in the total sample. On closer examination, however, only sexual deviance showed prognostic relevance in all age groups. In contrast, dissociality was only relevant for the prediction of sexual recidivism in the older offender groups and detachment only in the younger offender groups.     

Think globally: cross-linguistic variation in electrophysiological activity during sentence comprehension

This paper demonstrates systematic cross-linguistic differences in the electrophysiological correlates of conflicts between form and meaning (“semantic reversal anomalies”). These engender P600 effects in English and Dutch (e.g. [Kolk et al., 2003] and [Kuperberg et al., 2003]), but a biphasic N400 - late positivity pattern in German (Schlesewsky and Bornkessel-Schlesewsky, 2009), and monophasic N400 effects in Turkish (Experiment 1) and Mandarin Chinese (Experiment 2). Experiment 3 revealed that, in Icelandic, semantic reversal anomalies show the English pattern with verbs requiring a position-based identification of argument roles, but the German pattern with verbs requiring a case-based identification of argument roles. The overall pattern of results reveals two separate dimensions of cross-linguistic variation: (i) the presence vs. absence of an N400, which we attribute to cross-linguistic differences with regard to the sequence-dependence of the form-to-meaning mapping and (ii) the presence vs. absence of a late positivity, which we interpret as an instance of a categorisation-related late P300, and which is observable when the language under consideration allows for a binary well-formedness categorisation of reversal anomalies. We conclude that, rather than reflecting linguistic domains such as syntax and semantics, the late positivity vs. N400 distinction is better understood in terms of the strategies that serve to optimise the form-to-meaning mapping in a given language.     

Visual information and rubber hand embodiment differentially affect reach-to-grasp actions

During the “rubber hand illusion” (RHI) participants feel touch originating from an artificial hand, which is felt to belong to the own body. The perceived location of the real hand is shifted towards the location of the artificial hand. However, evidence as to whether the RHI is accompanied by alterations of hand action is mixed. We found that the perceived size of one's own hand was affected by the size of the artificial hand that was used to elicit the illusion. Moreover, we tested a possible transfer of the RHI to a reach-to-grasp action. We observed that hand transport (i.e., reach) errors after RHI induction were independent of artificial hand size, showing that the parameter which is important for these reaching errors is the hand's perceived location. Results thus show that the RHI affects not only perceptual, but also action processing. In contrast, grip aperture was affected by artificial hand size independent of the RHI, suggesting that visual information about hand size affects grasping independent of embodiment of the artificial hand. Grip size increased with artificial hand size; this effect is explained by a higher reliance on proprioceptive information during blind reaching after receiving distorted visual information.     

The role of temporal delay and repeated prospective memory cue exposure on the deactivation of completed intentions

Previous studies have shown that completed prospective memory (PM) intentions entail aftereffects in terms of ongoing-task-performance decrements in trials containing repeated PM cues which previously served as PM cues triggering the intended action. Previous research reported that PM aftereffects decrease over time, thus revealing a specific time course of PM aftereffects. In the present study, we tested two accounts for this pattern, assuming either that the decline of aftereffects is related to the temporal distance to PM task completion or may be a result of the repeated exposure of repeated PM cues in the ongoing task. In three experiments, we manipulated both the temporal distance to PM task completion and the frequency of repeated PM cues and demonstrated that aftereffects of completed intentions declined with repeated exposure of formerly relevant PM cues. In addition, effects of repeated exposure were not only limited to the repetition of specific PM-cue exemplars but also generalized to other semantically related PM cues within the PM-cue category. Together, findings show that decreased aftereffects of completed intentions are not related to the temporal duration of the subsequent test block, but crucially depend on the repeated exposure of the previously relevant PM cues.     

Nonautomated Pre-Performance Routine in Tennis: An Intervention Study

The effect of a nonautomated pre-performance routine (PPR) on performance in a high-pressure situation was investigated. Twenty-nine tennis players served in a low- and high-pressure condition in a pre- and posttest design. The intervention group learned a nonautomated PPR for 4 weeks. Increases in subjective but not objective (i.e., cortisol) levels of stress were detected in the high-pressure conditions. The intervention group showed a significant decrease in performance in the high-pressure condition in the pretest (p =.005) but not posttest (p =.161). Using a nonautomated PPR may benefit athletes who experience a drop in performance in high-pressure situations.     

How children with facial differences are perceived by non-affected children and adolescents: Perceiver effects on stereotypical attitudes

Children with a facial difference are presumed to be at risk of social stigmatization. The purposes of this study were twofold: (1) to assess the effect of facial differences on social perceptions by unaffected children and adolescents; and (2) to identify perceiver characteristics that predict stereotypical attitudes toward facial differences. Participants were 344 non-affected children and adolescents, ages 8–17 years. Participants rated digitally altered images of 12 children depicted either with or without a facial difference. Results show that participants attributed less favorable characteristics to children with a facial difference than to those without. Moreover, participants reported less willingness to interact with or befriend a child with a facial difference. Significant predictors of low discriminative attitudes were older participant age and previous contact with someone with a facial difference. Our data call attention to the need for public education programs targeted at reducing negative attitudes toward facial differences.     

Auditory habituation in the fetus and neonate: an fMEG study

Habituation – the most basic form of learning – is used to evaluate central nervous system (CNS) maturation and to detect abnormalities in fetal brain development. In the current study, habituation, stimulus specificity and dishabituation of auditory evoked responses were measured in fetuses and newborns using fetal magnetoencephalography (fMEG). An auditory habituation paradigm consisting of 100 trains of five 500 Hz tones, one 750 Hz tone (dishabituator) and two more 500 Hz tones, respectively, were presented to 41 fetuses (gestational age 30–39 weeks) and 22 newborns or babies (age 6–89 days). A response decrement between the first and fifth tones (habituation), an increment between the fifth tone and the dishabituator (stimulus specificity) and an increment between the fifth (last tone before the dishabituator) and seventh tones (first tone after the dishabituator) (dishabituation) were expected. Fetuses showed weak responses to the first tone. However, a significant response decrement between the second and fifth tones (habituation) and a significant increment between the fifth tone and the dishabituator (stimulus specificity) were found. No significant difference was found for dishabituation nor was a developmental trend found at the group level. From the neonatal data, significant values for stimulus specificity were found. Sensory fatigue or adaptation was ruled out as a reason for the response decrement due to the strong reactions to the dishabituator. Taken together, the current study used fMEG to directly show fetal habituation and provides evidence of fetal learning in the last trimester of pregnancy.     

Disentangling the components of surface acting in emotion work: experiencing emotions may be as important as regulating them

Measures of surface acting (SA) do not distinguish between feeling emotions and regulating emotions. SA typically involves negative emotions; these often persist and may, at least partly, be responsible for the effects of SA on well‐being. In two diary studies and one survey study, negative emotions felt predicted lower well‐being, and controlling for them rendered the effect of suppressing their display insignificant. Additionally, in Study 2, SA predicted higher interaction quality once emotions felt were controlled. Results indicate that the effects of SA are, at least partly, due to emotions felt when negative emotions are suppressed. Therefore, research should control for emotions felt and focus more strongly on the emotions themselves and their triggers.     

Seeing How It Sounds: Observation,Imitation, and Improved Learning in Piano Playing

This study centers upon a piano learning and teaching environment in which beginners and intermediate piano students (N = 48) learning to perform a specific type of staccato were submitted to three different (group-exclusive) teaching conditions: audio-only demonstration of the musical task; observation of the teacher's action demonstration followed by student imitation (blocked observation); and observation of the teacher's action demonstration while alternating imitation of the task with the teacher's performance (interleaved observation). Students submitted to interleaved observation were more proficient at the learned task with no significant differences for students of different proficiency levels.