Rental Discrimination and Ethnicity in Names1

Laboratory studies have demonstrated the ability of names to prime stereotypes. To apply these theories and test the effect of name‐based ethnic stereotypes on housing discrimination, 1,115 inquiry e‐mail messages were sent to landlords advertising apartment vacancies in Los Angeles County over 10 weeks (6 weeks before the conflict with Iraq began in March 2003 and 4 weeks during the conflict). One of three names that implied either Arab, African American, or White ethnicity was randomly assigned to each of the messages sent. African American and Arab names received significantly fewer positive responses than the White name, and the African American name fared worst of all. This pattern held true in all rent categories, in corporate and privately owned apartment complexes, and before and during the war in Iraq.     

Internet identification and future internet use.

This paper reports a study investigating the relationship between Internet identification and future Internet use. We predict that Internet identification is stable over time and that it is predictive of future use. The participants were 216 undergraduate students (184 females and 32 males) from five universities in the United Kingdom. They completed a questionnaire concerning their use of the Internet and a measure of Internet identification at the start of the academic year and at the end of the academic year. We found that Internet identification measured at the beginning of the academic year was positively related to Internet identification measured at the end of the academic year. Furthermore, there was a positive relationship between Internet identification and future general Internet use and a positive relationship between Internet identification and future educational Internet use.     

The happy personality: Mediational role of trait emotional intelligence

This study examined the relationship between the Big Five personality traits (Gosling et al., 2003), trait emotional intelligence (EI) (Petrides & Furnham, 2001) and happiness (Argyle et al., 1989) in a sample of 112 (61 female) student and non-student participants. Strong dispositional determinants of happiness were identified. In line with previous findings, four of the Big Five, namely stability, extraversion, conscientiousness, and agreeableness, were positively correlated with both happiness and trait EI, which explained 18% of unique variance (over and above age and the Big Five) in happiness. Furthermore, a significant amount of shared variance between happiness and the Big Five was explained by trait EI, which partly mediated the paths from stability and conscientiousness to happiness, and fully mediated the link between agreeableness and happiness. Limitations and implications are discussed.     

Recognition of facial expressions of different emotional intensities in patients with frontotemporal lobar degeneration

Behavioural problems are a key feature of frontotemporal lobar degeneration (FTLD). Also, FTLD patients show impairments in emotion processing. Specifically, the perception of negative emotional facial expressions is affected. Generally, however, negative emotional expressions are regarded as more difficult to recognize than positive ones, which thus may have been a confounding factor in previous studies. Also, ceiling effects are often present on emotion recognition tasks using full-blown emotional facial expressions. In the present study with FTLD patients, we examined the perception of sadness, anger, fear, happiness, surprise and disgust at different emotional intensities on morphed facial expressions to take task difficulty into account. Results showed that our FTLD patients were specifically impaired at the recognition of the emotion anger. Also, the patients performed worse than the controls on recognition of surprise, but performed at control levels on disgust, happiness, sadness and fear. These findings corroborate and extend previous results showing deficits in emotion perception in FTLD.     

Metacognitive beliefs across the continuum of psychosis: comparisons between patients with psychotic disorders, patients at ultra-high risk and non-patients

BACKGROUND: Recent models of emotional disorders and psychosis implicate metacognitive beliefs in the development and maintenance of psychological distress. We predicted that patients with established psychotic disorders and those meeting at risk mental state (ARMS) criteria (and, thus, at increased risk of developing psychosis) would show higher levels of metacognitive beliefs than non-patient controls. Furthermore, we predicted that patients with psychosis would show higher levels of such beliefs than the at risk group. METHOD: The Metacognitions Questionnaire was administered to 73 patients with psychotic disorders, 43 ARMS patients and 188 non-patients. RESULTS: As predicted, patients with psychotic diagnoses and those at risk scored higher on metacognitive belief dimensions than non-patients. Patients with psychosis showed higher positive metacognitive beliefs than the at risk patients, indicating a greater range of unhelpful metacognitions overall, when compared to non-patients. CONCLUSIONS: These findings are consistent with metacognitive conceptualisations of psychological disorders. The implications of these findings for clinical practice are discussed.     

Genetic and environmental bases of childhood antisocial behavior: a multi-informant twin study

Genetic and environmental influences on childhood antisocial and aggressive behavior (ASB) during childhood were examined in 9- to 10-year-old twins, using a multi-informant approach. The sample (605 families of twins or triplets) was socioeconomically and ethnically diverse, representative of the culturally diverse urban population in Southern California. Measures of ASB included symptom counts for conduct disorder, ratings of aggression, delinquency, and psychopathic traits obtained through child self-reports, teacher, and caregiver ratings. Multivariate analysis revealed a common ASB factor across informants that was strongly heritable (heritability was .96), highlighting the importance of a broad, general measure obtained from multiple sources as a plausible construct for future investigations of specific genetic mechanisms in ASB. The best fitting multivariate model required informant-specific genetic, environmental, and rater effects for variation in observed ASB measures. The results suggest that parents, children, and teachers have only a partly "shared view" and that the additional factors that influence the "rater-specific" view of the child's antisocial behavior vary for different informants. This is the first study to demonstrate strong heritable effects on ASB in ethnically and economically diverse samples.     

Men's preferences for women's profile waist‐to‐hip ratio,breast size,and ethnic group in Britain and South Africa

One particular aspect of the literature on preferences for female body shapes has focused on the purported universality of preferences for a low waist‐to‐hip ratio (WHR), despite substantial evidence of cross‐cultural variability in such preferences. In the present study, we examined the effects of manipulating women's profile WHR, breast size, and ethnicity on men's ratings of physical attractiveness and health. A total of 51 African men in South Africa, 56 British Africans, and 114 British Caucasians rated 12 line drawings that varied in two levels of ethnicity, three levels of WHR, and two levels of breast size. Overall, the results suggested that there were cross‐cultural differences in preferred body shape, with the preferred body configuration varying as a function of the ethnicity of the figure being rated. In addition, there was a strong positive correlation between ratings of attractiveness and health. These findings are discussed in relation to the interplay between culture and evolution in determining ideals of attractiveness.     

Decomposing self‐estimates of intelligence: Structure and sex differences across 12 nations

This study examines the structure of self‐estimates of intelligence (SEI) across 12 nations (Australia, Austria, Brazil, France, Iran, Israel, Malaysia, South Africa, Spain, Turkey, UK and US). Participants rated themselves on general and specific abilities from three popular models of intelligence: Gardner's multiple intelligences, Sternberg's triarchic theory of intelligence, and Goleman's emotional intelligence. The results showed that (a) laypeople across nations have similar and invariant concepts of intelligence, (b) concepts of intelligence are cross‐culturally closely related to academic notions of intellectual ability and (c) sex differences in general and specific SEI favouring men are consistent across countries. Male hubris and female humility in SEI seem independent of sex differences in actual cognitive ability and national levels of masculinity‐femininity. Furthermore, international mean differences in general SEI could not be attributed to discrepancies in national intelligence quotient (IQ) levels or to cultural variations.     

Typical intellectual engagement,Big Five personality traits,approaches to learning and cognitive ability predictors of academic performance

Background Both ability (measured by power tests) and non‐ability (measured by preference tests) individual difference measures predict academic school outcomes. These include fluid as well as crystalized intelligence, personality traits, and learning styles. This paper examines the incremental validity of five psychometric tests and the sex and age of pupils to predict their General Certificate in Secondary Education (GCSE) test results. Aims The aim was to determine how much variance ability and non‐ability tests can account for in predicting specific GCSE exam scores. Sample The sample comprised 212 British schoolchildren. Of these, 123 were females. Their mean age was 15.8 years (SD 0.98 years). Method Pupils completed three self‐report tests: the Neuroticism–Extroversion–Openness‐Five‐Factor Inventory (NEO‐FFI) which measures the ‘Big Five’ personality traits, ( Costa & McCrae, 1992 ); the Typical Intellectual Engagement Scale ( Goff & Ackerman, 1992 ) and a measure of learning style, the Study Process Questionnaire (SPQ; Biggs, 1987 ). They also completed two ability tests: the Wonderlic Personnel Test ( Wonderlic, 1992 ) a short measure of general intelligence and the General Knowledge Test ( Irving, Cammock, & Lynn, 2001 ) a measure of crystallized intelligence. Six months later they took their (10th grade) GCSE exams comprising four ‘core’ compulsory exams as well as a number of specific elective subjects. Results Correlational analysis suggested that intelligence was the best predictors of school results. Preference test measures accounted for relatively little variance. Regressions indicated that over 50% of the variance in school exams for English (Literature and Language) and Maths and Science combined could be accounted for by these individual difference factors. Conclusions Data from less than an hour's worth of testing pupils could predict school exam results 6 months later. These tests could, therefore, be used to reliably inform important decisions about how pupils are taught.     

Exploring the relationships between trait emotional intelligence and objective socio‐emotional outcomes in childhood

Background Trait emotional intelligence (trait EI or trait emotional self‐efficacy) is a constellation of emotion‐related self‐perceptions and dispositions located at the lower levels of personality hierarchies. This paper examines the validity of this construct, as operationalized by the Trait Emotional Intelligence Questionnaire‐Child Form (TEIQue‐CF), in primary schoolchildren. Aims The main aim was to examine the construct validity of trait EI in middle and late childhood by exploring its relationships with cognitive ability, emotion perception, and social behaviour. Sample The sample comprised 140 children aged between 8 and 12 years (M = 9.26 years, SD = 1.00 year; 63 girls) from two English state primary schools. Method Pupils completed the TEIQue‐CF, the standard progressive matrices (SPM), the guess who peer assessment, the social skills training (SST) test, and the assessment of children's emotion skills (ACES) during formal class periods. The procedure took approximately two hours with a short break between assessments. Results Trait EI scores were positively related both to peer‐rated prosocial behaviour and to overall peer competence. They also predicted emotion perception accuracy beyond overall peer competence. As hypothesized in trait EI theory, the construct was unrelated to IQ (Raven's matrices) and academic performance. Conclusions Trait EI is successfully operationalized through the TEIQue‐CF and has important and multifaceted implications for the socialization of primary schoolchildren.