Facial symmetry and the perception of beauty

Evolutionary, as well as cultural, pressures may contribute to our perceptions of facial attractiveness. Biologists predict that facial symmetry should be attractive, because it may signal mate quality. We tested the prediction that facial symmetry is attractive by manipulating the symmetry of individual faces and observing the effect on attractiveness, and by examining whether natural variations in symmetry (between faces) correlated with perceived attractiveness. Attractiveness increased when we increased symmetry, and decreased when we reduced symmetry, in individual faces (Experiment 1), and natural variations in symmetry correlated significantly with attractiveness (Experiments 1 and 1A). Perfectly symmetric versions, made by blending the normal and mirror images of each face, were preferred to less symmetric versions of the same faces (even when those versions were also blends) (Experiments 1 and 2). Similar results were found when subjects judged the faces on appeal as a potential life partner, suggesting that facial symmetry may affect human mate choice. We conclude that facial symmetry is attractive and discuss the possibility that this preference for symmetry may be biologically based.     

Uh‐Oh! What Have We Missed? A Qualitative Investigation into Everyday Insight Experience

This study takes a novel qualitative approach to the investigation of everyday insight experience. It offers ecological validation to findings principally rendered, prior to this research, from a quantitative, cognitive standpoint. In addition, it considers emotional as well as cognitive components of insight. Participants were given different (or no) definitions of insight to ensure experiences collected did not simply mirror the examples of insight provided. This avoided the circularity problem of previous insight research. With the use of an open‐ended questionnaire (online or hardcopy), first‐hand textual accounts of insight instances were recorded. Data collected from 76 participants were analyzed using an adapted qualitative methodology, Integrative Thematic Analysis. This enabled the researchers to identify themes from the data, building a new typology of insight: Content (Personal, Intellectual, Practical), Process (Social Facilitation, Time Away, Active Search) and Feelings (Positive Feelings, Negative Feelings) aspects of insight. The findings suggest everyday experience of insight reaches beyond cognitive problem solving to include elements related to applied psychology, namely Personal (counseling psychology) and Social Facilitation (occupational psychology). Notably, this study offers examples of negative insight, Uh‐oh moments, for the first time. Future research should focus on the interaction of cognitive and affective components in insight moments.     

MENTAL WELL‐BEING,NEUROSCIENCE, AND RELIGION: CONTRIBUTIONS FROM THE SCIENCE AND RELIGION FORUM

The Science and Religion Forum (SRF) seeks to be the premier organization promoting the discussion between science and religion in the United Kingdom. Each year, the SRF holds a conference tackling a topical issue, and in 2017 focused on mental well‐being, neuroscience, and religion. This article introduces the thematic section which is made up of five papers from that conference. As a new field within the science and religion academy, these articles are both wide‐ranging and detailed. This introductory article locates this section within the academy and argues that its place is not only valid but vital, given the increase of mental health problems and the need for medicine, church, and society to answer this problem and present ways to help.     

Subjective cognitive effort: a model of states, traits, and time

Self-regulation theories were used to develop a dynamic model of the determinants of subjective cognitive effort. The authors assessed the roles of malleable states and stable individual differences. Subjective cognitive effort and perceived difficulty were measured while individuals performed an air traffic control task. As expected, Conscientiousness moderated the effort trajectory. Individuals with high Conscientiousness maintained subjective cognitive effort at high levels for longer than their counterparts. There were also individual differences in reactions to perceptions of task difficulty. The intra-individual relationship between perceived difficulty and subjective cognitive effort was stronger for individuals with low ability or low Conscientiousness than for their counterparts. A follow-up study showed that the measures of perceived difficulty and subjective cognitive effort were sensitive to a task difficulty manipulation as well as that the relationship between perceived difficulty and subjective cognitive effort held after controlling for self-set goal level. These findings contribute to the self-regulation literature by identifying factors that influence changes in subjective cognitive effort during skill acquisition.     

Supportive adult relationships and the academic engagement of Latin American immigrant youth

The central aim of this study was to explore the academic engagement trajectories of a sample of recently arrived immigrant students from Latin America. Using an analytic framework that can dynamically model time-sensitive fluctuations (HLM; [Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchicical Linear Models: Applications and Data Analysis Methods (2nd Edition ed.). Thousand Oaks, CA: Sage Publications]), we explored how initial engagement, gender, and support from caring adults at school shaped youths' engagement over time. Students reported a range of engagement trajectories, with gender and support emerging as important predictors of youths' engagement trajectories. Additionally, perceptions of support fluctuated from year to year, and these fluctuations were linked to youths' academic engagement. The findings point to associations between support perceptions and engagement, including links between students' current academic motivation and effort and their current connections with adults. Taken together, the findings present a nuanced portrait of academic engagement and suggest how relationships at school might facilitate positive academic adjustment among Latin American immigrant students over time. Implications for future research, public policy, and practice are discussed.     

External support for collaborative problem solving in a simulated provider/patient medication scheduling task

Taking medication requires developing plans to accomplish the activity. This planning challenges older adults because of age-related cognitive limits and inadequate collaboration with health providers. The authors investigated whether an external aid (medtable) supports collaborative planning in the context of a simulated patient/provider task in which pairs of older adults worked together to create medication schedules. Experiment 1 compared pairs who used the medtable, blank paper (unstructured aid), or no aid to create schedules varying in complexity of medication constraints (number of medications and medication co-occurrence restrictions) and patient constraints (available times during the day to take medication). Both aids increased problem-solving accuracy and efficiency (time per unit accuracy) compared to the no-aid condition, primarily for more complex schedules. However, benefits were similar for the two aids. In Experiment 2, a redesigned medtable increased problem-solving accuracy and efficiency compared to blank paper. Both aids presumably supported problem solving by providing a jointly visible workspace for developing schedules. The medtable may be more effective because it externalizes constraints (relationships between medication and patient information), so that participants can more easily organize information. (PsycINFO Database Record (c) 2008 APA, all rights reserved).     

What can Examining the Psychology of Nationalism Tell Us About Our Prospects for Aiming at the Cosmopolitan Vision?

Opponents of cosmopolitanism often dismiss the position on the grounds that cosmopolitan proposals are completely unrealistic and that they fly in the face of our human nature. We have deep psychological needs that are satisfied by national identification and so all cosmopolitan projects are doomed, or so it is argued. In this essay we examine the psychological grounds claimed to support the importance of nationalism to our wellbeing. We argue that the alleged human needs that nationalism is said to satisfy are: (i) either more complex than initially one might think or (ii) do not necessarily provide very strong grounds for the theses advocated by nationalists or (iii) can be well met in alternate ways than through national identification. Moreover, commitment to cosmopolitanism is not antithetical to meeting these needs: rather, more cosmopolitan worldviews can do quite well in meeting the needs of interest. Moreover, we argue that since nationalism is a fluid and socially constructed phenomenon, quite open to the influence of other factors, the current evidence suggests that central aspects of cosmopolitanism are quite feasible and realistic.

Cultural Variations in Reasons for Advice Seeking

Five studies examined cultural differences in reasons for advice‐seeking behaviors. Content analyses in Study 1A and self‐ratings in Study 1B consistently revealed that Euro‐Canadians were more likely than East Asians (mainly Chinese) to seek advice for informational reasons, whereas East Asians were more likely than Euro‐Canadians to seek advice for relational reasons. Study 2A showed that Chinese displayed a higher level of relationship concern than Euro‐Canadians in deciding from whom to seek advice in a decision dilemma. Study 2B found that, although Chinese and Euro‐Canadians did not differ from each other on willingness to pay for informational advice, Chinese were willing to pay more for building a relationship with the advisor through advice seeking than Euro‐Canadians were. Study 3 explored how the advice giver might perceive an advice seeker in terms of their competence and the closeness of their relationship after advice was sought for various reasons. We found that relationally oriented advice seeking increased the perceived competence of the advice seeker among Chinese more than among Euro‐Canadians. Information‐oriented advice seeking increased the perceived closeness between the advice seeker and advice giver among Chinese more than among Euro‐Canadians. Implications for other aspects of advice exchange are discussed. Copyright © 2016 John Wiley & Sons, Ltd.     

Parent and Teacher Agreement of Behavior Problems in Youth Diagnosed With and Without Autism Spectrum Disorders

The prevalence and severity of behavioral problems in youth with autism spectrum disorders (ASD) may be context dependent leading to discrepant informants’ reports and complicating case conceptualizations and treatment goals. This study examines the inter-rater agreement of parents and teachers on behavioral problems of 58 youth with ASD and 42 youth without an ASD diagnosis. Parents and teachers of 26 youth with ASD (M?=?4.08, SD?=?1.02) and 21 youth with non-ASD diagnoses (M?=?4.38, SD?=?0.80), ages 2–5 years, and 32 youth with ASD (M?=?7.47, SD?=?1.44), and 21 youth with non-ASD diagnoses (M?=?7.71, SD?=?1.23), ages 6–10, completed the Child Behavior Checklist and Teacher Report Form. Compared to youth with a non-ASD diagnosis (ages 2–5 years), youth with ASD also had poor to moderate agreement across subscales with the exception of comparable substantial agreement on Externalizing Behavior (ICC?=?0.73 and ICC?=?0.63, respectively) and Aggressive Behavior subscales (ICC?=?0.72 and ICC?=?0.69, respectively). Compared to youth with a non-ASD diagnosis (ages 6–10 years), youth with ASD similarly had poor agreement across subscales with the exception of moderate agreement on Anxious/Depressed subscale (ICC?=?0.41 and ICC?=?0.06, respectively). These results suggest that the severity and prevalence of behavior problems in youth may depend on the context and reporter of the symptoms.