Payback: Effects of relationship and cultural norms on reciprocity

This experimental investigation explores differences in reciprocal norms between friends and strangers and the effects of culture on reciprocity. Based on altruistic and strong reciprocity theories, a hybrid trust‐dictator game tested the influence of relationship (i.e. friends vs. strangers), treatment (i.e. positive vs. negative) and culture (i.e. collectivistic vs. individualistic) on reciprocation. The results show that participants reciprocated more positively when treated positively in general. However, the results demonstrate intercultural differences in reciprocal norms, specifically in the negative treatment condition. Participants from the individualistic culture provided stronger punishment to the norm violator, compared to participants from the collectivistic culture. We discuss implications of the impact of relationship and culture on reciprocation with respect to the olive branch response.     

Individuality and Contextual Influences on Drug Dependence: A 15-Year Prospective Longitudinal Study of Adolescents From Harlem

In this 15-year longitudinal study the authors investigated individual and contextual factors that predispose adolescents from a disadvantaged urban area to drug dependence in adulthood. Adolescents were recruited from schools serving East Harlem in New York City. Of the 838 participants followed to adulthood, 59% were women, 55% were African American, and 45% were Puerto Rican. Self-report data were obtained on externalizing and internalizing problems, substance use, and contextual influences across adolescence and young adulthood. Drug dependence was assessed in adulthood. Multivariate logistic regressions of drug dependence were performed on the whole sample and separately by gender. Each of the domains was associated with adult drug dependence. Although mean gender differences were found, most associations of risk factors with drug dependence did not vary significantly by gender. Treating externalizing and internalizing problems, reducing substance use, and providing coping skills for adverse contextual influences in adolescence and young adulthood may reduce the likelihood of becoming drug dependent in adulthood.     

The impact of self‐confidence on the compromise effect

This research reports an investigation into whether the personality aspect of self‐confidence affects the compromise effect. We hypothesize that highly self‐confident people have greater certainty in making decisions and are more attracted to risk‐taking, which makes them less likely to choose the safe or middle option in a large choice set. The three studies involved are conducted using between‐ and within‐subjects experimental designs. Various product categories are used to generalize the findings. Study 1 looks at purchasing decisions and utilizes three scales of self‐confidence, risk preference, and uncertainty; it demonstrates that consumers with high self‐confidence are less likely to choose a compromise option due to high certainty in their decision‐making. Study 2 discovers that people with low self‐confidence are more likely to choose the middle option in a risky condition than in a nonrisky condition. Study 3 decomposes self‐confidence into general and specific self‐confidence, and reveals that people with low general self‐confidence and low specific self‐confidence are more likely to choose the middle option.     

Effects of induced and naturalistic mood on the temporal allocation of attention to emotional information

Building upon recent findings that affective states can influence the allocation of spatial attention, we investigate how state, trait and induced mood are related to the temporal allocation of attention to emotional information. In the present study, 125 unscreened undergraduates completed a modified rapid serial visual presentation task designed to assess the time course of attention to positive and negative information, comparing a neutral baseline mood induction to either a positive or negative mood induction. Induced negative mood facilitated attentional engagement to positive information while decreasing attentional engagement to negative information. Greater naturally occurring negative state mood was associated with faster or more efficient disengagement of attention from negative information in the presence of manipulated negative mood, relative to baseline. The engagement findings were inconsistent with our mood-congruence hypotheses and may be better explained by mood repair or affective counter-regulation theories. In contrast, the disengagement findings for state mood were somewhat consistent with our mood-congruence hypotheses. The relationship between mood and attention to emotional information may differ depending on the combination of attentional mechanism (engagement versus disengagement), aspect of mood (state, trait or induced), stimulus valence (positive versus negative) and timescale (early versus late) under investigation.     

Development and initial validation of the Multidimensional Empathy Scale for Adolescents

Adolescence is a transitional phase in psychosocial development in which individuals learn to navigate their social worlds. The need to socialize, connect with, and empathize with others is especially pronounced in this phase. This study aimed to develop and validate a self-report empathy measure for adolescents, the Multidimensional Empathy Scale for Adolescents (MESA). Based on the theories and research on empathy, we created 24 items to measure six dimensions of empathy (cognitive, affective, positive, negative, majority, and minority). The dimensional structure of the MESA was examined in two independent samples of adolescents. The hypothesized six-factor model of the MESA showed a good fit for both samples. Reliability analyses demonstrated that the MESA had high internal consistency and test–retest reliability. Furthermore, the MESA showed high convergent, discriminant, and incremental validity, as indicated by positive correlations with existing measures of empathy, idiocentrism–allocentrism, and social interest scales. The MESA, as a unique measure of six types of empathy, can be a valuable tool to assist adolescents in developing a balanced sense of empathy.     

The relationship of daily hassles, social support, and coping to depression in black and white students

Black and White American college students were compared to determine how daily hassles, coping strategies, and social support related to depression. Although the mean intensity of hassles did not differ, Black students reported a higher frequency of hassles. Cumulative severity of hassles, defined in terms of both intensity and frequency was therefore higher for Black students. White students perceived more support from friends than from family, but the opposite held for Black students. Mean scores on type of coping (active problem solving, seeking social support, or avoidance) were similar, as were the reported levels of depression. Hierarchical multiple regression showed that the severity of hassles was directly related to depression for both groups. Race did not interact with any index of social support, except perceived family support, which was related to lower depression among Black students. There was no support for the notion that social support serves as a buffer against depression.