Generalized Dispositional Distrust as the Common Core of Populism and Conspiracy Mentality

Populism and beliefs in conspiracy theories fuel societal division as both rely on a Manichean us-versus-them, good-versus-evil narrative. However, whether both constructs have the same dispositional roots is essentially unknown. Across three studies conducted in two different countries and using diverse samples (total N = 1,888), we show that populism and conspiracy mentality have a strong common core as evidenced using bifactor modeling. This common core was uniquely linked to (aversive) personality, namely the Dark Factor of Personality (D), beyond basic personality traits from the HEXACO Model of Personality Structure. The association between D and the common core, in turn, was fully accounted for by distrust-related beliefs as captured in cynicism, dangerous and competitive social worldviews, sensitivity to befallen injustice, and (low) trust propensity. Taken together, the results show that populism and conspiracy mentality have a shared psychological basis that is well described as a sociopolitically flavored manifestation of generalized dispositional distrust. The findings thus underscore the value of generalized trust for societal functioning and suggest that increasing trust may simultaneously combat both populism and beliefs in conspiracy theories.     

The depth of a group's personality resources: Impacts on group process and group performance

The present study examines the productivity of task groups in relation to the personality resources of its members and its two dimensions of group process: task focus and shared exchange. It is hypothesized that the depth of a group's personality resources impacts upon productivity both directly through the application of its member's personality resources to successful group outputs, and indirectly through the mediating agency of group process variables that also contribute separately to successful group outputs. To test these hypotheses, the performance of 43 groups in a 3-month social psychology class was measured across three course assignments. This averaged performance score was related to the groups' process scores and to their total levels of personality resources measured by a comprehensive personality inventory administered at the beginning of the groups' life. Using multiple regression, we found that a group's performance was predicted by total member intellect, openness (negatively), and emotional stability (negatively). Blocked regression revealed that group intellect exercised a direct effect upon group performance, but that the effects of group openness and group emotional stability on performance were mediated through the group's two group processes of task focus and shared exchange. It is hoped that this demonstration of a two-step approach to studying the impact of group member's personality through its direct effects on group performance and its indirect effect on performance-linked aspects of group process will be extended to other types of personality measures, and to other types of groups addressing different tasks in other cultural settings.     

Stereotypes and beliefs about different ethnic groups in Spain. A study with Spanish and Latin American children living in Madrid

96 Spanish and Latin American children from 3 grades in Madrid reported their knowledge of positive and negative stereotypes regarding Spaniards, Gypsies, Latin American and Chinese people. Their personal beliefs about these four ethnic groups were also assessed. Stereotypes about Spaniards were perceived as overwhelmingly positive and least negatively while stereotypes about Gypsies were rarely positive and often negative. Spanish children attributed more positive and fewer negative stereotypes to Chinese immigrants than Latin American children did. Older children reported more positive stereotypes about Gypsies than younger children and older Spanish children reported fewer positive stereotypes for their own group than their younger counterparts. Older children's personal beliefs about Gypsies were less consistent with negative stereotypes than younger children's. Older children also showed greater discrepancy of their personal beliefs with positive stereotypes of Spaniards than younger children did. Findings are discussed within the context of socio-cognitive approaches.     

Real Definitions

I offer and defend an account of real definitions. I put forward two versions of the account, one formulated in terms of the notion of generalised identity and of a suitable notion of grounding (RD1), and the other one formulated in terms of the former notion and of a suitable notion of comparative joint‐carvingness (RD2). Given a plausible assumption, (RD1) and (RD2) turn out to be equivalent. I give a sketch of a unified account of the three notions involved in (RD1) and (RD2) from which the assumption can be derived.     

Conditions for Facelike Expertise With Objects: Becoming a Ziggerin Expert—but Which Type?

ABSTRACT— Compared with other objects, faces are processed more holistically and with a larger reliance on configural information. Such hallmarks of face processing can also be found for nonface objects as people develop expertise with them. Is this specifically a result of expertise individuating objects, or would any type of prolonged intensive experience with objects be sufficient? Two groups of participants were trained with artificial objects (Ziggerins). One group learned to rapidly individuate Ziggerins (i.e., subordinate-level training). The other group learned rapid, sequential categorizations at the basic level. Individuation experts showed a selective improvement at the subordinate level and an increase in holistic processing. Categorization experts improved only at the basic level, showing no changes in holistic processing. Attentive exposure to objects in a difficult training regimen is not sufficient to produce facelike expertise. Rather, qualitatively different types of expertise with objects of a given geometry can arise depending on the type of training.     

Major Challenges for African Women Theologians in Theological Education (1989–2008)

The paper reflects on the major challenges for African women theologians in theological education as presented and experienced in the Circle of Concerned African Women Theologians (“Circle”) which was launched in Ghana in 1989 as a community of African women theologians who come together to reflect on what it means to them to be women of faith within their experiences of religion, culture, politics and social‐economic structures in Africa. Four major challenges are identified that African women theologians have had to contend with and which are still present, namely (1) re‐defining the identity of African women theologians; (2) promoting more women to study theology and be on permanent staff; (3) inclusion of African women's theology in the theological curriculum; and (4) collaboration with male theologians.     

Vocabulary teaching strategies and conceptual representations of words in L2 in children: Evidence with novice learners

A controversial issue in bilingual research is whether in the early stages of L2 learning, access to the conceptual system involves mediation of L1 lexical representations [Kroll, J. F., & Stewart, E. (1994). Category interference in translation and picture naming: Evidence for asymmetric connections between bilingual memory representations. Journal of Memory and Language, 33, 149-174] or a direct route from the L2 word [Altarriba, J., & Mathis, K. M. (1997). Conceptual and lexical development in second language acquisition. Journal of Memory and Language, 36, 550-568; Finkbeiner, M., & Nicol, J. (2003). Semantic category effects in second language word learning. Applied Psycholinguistics, 24, 369-383]. The main goal of this paper is to study, in a child population, whether the creation of conceptual representations for L2 words is possible, even after only one session of learning of the L2 vocabulary. Furthermore, we do so by examining the efficacy of two different L2 learning methods: L2-L1 association learning vs. L2-picture association learning. A translation recognition task was employed to test whether there was a difference between a semantically related pair and an unrelated pair across conditions (i.e., a semantic interference effect). Results showed a significant semantic interference effect—a conceptual effect—in children after just one vocabulary learning session. Importantly, the L2-picture method produced a greater semantic interference effect than the L2-L1 method. The implications of these findings for models of bilingual memory are examined.     

Evil Revisited

Books reviewed in this article:
Stephen T. Davis (ed.), Encountering Evil: Live Options in Theodicy
William L. Rowe (ed.), God and the Problem of Evil
Amélie Oksenberg Rorty (ed.), The Many Faces of Evil: Historical Perspectives     

The ‘Flexible’ Immigrant? Human Capital Discourse, the Family Household and Labour Market Strategies

As Canadian immigration policy increasingly selects ‘flexible’ immigrants based on their human capital, it correspondingly problematises immigrant families. In drawing on interviews, conducted over a 5-year period in two different neighbourhoods in the Greater Vancouver area, we followed the paths of family households that recently immigrated to Canada. We argue that households not only provide fundamental support in the migration process, but also enable immigrants to adopt flexible strategies to deal with precarious circumstances and thereby begin the process of integration. Rather than being a ‘problem’, immigrant households, and particularly women’s support roles within them, may be a critical lynchpin to successful integration.     

Affective ratings of sound stimuli

This article present the Spanish assessments of the 111 sounds included in the International Affective Digitized Sounds (IADS; Bradley &; Lang, 1999b). The sounds were evaluated by 159 participants in the dimensions of valence, arousal, and dominance, using a computer version of the Self-Assessment Manikin (Bradley &; Lang, 1994). Results are compared with those obtained in the American version of the IADS, as well as in the Spanish adaptations of the International Affective Picture System (P. J. Lang, Bradley, &; Cuthbert, 1999; Moltó et al., 1999) and the Affective Norms for English Words (Bradley &; Lang, 1999a; Redondo, Fraga, Padrón, &; Comesaña, 2007).