Preadolescents' Social Judgments: The Relationship Between Self-Endorsement of Traits and Gender-Related Judgments of Female Peers

The present study investigated therelationship between preadolescents' and earlyadolescents' inferences and judgments of a target girl,their self-endorsement of traditionally feminine andmasculine traits, the gender of the playmates and thegender-typedness of the game. Preadolescents and earlyJewish Israeli adolescents males and females (n = 251)were shown a video film portraying a female targetplaying a feminine, masculine or neutral game witheither boys or girls and then made a variety ofinferences and judgments about the target. The gender ofthe playing partners and the gender-typedness of thegame were found to influence preadolescents'inferences of female targets' traits, roles andoccupations, but not their motivational-emotionaljudgments. Gender differences emerged such that theinferences of boys were more often in accordance withtraditional gender stereotypes. Selfendorsement oftraits did not seem to influence preadolescents'judgments, except in those of the cross-gender children.The results are discussed within the framework of genderschema theories.     

Self-reflection and the temporal focus of the wandering mind

Current accounts suggest that self-referential thought serves a pivotal function in the human ability to simulate the future during mind-wandering. Using experience sampling, this hypothesis was tested in two studies that explored the extent to which self-reflection impacts both retrospection and prospection during mind-wandering. Study 1 demonstrated that a brief period of self-reflection yielded a prospective bias during mind-wandering such that participants’ engaged more frequently in spontaneous future than past thought. In Study 2, individual differences in the strength of self-referential thought — as indexed by the memorial advantage for self rather than other-encoded items — was shown to vary with future thinking during mind-wandering. Together these results confirm that self-reflection is a core component of future thinking during mind-wandering and provide novel evidence that a key function of the autobiographical memory system may be to mentally simulate events in the future.     

The just world hypothesis as an argumentative resource in debates about unemployment benefits

The concept of the “just world” is established as a key explanation for how people make sense of inequality so that those deemed to score high in belief in a just world are more likely to hold prejudicial beliefs and to blame people in poverty for their situations. However, this is an inadequate explanation for such complicated and controversial issues. To better understand talk about the just world and the controversial issue of the distribution of unemployment benefits (an issue of inequality), a discursive psychological approach to the just world is used. Therefore, a discourse analysis focusses on 2 feature length British televised discussions about benefit claimants called “The Big Benefit Row: Live” (Channel 5 3/2/2014) and “Benefits Britain: the Debate” (Channel 4 17/2/2014). The analysis demonstrates that people draw on both just and unjust world arguments simultaneously and also topicalise what counts as just so as to support their positions on unemployment benefits, rather than in the consistent way that just world theory would predict. It is therefore argued that the just world should be recast as a cultural value that facilitates arguments about benefits, rather than an internally held belief.     

Asymmetries in the discrete and pseudocontinuous regulation of visually guided reaching.

An experiment was conducted to examine the contribution of the hemispheres to the organization of aiming movements. The spatial positions of targets were obtained by extrapolating from brief visual displays of geometric patterns. The patterns comprised linear, quadratic, cubic, and quartic mathematical functions and varied in spatial complexity. Vision of the hand was also manipulated. While the hands did not differ in spatial accuracy, movements made by the right hand were of shorter duration and had higher peak velocities. The stimulus pattern strongly influenced kinematics, in particular the number of discrete modifications of the movement trajectory. Vision of the hand resulted in superior accuracy, although subjects were unable to compare the relative positions of the limb and the target. Vision of the hand did not lead to an increase in discrete adjustments, suggesting that visual information was used in a continuous fashion. Movements into ipsilateral space differed from those into contralateral space with respect to a number of parameters.     

Psychometric Properties and Factorial Structure of the State Trait Anxiety Inventory-Trait Version (STAI-T) in Caribbean University Students

The study investigated the psychometric properties of the State Trait Anxiety Inventory—Trait Scale (STAI-T: Spielberger, 1983) in a Caribbean university student sample. Participants were 415 undergraduate students (75% female) who completed the State-Trait Anxiety Inventory-Trait Version (STAI-T; Spielberger, 1983), Beck Depression Inventory-II (BDI-II; Beck, Steer, & Brown, 1996), the Zung Self-Rating Depression Scale (SDS; Zung, 1965), the Ego Resiliecy-89 (ER-89; Block, 1989), and the Perceived Stress Scale-Ten Item Version (PSS-10; Cohen et al., 1983). Confirmatory factor analysis (CFA) was conducted to examine the construct validity of the trait anxiety scale in terms of factor structure, convergent, discriminant, and nomological validities. CFA results revealed that a two-factor solution (trait anxiety absent and trait anxiety present) provided significantly better fit than the one-factor model of trait anxiety. There was clear evidence of convergent validity, discriminant validity, and nomological validity of the scale. Results support the psychometric adequacy of the STAI-T for use with Caribbean university students.     

Predicting the difficulty of complex logical reasoning problems

The aim of the present research was to develop a difficulty model for logical reasoning problems involving complex ordered arrays used in the Graduate Record Examination. The approach used involved breaking down the problems into their basic cognitive elements such as the complexity of the rules used, the number of mental models required to represent the problem, and question type. Weightings for these different elements were derived from two experimental studies and from the reasoning literature. Based on these weights, difficulty models were developed which were then tested against new data. The models had excellent predictive validity and showed the relative influence of rule based factors and factors relating to the number of underlying models. Different difficulty models were needed for different question types, suggesting that people used a variety of approaches and, at a wider level, that both mental models and mental rules may be used in reasoning.