The pursuit of self‐interest and rule breaking in an anonymous situation

The present study examined whether psychological self‐interest would instigate rule breaking in an anonymous situation. In total, 66 individuals were observed whether they would pursue material or psychological self‐interest by breaking existing rules under the cloak of anonymity. Anonymity was defined to minimize accountability for one's behavior, and was strictly manipulated to make all participants equally anonymous during the experiment. Results showed that only participants in the material‐reward condition broke the rules, whereas those in the psychological‐reward condition did not. Also, there was no difference found between the two conditions in subjective feelings of anonymity and public self‐awareness although rule breaking was observed only in the material‐reward condition. Implications for socially undesirable behavior in anonymous situations are discussed.     

Rule‐breaking in an anonymous situation: When people decide to deviate from existing rules

The present study examined how soon people would make a decision to break existing rules in an anonymous situation, with particular attention paid to the degree of anonymity. A total of 100 participants were randomly assigned to either a self‐reward condition or an other‐reward condition, in both of which they were asked to flip a coin twice in each of the four coin‐flip trials to win the assigned reward. As predicted, the results showed that only participants in the self‐reward condition broke the assignment rules for obtaining the reward, and they only did so in the very last coin‐flip trial. In sum, the present findings suggest that people do not break existing rules for material gain as soon as they become anonymized, but some may do so at the very last moment.     

Genetic and Environmental Influences on the Development and Stability of Executive Functions in Children of Preschool Age: A Longitudinal Study of Japanese Twins

Executive functions (EF) are an important predictor of later adaptive development. A number of environmental influences, such as parenting, have been suggested as important promoters of EF development. However, behavioural genetic research has demonstrated that many environmental influences could be affected by genetic influences. Therefore, it is important to consider genetic variations when investigating environmental influences on EF development in children. To date, few studies have used genetically informative designs to assess the etiology of EF development during the preschool years, a period of rapid development. As a result, it remains unclear how and to what extent the environmental influences that are not confounded by genetic influences affect EF development during this developmental period. The present study explored EF development during the preschool years using a longitudinal and genetically informative design and a non‐Western population. Japanese twins were visited at their homes and individually tested on EF measures at 24, 36, and 48 months of age. Phenotypic correlations and confirmatory factor analyses suggested that EF are less cohesive at 24 months of age and emerge as a common single factor at 36 and 48 months. Additionally, longitudinal and multivariate behavioural genetic analyses indicated that the EF developmental change during this period is promoted by both shared and nonshared environmental influences as well as genetic influences, while EF stability is brought about by shared environments. The present findings elucidated the etiology of EF development during the preschool years and confirmed that this period is an important transitional stage for EF development. Copyright © 2016 John Wiley & Sons, Ltd.     

The Role of the Phonological Loop in English Word Learning: A Comparison of Chinese ESL Learners and Native Speakers

Although the role of the phonological loop in word-retention is well documented, research in Chinese character retention suggests the involvement of non-phonological encoding. This study investigated whether the extent to which the phonological loop contributes to learning and remembering visually introduced words varies between college-level Chinese ESL learners (N = 20) and native speakers of English (N = 20). The groups performed a paired associative learning task under two conditions (control versus articulatory suppression) with two word types (regularly spelled versus irregularly spelled words) differing in degree of phonological accessibility. The results demonstrated that both groups’ recall declined when the phonological loop was made less available (with irregularly spelled words and in the articulatory suppression condition), but the decline was greater for the native group. These results suggest that word learning entails phonological encoding uniformly across learners, but the contribution of phonology varies among learners with diverse linguistic backgrounds.     

Found in translation: cross-cultural consensus in the accurate categorization of male sexual orientation

Across cultures, people converge in some behaviors and diverge in others. As little is known about the accuracy of judgments across cultures outside of the domain of emotion recognition, the present study investigated the influence of culture in another area: the social categorization of men's sexual orientations. Participants from nations varying in their acceptance of homosexuality (United States, Japan, and Spain) categorized the faces of men from all three cultures significantly better than chance guessing. Moreover, categorizations of individual faces were significantly correlated among the three groups of perceivers. Americans were significantly faster and more accurate than the Japanese and Spanish perceivers. Categorization strategies (i.e., response bias) also varied such that perceivers from cultures less accepting of homosexuality were more likely to categorize targets as straight. Male sexual orientation therefore appears to be legible across cultures.     

Narcissistic people cannot be moved easily by visual stimulation

We examined the relationship between personality and visually induced self-motion perception (latency, duration, and magnitude). A psychological experiment with radially expanding patterns that induced self-motion perception along the fore and aft axis was conducted, followed by personality assessments. We found that all the measures of self-motion perception we examined correlated negatively with the degree of narcissistic traits.     

Knowledge as process: contextually-cued attention and early word learning

Learning depends on attention. The processes that cue attention in the moment dynamically integrate learned regularities and immediate contextual cues. This paper reviews the extensive literature on cued attention and attentional learning in the adult literature and proposes that these fundamental processes are likely significant mechanisms of change in cognitive development. The value of this idea is illustrated using phenomena in children novel word learning.     

Attention and its coupling to action

We discuss two commentaries that we have received on our target article (Humphreys et al., 2010). We elaborate on the evidence for action effects on extinction and discuss whether these effects occur pre or post the selection of a response. In addition, we discuss the neural basis of the effects of action relations on extinction and on the generalization of results on action relations to real‐world examples.     

Reconciliation pattern after aggression among Japanese preschool children

Using an ethological observation method (the PC‐MC comparison method), this study investigated patterns of reconciliation after aggression among Japanese preschool children, focusing on factors that influenced its occurrence or acceptance, as well as on strategies and function. There were several factors among four‐year‐olds that facilitated reconciliatory attempts and acceptance, such as proximity after the aggression; among three‐year‐olds there were no such factors. Depending on the situation during and after aggression, children used ‘explicit’ (e.g., apologizing, compromising, and offering objects) and ‘implicit’ (e.g., being friendly, talking without apologizing, and touching the opponent gently) reconciliatory strategies. Reconciliation occurred more often among friends than among non‐friends, particularly among four‐year‐olds. However, after considering the baseline affiliation level, the conciliatory tendency among non‐friends was higher than that among friends in four‐year‐olds. Victims' self‐directed behavior (SDB) ‐ a behavioral index of stress ‐ was elevated following aggression, but decreased following reconciliation. This suggests that reconciliation functions to reduce the post‐conflict stress suffered by the targets of aggression. Aggress. Behav. 31:000–000, 2005. © 2005 Wiley‐Liss, Inc.     

Convergence of Character Strengths in American and Japanese Young Adults

We investigated cultural influences on the distribution of character strengths, gender differences in character strengths, and the relationship of happiness to character strengths. Young adults from the United States (n=1099) and Japan (n=308) completed the English or Japanese versions of the Values in Action Inventory of Strengths. American and Japanese showed similar distributions of the 24 strengths measured: Higher strengths included love, humor and kindness, and lesser strengths included prudence, self-regulation, and modesty. Gender differences across cultures were also similar: Females were more likely than males to report strengths of love and kindness, whereas males were more likely to report bravery and creativity. In both samples, associations with happiness were found for zest, hope, curiosity and gratitude. The present study is a first step in an international study of character strengths, and we discuss the ubiquity and variation of character across culture.