Two‐year‐olds are vigilant of others’ non‐verbal cues to credibility

Data from three experiments provide the first evidence that children, at least as young as age two, are vigilant of others’ non‐verbal cues to credibility, and flexibly use these cues to facilitate learning. Experiment 1 revealed that 2‐ and 3‐year‐olds prefer to learn about objects from someone who appears, through non‐verbal cues, to be confident in performing actions on those objects than from someone who appears uncertain when performing actions on those objects. Experiment 2 revealed that when 2‐year‐olds observe only one model perform a single action, either confidently or unconfidently, they do not use the model’s level of confidence in this single instance to influence their learning. Experiment 3 revealed that 2‐year‐olds will use a single model’s level of confidence to guide their learning if they have observed that the model has a history of being either consistently confident or consistently uncertain. These findings reveal that young children selectively alter their learning based on others’ non‐verbal cues of credibility, and underscore the importance of an early sensitivity to socio‐cognitive cues for human learning and development.     

Differential Genetic and Environmental Influences on Reactive and Proactive Aggression in Children

While significant heritability for childhood aggression has been claimed, it is not known whether there are differential genetic and environmental contributions to proactive and reactive forms of aggression in children. This study quantifies genetic and environmental contributions to these two forms of aggression in an ethnically diverse urban sample of 9–10 year old twins (N = 1219), and compares results across different informants (child self-report, mother, and teacher ratings) using the Reactive–Proactive Aggression Questionnaire (RPQ). Confirmatory factor analysis of RPQ items indicated a significant and strong fit for a two-factor proactive–reactive model which was significantly superior to a one-factor model and which replicated across gender as well as the three informant sources. Males scored significantly higher than females on both self-report reactive and proactive aggression, findings that replicated on mother and teacher versions of the RPQ. Asian–Americans scored lower than most ethnic groups on reactive aggression yet were equivalent to Caucasians on proactive aggression. African–Americans scored higher than other ethnic groups on all measures of aggression except caregiver reports. Heritable influences were found for both forms of aggression across informants, but while boys’ self-reports revealed genetic influences on proactive (50%) and reactive (38%) aggression, shared and non-shared environmental influences almost entirely accounted for girls’ self-report reactive and proactive aggression. Although genetic correlations between reactive and proactive aggression were significant across informants, there was evidence that the genetic correlation was less than unity in boys self reported aggression, indicating that genetic factors differ for proactive and reactive aggression. These findings provide the first evidence for varying genetic and environmental etiologies for reactive and proactive aggression across gender, and provide additional support for distinction between these two forms of aggression.     

Children's false memory and true disclosure in the face of repeated questions

The current study was designed to investigate children's memory and suggestibility for events differing in valence (positive or negative) and veracity (true or false). A total of 82 3- and 5-year-olds were asked repeated questions about true and false events, either in a grouped order (i.e., all questions about a certain event asked consecutively) or in a nongrouped order (i.e., questions about a certain event were interspersed with questions about other events). Interviewer gender was also varied. Individual differences, including attachment style, inhibition, and behavioral adjustment, were examined as potential predictors of memory and suggestibility. Results revealed significant age, valence, and veracity effects on children's memory reports. Path analysis demonstrated that individual differences in behavioral problems and inhibitory ability predicted children's provision of inaccurate information. Implications for psychological theory and legal application are discussed.     

Impressions of Milgram's obedient teachers: situational cues inform inferences about motives and traits

The research investigated impressions formed of a "teacher" who obeyed an experimenter by delivering painful electric shocks to an innocent person (S. Milgram, 1963, 1974). Three findings emerged across different methodologies and different levels of experimenter-induced coercion. First, contrary to conventional wisdom, perceivers both recognized and appreciated situational forces, such as the experimenter's orders that prompted the aggression. Second, perceivers' explanations of the teacher's behavior focused on the motive of obedience (i.e., wanting to appease the experimenter) rather than on hurtful (or evil) motivation. Despite this overall pattern, perceptions of hurtful versus helpful motivation varied as a function of information regarding the level of coercion applied by the experimenter. Finally, theoretically important relationships were revealed among perceptions of situations, motives, and traits. In particular, situational cues (such as aspects of the experimenter's behavior) signaled the nature of the teacher's motives, which in turn informed inferences of the teacher's traits. Overall, the findings pose problems for the lay dispositionism perspective but fit well with multiple inference models of dispositional inference.     

RPE at relative intensities after 12 weeks of resistance-exercise training by older adults

The constant-RPE tracking model monitors progress over the course of exercise training. During aerobic exercise, prior work using this model has demonstrated similar relative intensities pre- and posttraining, while the absolute workload increases posttraining. However, the prediction equation associated with these changes has not been examined during resistance training. 22 men and 27 women (M age 64 yr.) participated in a 12-wk. resistance training. Orientation determined resistances associated with RPEs of 4, 5-6, 7-8, and 9 on the OMNI-Resistance Exercise Scale for each of seven exercises for each participant. Individuals trained 3 days a week for 12 wk. Linear regression was used to calculate percent of 1-repetition maximum (%1-RM) at RPE 4, 6, and 8 for the exercises. Paired sample t tests, comparing pre- and posttraining %1-RMs at each RPE, indicated that posttraining %1-RMs were higher for RPE 4 and 6 for each exercise, while at RPE 8, results were significant for only 3 exercises. Thus for at least the RPE 4 and 6, the constant RPE tracking model is appropriate for resistance exercise; however, the equation of prediction appears to differ from that for aerobic exercise. Development of a new prediction equation may be necessary to track relative strength in older adults.     

A general connectionist model of attitude structure and change: the ACS (Attitudes as Constraint Satisfaction) model

A localist, parallel constraint satisfaction, artificial neural network model is presented that accounts for a broad collection of attitude and attitude-change phenomena. The network represents the attitude object and cognitions and beliefs related to the attitude, as well as how to integrate a persuasive message into this network. Short-term effects are modeled by activation patterns due to parallel constraint satisfaction processes, and long-term effects are modeled by weight changes due to the settling patterns of activation. Phenomena modeled include thought-induced attitude polarization, elaboration and attitude strength, motivated reasoning and social influence, an integrated view of heuristic versus systematic persuasion, and implicit versus explicit attitude change. Results of the simulations are consistent with empirical results. The same set of simple mechanisms is used to model all the phenomena, which allows the model to offer a parsimonious theoretical account of how structure can impact attitude change. This model is compared with previous computational approaches to attitudes, and implications for attitude research are discussed.     

Quality child care supports the achievement of low-income children: Direct and indirect pathways through caregiving and the home environment

Existing studies of child care have not been able to determine whether higher quality child care protects children from the effects of poverty, whether poverty and lower quality child care operate as dual risk factors, or whether both are true. The objective of the current study was to test two pathways through which child care may serve as a naturally occurring intervention for low-income children: a direct pathway through child care quality to child outcomes, and an indirect pathway through improvements in the home environment. Children were observed in their homes and child care settings at 6, 15, 24, and 36 months. An interaction between family income-to-needs ratio and child care quality predicted School Readiness, Receptive Language, and Expressive Language, as well as improvements in the home environment. Children from low-income families profited from observed learning supports in the form of sensitive care and stimulation of cognitive development, and their parents profited from unobserved informal and formal parent supports. Policy implications are discussed.     

Sexism, Hostility toward Women, and Endorsement of Beauty Ideals and Practices: Are Beauty Ideals Associated with Oppressive Beliefs?

Relationships between the endorsement of Western beauty ideals and practices and measures of hostility toward women and sexism were studied in 159 college men and 194 college women. The participants were predominately 18 or 19 years of age and of European American ethnicity. Correlations were computed between five factor analytically derived measures of beauty ideals and practices, two measures of the thin body ideal, and the following measures: Hostility toward Women Scale (HTWS; Lonsway & Fitzgerald, 1995), Attitudes toward Women Scale (AWS; Spence & Helmreich, 1978), and the two subscales of the Ambivalent Sexism Inventory (ASI; Glick & Fiske, 1996): hostile sexism (ASI-H) and benevolent sexism (ASI-B). It was found that endorsement of Western beauty ideals and practices was associated with hostility toward women, traditional sexism, hostile sexism, and, to a lesser extent, benevolent sexism. Results support feminist critiques of beauty practices as oppressive.     

SEXUAL OR FRIENDLY? ASSOCIATIONS ABOUT WOMEN, MEN, AND SELF

Using explicit, self-report measures, past research has found that heterosexual men, relative to heterosexual women, often attribute more sexuality to women's behaviors. In the present studies, the Implicit Association Test was used to determine if these findings held at the automatic processing level. The results of Study 1 were consistent with past research: Men, compared to women, had more sexual and less friendly automatic associations with the concept of women. Gender differences, however, were not observed in associations with the concept of self or men. Study 2 investigated how exposure to a dating context affected these associations. Associations about the self became more sexualized after reading about a first date, regardless of the participants' gender. However, for opposite-sex others, men's associations became less sexualized whereas women's associations became more sexualized. Collectively, these studies shed light on chronic and temporarily activated automatic processes relevant to sexual perception and contexts in which women are oversexualized.     

Molecular Genetic Studies of Eating Disorders: Current Status and Future Directions

ABSTRACT— We review association studies that have examined the genetic basis of eating disorders. Overall, findings suggest that serotonin, brain-derived neurotrophic factor, and estrogen genes may be important for the development of the disorders. These neuronal systems influence behavioral and personality characteristics (e.g., anxiety, food intake) that are disrupted in eating disorders. Future studies would benefit from larger sample sizes and inclusion of behavioral and personality covariates in analyses. Consideration of the mechanisms of genetic effects and interactions between genes and environment is also needed to extend conceptualizations of the genetic basis of these disorders.