Men,Women, and the Self-Presentation of Achievement

This study examined men's and women'sself-presentation of academic achievement in aninteractional context. First-year college students wereled to expect an interaction with a peer to discussacademic achievement. However, the peer was actually aconfederate who portrayed his or her achievement in aboastful, moderate, or self-deprecating manner. Prior tothe anticipated interaction, subjects were induced to describe their own academic achievement andmake predictions about their first-semester grade pointaverages (GPAs) to be shared with the peer. Men's GPApredictions were highest in the boastful condition (and higher than their actual GPAs), nexthighest in the moderate condition, and lowest (and lowerthan their actual GPAs) in the self-deprecatingcondition. Women's predicted GPAs,unexpectedly,didnotvary by condition. Women were less comfortable inpredicting their GPAs than men, and there was a tendencyfor men to be more comfortable than women whileobserving the boastful peer and women to be morecomfortable than men while observing the self-deprecatingpeer. Results are discussed with regard to past researchand self-in-relation theory.     

The Bank Job: A Field Study of Sexually Discriminatory Performance on a Neutral-Role Task

Sixty-four checks were cashed in a field examination of sex role discrimination using a non-sex-role stereotyped (neutral role) task. Experimenter (customer) sex, subject (teller) sex, amount of the check, and bank branch were varied to produce a 2 × 2 × 2 × 2 design. Transaction times were longer for female customers than for male customers, and were longer with male tellers than with female tellers. Results were interpreted as supporting the hypothesis of greater sex role salience in cross-sex, as compared with same-sex dyads. Suggestions are made for further research using neutral-role tasks to better define certain role concepts.     

Riding the waves: A functional‐cognitive perspective on the relations among behaviour therapy,cognitive behaviour therapy and acceptance and commitment therapy

Different types of therapy explain psychopathology and the effects of psychotherapy differently. Different explanations are, however, not necessarily mutually exclusive. Based on the idea that functional and cognitive explanations are situated at different levels, we argue that functional therapies such as traditional Behaviour Therapy (BT) and Acceptance and Commitment Therapy (ACT) are not necessarily incompatible with Cognitive Behaviour Therapy (CBT). Whether a functional and a cognitive therapy actually align depends on whether they highlight the same type of environmental causes. This functional‐cognitive perspective reveals various differences and communalities among BT, CBT and ACT.     

Teaching Mathematics for Spatial Justice: An Investigation of the Lottery

This article explores integrating place-based education with critical mathematics toward teaching mathematics for spatial justice. Local Lotto, a curricular module with associated digital tools, was designed to investigate the lottery as a critical spatial phenomenon and piloted in urban high schools. This article describes findings from the second iteration in a remedial class in a low-income neighborhood. The research questions consider how the spatial focus supported the learning of mathematics and provided opportunities for students to think critically about the lottery using that mathematics. Findings include student interest in and engagement with the theme of the lottery familiar from outside of school with associated social justice implications. Students used mathematics and spatial evidence, at various levels of spatial scale, to support arguments about the lottery with greater success at narrower levels of scale. Suggestions about further innovations to scaffold place in a “critical pedagogy of place” in mathematics are provided.     

Faking revisited: Exerting strategic control over performance on the Implicit Relational Assessment Procedure

Across four studies, we demonstrate that effects obtained from the Implicit Relational Assessment Procedure, like those obtained from other indirect procedures, are not impervious to strategic manipulation. In experiment 1, we found that merely informing participants to “fake” their performance without providing a concrete strategy to do so did not eliminate, reverse, or in any way alter the obtained outcomes. However, when those same instructions orientated attention toward the core parameters of the task, participants spontaneously derived a strategy that allowed them to eliminate their effects (experiment 2). When the participants were provided with a viable response strategy, they successfully reversed the direction of their overall Implicit Relational Assessment Procedure effect (experiment 3). By refining the nature of those instructions, we managed to target and alter individual trial‐type effects in isolation with some success (experiment 4).     

The Role of Family Support in Interparental Conflict and Adolescent Academic Achievement

Family support was examined as a mediator of the relation between interparental conflict and adolescent academic achievement. Results indicated that two dimensions of family support, family cohesion and parent–school involvement, mediated the relation between interparental conflict and academic achievement. The results further suggested that family support was more likely to function as a mediator for girls than for boys. Lastly, in the presence of a mediating effect, a direct path remained between interparental conflict and grade point average.     

Two‐year‐olds’ naîve predictions for horizontal trajectories

Hood recently reported that preschool children overgeneralized the prediction that falling objects travel in a straight line in spite of extensive counter‐evidence that the object had been deviated to a non‐aligned box by a tube. This behaviour was interpreted as a na?^ve theory of gravity resulting from an overgeneralization derived from experience of falling objects. The current study set out to test whether there was also a significant tendency for 2‐year‐olds to predict that objects travel in a straight line in the horizontal plane. This was achieved by comparing search for an invisibly displaced object moving either vertically or horizontally. The findings confirmed a gravity bias for falling events but did not reveal a similar tendency in the horizontal condition. In the horizontal task, children were as likely to search at an incorrect non‐aligned box as an aligned incorrect box. This supports the interpretation of a na?^ve gravity bias present from at least 2 years of age.