When smiles (and frowns) speak words: Does power impact the correspondence between self-reported affect and facial expressions?

Self-reported experiences are often poor indicators of outward expressions. Here we examine social power as a variable that may impact the relationship between self-reported affect and facial expressions. Earlier studies addressing this issue were limited by focusing on a single facial expression (smiling) and by using different, less sensitive methods that yielded mostly null results. Sampling, for the first time, self-reported affect repeatedly in response to different negative, neutral and positive stimuli, and measuring concurrent facial muscle activation via electromyography, we found that high power (vs. baseline) increased the correspondence between self-reported positive affect and smiling. There was also an indication that high power (vs. baseline) bolstered the association between self-reported negative affect and frowning but the effect did not pass more stringent criteria for significance (p ≤ .005) and was therefore deemed inconclusive. The prediction that low power (vs. baseline) decreases the correspondence between self-reported affect and smiling and frowning facial expressions was not supported. Taken together, it would appear that (high) power can impact the relationship between self-reported affect and facial expressions, but it remains to be seen whether this effect extends beyond smiling facial expressions.     

Lexical configuration and lexical engagement: when adults learn new words

People know thousands of words in their native language, and each of these words must be learned at some time in the person's lifetime. A large number of these words will be learned when the person is an adult, reflecting the fact that the mental lexicon is continuously changing. We explore how new words get added to the mental lexicon, and provide empirical support for a theoretical distinction between what we call lexical configuration and lexical engagement. Lexical configuration is the set of factual knowledge associated with a word (e.g., the word's sound, spelling, meaning, or syntactic role). Almost all previous research on word learning has focused on this aspect. However, it is also critical to understand the process by which a word becomes capable of lexical engagement--the ways in which a lexical entry dynamically interacts with other lexical entries, and with sublexical representations. For example, lexical entries compete with each other during word recognition (inhibition within the lexical level), and they also support the activation of their constituents (top-down lexical-phonemic facilitation, and lexically-based perceptual learning). We systematically vary the learning conditions for new words, and use separate measures of lexical configuration and engagement. Several surprising dissociations in behavior demonstrate the importance of the theoretical distinction between configuration and engagement.     

Defend or repair? Explaining responses to in-group moral failure by disentangling feelings of shame, rejection, and inferiority

Research on shame about in-group moral failure has yielded paradoxical results. In some studies, shame predicts self-defensive motivations to withdraw. In other studies, shame predicts pro-social motivations, such as restitution. We think that this paradox can be explained by disentangling the numerous appraisals and feelings subsumed under the label "shame." In 2 studies, we asked community samples of Norwegians about their in-group's discrimination against the Tater minority. Confirmatory factor analysis validated the measures of the appraisals and feelings used in Study 1 (N = 206) and Study 2 (N = 173). In both studies, an appraisal of the in-group as suffering a moral defect best predicted felt shame, whereas an appraisal of concern for condemnation of the in-group best predicted felt rejection. In both studies, felt rejection best predicted self-defensive motivation, whereas felt shame best predicted pro-social motivation. Implications for conceptualizing and studying shame are discussed.     

Gadd45b knockout mice exhibit selective deficits in hippocampus-dependent long-term memory

Growth arrest and DNA damage-inducible β (Gadd45b) has been shown to be involved in DNA demethylation and may be important for cognitive processes. Gadd45b is abnormally expressed in subjects with autism and psychosis, two disorders associated with cognitive deficits. Furthermore, several high-throughput screens have identified Gadd45b as a candidate plasticity-related gene. However, a direct demonstration of a link between Gadd45b and memory has not been established. The current studies first determined whether expression of the Gadd45 family of genes was affected by contextual fear conditioning. Gadd45b, and to a lesser extent Gadd45g, were up-regulated in the hippocampus following contextual fear conditioning, whereas Gadd45a was not. Next, Gadd45b knockout mice were tested for contextual and cued fear conditioning. Gadd45b knockout mice exhibited a significant deficit in long-term contextual fear conditioning; however, they displayed normal levels of short-term contextual fear conditioning. No differences between Gadd45b knockout and wild-type mice were observed in cued fear conditioning. Because cued fear conditioning is hippocampus independent, while contextual fear conditioning is hippocampus dependent, the current studies suggest that Gadd45b may be important for long-term hippocampus-dependent memory storage. Therefore, Gadd45b may be a novel therapeutic target for the cognitive deficits associated with many neurodevelopmental, neurological, and psychiatric disorders.     

Investigating Interrelationships among Sales Training Evaluation Methods

Today numerous training options are available to sales organizations, and sales training teams use various means to report training effectiveness. This study utilizes Kirkpatrick’s (1959; 1960) training evaluation model and examines the interrelationships among its four levels of sales training evaluation (i.e., reactions, knowledge acquisition, behavior change, and organizational outcomes). Empirical results indicate that sales trainees’ use of training materials at work is positively related to achieving sales training outcomes, including improving (1) organizational commitment, (2) sales effectiveness, and (3) customer relations. Furthermore, trainees who had positive reactions to training were more likely to learn the material, and trainees with higher levels of knowledge retention were more likely to apply the material in the work environment. Implications are discussed that may aid sales firms to better evaluate training solutions provided by vendors and to develop more effective and accountable sales training efforts.     

A Cross-Sectional Examination of International Competency Standards

The evaluation of competency in the field of psychology has gained international attention in recent years. Focusing on international competencies can promote high standards of care and identify common values of the profession. However, there is little research regarding international perceptions of competency. Examining ethics codes from different countries can highlight international standards of competent practice, as ethics codes outline professional expectations of the field. The current study compared the ethics standards found in 47 codes of ethics representing 51 countries. Seventeen competency standards emerged after ethics codes were analyzed. Implications for the international practice of psychology are discussed.     

Client and therapist variability in clients' perceptions of their therapists' multicultural competencies

This study examined therapist differences in their clients' ratings of their therapists' multicultural competencies (MCCs) as well as tested whether therapists' who were rated as exhibiting more MCCs also had clients who had better therapy outcomes (N = 143 clients and 31 therapists). All clients completed at least 3 sessions. Results demonstrated that therapists accounted for less than 1% of the variance in their clients' Cross-Cultural Counseling Inventory–Revised (CCCI-R; T. D. LaFromboise, H. L. K. Coleman, & A. Hernandez, 1991) scores, suggesting that therapists did not differ in terms of how clients rated their MCCs. Therapists accounted for approximately 8.5% of the variance in therapy outcomes. For each therapist, their clients' CCCI-R scores were aggregated to provide an estimate of therapists' MCCs. Therapists' MCCs, based on aggregate CCCI-R scores, did not account for the variability in therapy outcomes that were attributed to them. Additionally, clients' race/ethnicity, therapists' race/ethnicity, or the interaction of clients'–therapists' race/ethnicity were not significantly associated with clients' perceptions of their therapists' MCCs.     

The person in political emotion

Recent social psychological theory and research on political issues has returned to once-popular concepts such as political emotion and ideology. Strikingly, however, this work tends to avoid the notion of personality and explicit reference to individual differences. For example, the numerous studies that examine correlations between political beliefs, feelings, and preferences rarely acknowledge that such associations show an ideological coherence in individuals. Instead, correlations between abstract constructs are interpreted as suggesting causal processes. Individuals, and their responses, are aggregated to generate such correlations but remain for the most part unexamined and unmentioned. I discuss 5 practices in research and reporting that make it difficult to find the person in correlational models of political emotion. I use my own research to illustrate these practices and to show how attention to macrolevel forces such as group membership, status, and structure may be integrated with attention to the individual person and meaningful aggregates.