Are you looking at me? Eye gaze and person perception

Previous research has highlighted the pivotal role played by gaze detection and interpretation in the development of social cognition. Extending work of this kind, the present research investigated the effects of eye gaze on basic aspects of the person–perception process, namely, person construal and the extraction of category–related knowledge from semantic memory. It was anticipated that gaze direction would moderate the efficiency of the mental operations through which these social–cognitive products are generated. Specifically, eye gaze was expected to influence both the speed with which targets could be categorized as men and women and the rate at which associated stereotypic material could be accessed from semantic memory. The results of two experiments supported these predictions: Targets with nondeviated (i.e., direct) eye gaze elicited facilitated categorical responses. The implications of these findings for recent treatments of person perception are considered.     

A computerized test of speed of language comprehension unconfounded by literacy

A computerized version of the Silly Sentences task developed for use with children is found to be equivalent to the pencil‐and‐paper version from the SCOLP test with UK undergraduates, and is usable by a sample of young UK children. Because the sentences are presented aloud instead of being written, the computerized test is not affected by literacy skills. Translated into Kiswahili, the task was used in Tanzanian schools, despite the absence of an electricity supply and a very different cultural background. The decision latencies had a test–retest reliability of 0.69 over 5 months, and were independent of age and baseline decision speed. The task appears appropriate for longitudinal studies, including those in developing countries. Given its simplicity and the correlations with the original SCOLP version of the task, it may also be useful in studies on literate adults. Copyright © 2001 John Wiley & Sons, Ltd.     

Skull size and intelligence, and King Robert Bruce's IQ

An estimate of someone's IQ is a potentially informative personal datum. This study examines the association between external skull measurements and IQ scores, and uses the resulting regression equation to provide an estimate of the IQ of King Robert I of Scotland (Robert Bruce, 1274–1329). Participants were 48 relatively healthy Caucasian men (age 71–76 years) resident in Scotland. Using magnetic resonance imaging data, intracranial volume estimated from external skull length and width correlated greater than .5 (p < .001) with measured intracranial area, which correlates very highly with brain volume. IQ scores estimated from the National Adult Reading Test (NART) correlated .56 (p < .001) with measured intracranial area, and .49 (p < .01) with estimated intracranial volume based on external skull width and length. The partial correlation coefficient of this latter association was .25 (p = .09) after adjustment for measured intracranial area. Thus, actual intracranial area accounts for about 74% of the variance shared by NART and estimated intracranial volume. A cast of the skull of Robert Bruce was measured and its intracranial volume estimated. A regression equation between IQ and estimated intracranial volume, based on data from the 48 subjects, estimated the IQ of Robert Bruce at about 128 (95% confidence interval 106 to  130), i.e. almost two standard deviations above the mean. NART scores show a ceiling effect, so this estimated IQ might be an underestimate. Robert Bruce's estimated high IQ is congruent with his military, political and other intellectual achievements.     

Children's perceptions and experiences of care giving: A focus group study

The stress of care giving for spouses and adult children has been extensively documented in the empirical literature. More recently attention has been paid to children's involvement in family care giving. Qualitative studies in the social welfare field have highlighted the social restrictions caring places upon children. There remains a need, however, to understand what children are thinking and feeling in an effort to cope with their care-giving demands. This study used a focus group methodology and individual interviews to explore the experiences of 17 young carers aged between 10 and 16. Thematic analysis was employed to identify themes relating to the nature of stressors, their appraisal of them, and the coping strategies they use to manage the task of caring.     

An evaluation and comparison of claims made in behavioural investigative advice reports compiled by the National Policing Improvements Agency in the United Kingdom

This study examined the content of a contemporary sample of behavioural investigative advice reports produced by the National Policing Improvements Agency (NPIA), formally known as the National Centre for Policing Excellence, and compared this sample with previous offender‐profiling samples reported by Alison, Smith, Eastman, and Rainbow in 2003. Forty‐seven reports written in 2005 were content analysed. The reports contained 805 claims, although 96% of the claims contained grounds for their claim, only 34% had any formal support or backing. In terms of confirmability, 70% of the claims were verifiable. However, only 43% were falsifiable, in that they could be objectively measured post‐conviction. Analysis also showed that there were differences when comparing the different types of claims made (i.e. behavioural, temporal) and the different types of reports compiled by the NPIA (i.e. behavioural assessment report, linking report, etc.) Comparisons show that there is a very large positive difference between the contemporary behavioural investigative advice sample and previous non‐NPIA expert advice in terms of the substantiveness of their arguments. Contemporary NPIA behavioural investigative advice has clearer boundaries around the claims made and presents material in a more coherent and evidence‐based format than previous expert advice. Copyright © 2007 John Wiley & Sons, Ltd.     

ANGRY AND AFRAID: WOMEN'S APPRAISAL OF SEXUAL HARASSMENT DURING LITIGATION

The purpose of this study was to examine primary appraisal of sexual harassment, that is, a victim's cognitive evaluation of the harassment and the factors that influence this appraisal. The perspectives of 72 female plaintiffs were investigated by measuring their primary appraisal of the event, examining the structure of this appraisal, and assessing the influence of stimulus and individual factors on appraisal. Cluster analysis revealed four distinct emotion clusters: demoralization, anxious arousal, fear, and self-blame. Significant correlations suggest that these four appraisal clusters are differentially related to certain stimulus (e.g., intensity) and individual (e.g., self-esteem, previous victimization, feminist attitudes, and attributions) factors. Theoretical and practical implications for the role of primary appraisal are discussed.     

Teacher,parent and student perceptions of the motives of cyberbullies

Understanding the motivation of students who cyberbully is important for both prevention and intervention efforts for this insidious form of bullying. This qualitative exploratory study used focus groups to examine the views of teachers, parents and students as to the motivation of students who cyberbully and who bully in other traditional forms. In addition, these groups were asked to explain their understanding of what defines bullying and cyberbullying. The results suggested that not only were there differences in definitions of cyberbullying and bullying between the three groups, but also that there were differences in perceptions of what motivates some youth to cyberbully. The implications of these results are discussed for both prevention and intervention strategies.