“Soft” Versus “Hard” Psychological Science: Biased Evaluations of Scientific Evidence That Threatens or Supports a Strongly Held Political Identity

Perceptions of the quality of two kinds of psychological methods—brain magnetic resonance imaging (MRI) and cognitive testing—were assessed in response to a scenario in which an expert's opinion rendered a politician incompetent to continue in his elected position. Participants evaluated the quality of MRI evidence more favorably than cognitive testing evidence, an effect that was particularly pronounced among participants motivated to disbelieve the evidence (strong partisans of the same party as the politician). This study is among the first to underscore the potential real-world implications of layperson's perceptions of psychological methods and to highlight that evaluations of “softer” methods may be more malleable than the “harder” ones.     

In Defence of Pure Pluralism: Two Readings of Walzer's Spheres of Justice

In this article I will argue that there are two theories of distributive justice hidden in Walzer's Spheres of Justice . The first one emphasises the separation of distributive spheres. It tries to formulate distributive criteria by sticking faithfully to sphere-specificity. I shall refer to this theory as 'pure pluralism'. The second theory downplays the separation of spheres and emphasises 'across spheres' or 'between spheres' criteria instead. I shall call this theory 'mitigated pluralism'. Mitigated pluralism has become popular among Walzer's friendly critics who apparently do not want to charge him with a distributive theory as clear and rigid as pure pluralism. Although I consider myself another friendly critic, I shall argue in favour of pure pluralism.     

Time Use, Time Pressure and Gendered Behavior in Early and Late Adolescence

Using a stratified sample of Canadian adolescents residing in Ontario (n = 2,154) time use patterns and perceptions of time pressure are explored to determine gender differences among younger (12–14 years) and older adolescents (15–19 years). For both age groups, girls report a higher total workload of schoolwork, domestic activities and paid employment and spend more time on personal care while boys have more free time, especially during early adolescence. Feelings of time pressure for teens increase with age and are significantly higher for girls in both age categories. Gender differences are less pronounced on school days when time is fairly structured, but become more consistent with traditional gender schema on the weekend when time use is more discretionary.     

Adolescents' participation in organized activities and developmental success 2 and 8 years after high school: do sponsorship, duration, and intensity matter?

Using data from the National Education Longitudinal Study, the authors examined relations between educational, civic, and occupational success in young adulthood and the duration and intensity of participation in organized activities during high school. They also examined these relations as a function of sponsorship (i.e., school- vs. community-sponsored organized activities). They found that youths who participated in organized activities for 2 years demonstrated more favorable educational and civic outcomes in young adulthood than those who participated for 1 year. More intensive participation was also associated with greater educational, civic, and occupational success in young adulthood--particularly among youths who participated in activities for 2 years. Educational attainment often mediated the relations between temporal measures of participation and young adult civic and occupational outcomes. With the exception of analyses examining occupational success, findings varied little as a function of sponsorship. Of note, analyses revealed that both temporal measures of participation were positively associated with young adult outcomes as many as 8 years after high school.     

Different responses in two strains of chickens (<Emphasis Type="Italic">Gallus gallus</Emphasis>) in a magnetic orientation test

Previous studies demonstrated that layer strain domestic chicks bred for egg production can orient using directional cues from the magnetic field; here we report that chicks from a broiler strain bred for meat production do not use magnetic cues for orientation. We imprinted both strains of chicken on a red ball and subsequently trained them in a featureless testing arena. Between rewarded trials in the geomagnetic field, we inserted unrewarded tests under the following conditions: (1) in the geomagnetic field, (2) in a magnetic field with North shifted by 90 degrees and (3) in a magnetic field with the inclination inverted. The layer chicks made a correct axial response in 75-80% of the tests, shifting their choices following a rotation of magnetic North. Chicks of the broiler strain, in contrast, performed at chance level with between 47 and 60% of choices on the correct axis. This difference between the strains does not appear to be due to substantial strain differences in motivation to perform the task. It therefore appears possible that the selection of the broiler strain has led to the elimination of the specific ability to respond to magnetic cues in the test situation.     

THE EFFECTS OF RESPONSE CARDS ON STUDENT AND TEACHER BEHAVIOR DURING VOCABULARY INSTRUCTION

The use of response cards during whole‐class English vocabulary instruction was evaluated. Five low‐participating students were observed during hand‐raising conditions and response‐card conditions to observe the effects of response cards on student responding and test scores and teacher questions and feedback. Responding and test scores were higher for all targeted students in the response‐card condition. The teacher asked a similar number of questions in both conditions; however, she provided more feedback in the response‐card condition.     

Children's emotions and memory for affective narrative content

The present study was an investigation of effects of emotional states on children's learning and memory for a short narrative. Happy, sad, or neutral moods were induced in 72 second-grade boys and girls by a standard affect induction procedure. This mood induction was accomplished either before or after they heard a story in which two protagonists encountered a variety of experiences having an affective character. For half of the subjects, the initial story event had a positive affective valence, and for half it was negative. Children's memory for events in the narrative was assessed immediately afterward, using measures offo free recall, cued recall, and recognition. Children recalled more affective content than neutral content, and boys recalled more than girls. Valence of the initial story item and sex of subject influenced the relationship between mood state and memory for story events. Under some conditions, positive moods reduced recognition accuracy for positive material. The findings suggest that simple patterns of mood-influenced memory found in previous studies are modified by factors such as characteristics of the learner and the organization of the material to be learned. The relationship between mood and memory thus appears to be more complex than previously recognized.This experiment was supported in part by a grant from the National Science Foundation (BNS-8308147) to John C. Masters. The authors wish to thank Bill Harris, Suzanne Chabaud, and Saneya Hassan for assistance in data collection and coding.     

Extensions of Rasch's multiplicative poisson model

Consideration will be given to a model developed by Rasch that assumes scores observed on some types of attainment tests can be regarded as realizations of a Poisson process. The parameter of the Poisson distribution is assumed to be a product of two other parameters, one pertaining to the ability of the subject and a second pertaining to the difficulty of the test. Rasch's model is expanded by assuming a prior distribution, with fixed but unknown parameters, for the subject parameters. The test parameters are considered fixed. Secondly, it will be shown how additional between- and within-subjects factors can be incorporated. Methods for testing the fit and estimating the parameters of the model will be discussed, and illustrated by empirical examples.