A LABORATORY ANALOGUE FOR THE STUDY OF PEER SEXUAL HARASSMENT

The purpose of this study was to develop a laboratory analogue for the study of peer sexual harassment, and to examine person and situational factors associated with male on female peer sexual harassment. One hundred twenty-two male participants were given the opportunity to tell jokes to a female confederate from a joke list that included sexually offensive jokes, as well as other types of jokes. Participants were exposed to either a sexist laboratory environment or a neutral laboratory environment during the study. Eighty percent of participants told at least one sexually offensive joke to a female confederate. Higher scores on a measure of adversarial sexual beliefs were associated with telling a greater number of sexually offensive jokes. The results suggest that the joke-telling analogue may be a useful means for laboratory explorations of person and situational factors associated with peer sexual harassment.     

Social influence modulates the neural computation of value

Social influence--individuals' tendency to conform to the beliefs and attitudes of others--has interested psychologists for decades. However, it has traditionally been difficult to distinguish true modification of attitudes from mere public compliance with social norms; this study addressed this challenge using functional neuroimaging. Participants rated the attractiveness of faces and subsequently learned how their peers ostensibly rated each face. Participants were then scanned using functional MRI while they rated each face a second time. The second ratings were influenced by social norms: Participants changed their ratings to conform to those of their peers. This social influence was accompanied by modulated engagement of two brain regions associated with coding subjective value--the nucleus accumbens and orbitofrontal cortex--a finding suggesting that exposure to social norms affected participants' neural representations of value assigned to stimuli. These findings document the utility of neuroimaging to demonstrate the private acceptance of social norms.     

Everyday antiracism in interpersonal contexts: Constraining and facilitating factors for ‘speaking up’ against racism

Everyday conversations among non‐Indigenous Australians are a significant site in which racism towards Indigenous Australians is reproduced and maintained. This study explores the possibilities of everyday antiracism by asking how people negotiate racist discourses in interpersonal contexts. Twelve first year psychology students (10 female, 2 male, aged 18–50) who had completed a compulsory Indigenous studies course were recruited as participants. Semi‐structured interviews were thematically analysed for the constraints and facilitators for responding to racism in everyday contexts. As constraints against speaking up, participants offered ‘social expectations to fit in’, ‘fear of provoking aggression and conflict’, assessments of ‘the type of relationship’, whether they ‘could make a difference’ and the ‘type of racism’. As a facilitator for speaking up, participants reported they were confident in challenging erroneous statements when they felt well informed and authoritative about the facts. The research suggests that everyday antiracism requires a preparedness to deal with possible discomfort and ‘bad feeling’ which participants reported avoiding. The paper concludes with suggestions for stimulating critical thinking and intergroup dialogue in relation to everyday antiracism. Copyright © 2011 John Wiley & Sons, Ltd.     

In the Eye of the Beholder: Knowledge that a Man is Gay Promotes American College Students’ Attributions of Cross-Gender Characteristics

In this study, we examine whether an actual (rather than hypothetical) man being labeled “gay” either by himself or by another influences American (US) undergraduates’ attributions of the man’s masculinity, femininity, and likeability, replicating (with refinements) a similar study from the 1970s. One hundred ninety-two male and 591 female undergraduates, almost exclusively white, in Kentucky observed two gender-typical white men (one very masculine and the other of average masculinity, both low in femininity, both gay) play a word game on videotape; prior to playing, each man labeled either himself or the other man as either gay or adopted. Male participants rated the men as less masculine and more feminine than female participants, but the label used did not differentially influence male and female participants. Both male and female participants rated each man less masculine and more feminine when labeled gay than when the other man was labeled gay, and rated the more masculine man less masculine and more feminine when labeled gay than when labeled adopted. Whether either man was labeled by himself or by the other man, or whether either man was a labeler or in the presence of a self-labeler, had no effect on participants’ ratings of the men’s masculinity or femininity. Both men were rated as likeable across all conditions. While the stereotype of gay men as more feminine and less masculine than other men appears robust since the 1970 study, the dislike of gay men appears to have abated.     

Do materialism,intrinsic aspirations,and meaning in life predict students’ meanings of education?

Though there is a deep literature on factors that predict college attendance and on the effects of college attendance on students’ development, there has been little research on what education actually means to students themselves. This study was conducted to examine whether materialism, intrinsic aspirations, and the search for meaning in life predicted a set of ten meanings that students are known to associate with their education. Multiple regression analyses indicated that students who were high on materialism viewed their education as an opportunity to gain independence, a chance to establish relationships, and a source of stress. Individuals high on intrinsic aspirations were more likely to see education as a time for career preparation, gaining independence, exploring future life directions, learning, engaging in personal growth, establishing social relationships, and learning skills to make a difference in the world, but they were less likely to view education as an escape from future responsibilities. As expected, the findings also revealed that individuals who sought meaning in life viewed education as a way to gain independence, explore life directions, engage in personal growth, establish relationships, learn skills that will help change the world, and escape future responsibilities.     

Friend or foe? The role of latent inhibition in predator and non-predator labelling by coral reef fishes

In communities of high biodiversity, the ability to distinguish predators from non-predators is crucial for prey success. Learning often plays a vital role in the ability to distinguish species that are threatening from those that are not. Many prey animals learn to recognise predators based on a single conditioning event whereby they are exposed to the unknown predator at the same time as alarm cues released from injured conspecifics. The remarkable efficiency of such learning means that recognition mistakes may occur if prey inadvertently learn that a species is a predator when it is not. Latent inhibition is a means by which prey that are pre-exposed to an unknown species in the absence of negative reinforcement can learn that the unknown animal is likely not a threat. Learning through latent inhibition should be conservative because mistakenly identifying predators as non-predators can have fatal consequences. In this study, we demonstrated that a common coral reef fish, lemon damselfish, Pomacentrus moluccensis can learn to recognise a predator as non-threatening through latent inhibition. Furthermore, we showed that we could override the latent inhibition effect by conditioning the prey to recognise the predator numerous times. Our results highlight the ability of prey fish to continually update the information regarding the threat posed by other fishes in their vicinity.     

More men run relatively fast in U.S. road races, 1981-2006: a stable sex difference in non-elite runners

Recent studies indicate that more men than women run fast relative to sex- specific world records and that this sex difference has been historically stable in elite U.S. runners. These findings have been hypothesized to reflect an evolved male predisposition for enduring competitiveness in "show-off" domains. The current study tests this hypothesis in non-elite runners by analyzing 342 road races that occurred from 1981-2006, most in or near Buffalo, NY. Both absolutely and as a percentage of same-sex finishers, more men ran relatively fast in most races. During the 1980s, as female participation surged, the difference in the absolute number of relatively fast men and women decreased. However, this difference was stable for races that occurred after 1993. Since then, in any given race, about three to four times as many men as women ran relatively fast. The stable sex difference in relative performance shown here for non-elites constitutes new support for the hypothesis of an evolved male predisposition for enduring competitiveness.     

Discriminating between the effects of valence and salience in the Implicit Association Test

The Implicit Association Test (IAT) is the most widely used indirect measure of attitudes in social psychology. It has been suggested that artefacts such as salience asymmetries and familiarity can influence performance on the IAT. Chang and Mitchell (2009) proposed that the ease with which IAT stimuli are classified (classification fluency) is the common mechanism underlying both of these factors. In the current study, we investigated the effect of classification fluency on the IAT and trialled a measure-the split IAT-for dissociating between the effects of valence and salience in the IAT. Across six experiments, we examined the relationship between target classification fluency and salience asymmetries in the IAT. In the standard IAT, the more fluently classified target category was, all else being equal, compatible with pleasant attributes over unpleasant attributes. Furthermore, the more fluently classified target category was more easily classified with the more salient attribute category in the split IAT, independent of evaluative associations. This suggests that the more fluently classified category is also the more salient target category.