The case of Pinocchio: teachers’ ability to detect deception

In a study with 365 teacher students, 447 teacher trainees, and 123 teachers, the ability to detect students’ deception was tested. Participants judged the credibility of videotaped students who were accused of academic dishonesty (having cheated in a test). Half of these messages were actually true (students had not cheated on the test) and half of them were deceptive (students had cheated on the test). As expected and in line with findings on the influence of expertise on the ability to detect deception from other fields, we found that the overall accuracy rate of teachers was not higher than that of teacher trainees and teacher students. Moreover, we found no effect of teaching experience (years working as a teacher) on overall detection of deception accuracy. Interestingly, teachers were found to have a stronger truth bias and therefore had a lower accuracy in detecting deceptive messages than teacher students and teacher trainees (veracity effect). While teacher characteristics accounted for very little variance, senders’ opportunity to prepare and their gender had strong effects. Detection accuracy was higher for messages where the student had no chance to prepare before being accused of cheating. Overall, independent, or experience, participants hold inaccurate beliefs about deception.     

Personality Certainty and Politics: Increasing the Predictive Utility of Individual‐Difference Inventories

Research on political psychology has benefitted from using individual‐difference measures to predict political attitudes and behavior. And, previous research has further identified a number of specific variables that enhance the predictive utility of individual‐difference scales. However, a potentially important factor that has been overlooked is the certainty with which people make their responses. The present research establishes that the certainty with which people respond to scales is associated with stability of the scale responses over time and correspondence between the scale and related outcomes. In addition, the effects of certainty in political ideological identification in predicting politically relevant outcomes hold when controlling for a number of previously established moderators. This research suggests that measuring certainty in answers to individual‐difference scales can be a useful and efficient way to increase the predictive utility of those scales within the political domain and beyond. This benefit is demonstrated with need for cognition (Study 1), need to evaluate (Study 2), and ideological identification (Studies 2 and 3).     

Coping with disturbances

Motion systems must cope with internal and external disturbances affecting the envisioned movement program. In science responses to disturbances are used to characterize system properties. Recently, evidence has been collected that self-stability due to the mechanical response of a system can greatly contribute to safe guarding proper operation of the system and to follow up an envisioned task. Here we review research in our laboratory on the kinematic response of standing subjects to sudden pulls inflicted by a motor, and the kinetics of runners crossing a track with a bump. We find that in both cases the first responses are dominated by system compliance. Thereby damage is avoided and the tasks are secured. Preparation to the observed disturbance does not seem to have the goal to compensate quickly but to enhance the scope of the reaction and its economy.     

Olfactory learning in individually assayed Drosophila larvae

Insect and mammalian olfactory systems are strikingly similar. Therefore, Drosophila can be used as a simple model for olfaction and olfactory learning. The brain of adult Drosophila, however, is still complex. We therefore chose to work on the larva with its yet simpler but adult-like olfactory system and provide evidence for olfactory learning in individually assayed Drosophila larvae. We developed a differential conditioning paradigm in which odorants are paired with positive (“+” fructose) or negative (“-” quinine or sodium chloride) gustatory reinforcers. Test performance of individuals from two treatment conditions is compared—one received odorant A with the positive reinforcer and odorant B with a negative reinforcer (A+/B-); animals from the other treatment condition were trained reciprocally (A-/B+). During test, differences in choice between A and B of individuals having undergone either A+/B- or A-/B+ training therefore indicate associative learning. We provide such evidence for both combinations of reinforcers; this was replicable across repetitions, laboratories, and experimenters. We further show that breaks improve performance, in accord with basic principles of associative learning. The present individual assay will facilitate electrophysiological studies, which necessarily use individuals. As such approaches are established for the larval neuromuscular synapse, but not in adults, an individual larval learning paradigm will serve to link behavioral levels of analysis to synaptic physiology.     

Directionality of affective priming: effects of trait anxiety and activation level

Among the most influential models of automatic affective processing is the spreading activation account (Fazio, Sanbonmatsu, Powell, & Kardes, 1986). However, investigations of this model by different research groups using the pronunciation task in an affective priming paradigm yielded contradictory results. Whereas one research group reported congruency effects, another obtained reversed priming effects (contrast effects), and still another found null effects. In Experiment 1, we were able to show an influence of trait anxiety on the direction of the affective priming effect. By using a multiple priming paradigm in Experiment 2, we were able to link the occurrence of reversed priming effects to increased levels of activation of affective representations. We propose that this relation might underlie the influence of trait anxiety on the direction of affective priming effects. Both experiments indicate that automatic evaluation in an affective network is substantially moderated by personality traits and activation level.     

Darstellen und Rekonstruieren: Eine Hermeneutische Erwiderung auf Ian Hacking

Representing and Reconstructing: A Hermeneutical Reply to Ian Hacking. Hacking published in 1983 Representing and Intervening which has provoked, particularly in the US, the so called realism/anti-realism debate which is still alive today. He lays claim to anti-realism for theory and to realism for the experiment. Following him, only that which can be used for manipulating something (e.g., the path of an electon) is realistic. H. Putnam is a severe critic of this dualism. In my paper I am going to take the Hacking-Putnam controversy as a starting-point for the problem about the determination of the relation between theory and experiment in the natural sciences. I shall then follow M. Schlick's discussion of this problem and the current solution to the problem as offered by H. Pietschmann. The differing interpretation of Kant according to the three perspectives shall be the guideline for the argumentation. The goal of my argumentation is that theory and experiment do not live their own lives, that in experimenting one always continues traditional chains of action, and that natural science cannot be regarded independently of the life world it takes place in. This insight into the representing and reconstructing overturns in natural science, due to the necessity of human decisions, opens up their hermeneutical dimension. This revised version was published online in August 2006 with corrections to the Cover Date.