Motives to (not) forgive deviant group members: A comparison within and between cultures

This study examines people's motives to (not) forgive group members who violate an important group norm. More specifically, we attempt to determine what is the primary focus in such a situation (the group, the offender, the relationship, or the self), and whether this depends on how important the group is and on the cultural context (more individualist or more collectivist). Our sample includes Moluccans living in Indonesia (more collectivist) and Moluccans in the Netherlands (more individualist). Participants were asked to evaluate a scenario in which a group member (close or nonclose other) violated an important group norm. We find that Indonesian Moluccans are more likely not to forgive group members who violate a group norm than Dutch Moluccans. This finding suggests that the group is more important to Indonesian Moluccans. Across the two samples, however, participants were more inclined to forgive an ingroup deviant for the benefit of this person or their relationship than for the benefit of the group. Interestingly, self‐focused concerns were more important among Indonesian Moluccans and differences between the samples in the relative importance of the different motives could not be explained by people's self‐definition (i.e., more independent or interdependent). Implications of these findings for the literature on forgiveness and on individualism–collectivism are discussed.     

A change of context can enhance performance of an aversive but not of an appetitive conditioned response

In four experiments rats received pairings of one auditory CS and mild shock in one context and of a second auditory CS and shock in a second context. When tested with one of these CSs in the context in which it had never been experienced, they consistently showed enhanced levels of suppression. In one of these experiments, suppression was measured over 15-sec intervals throughout a 90-sec long CS. A change of context resulted in an increased level of suppression at all points throughout the CS, a finding which does not encourage the belief that it was due to an increase in unconditioned suppression at the onset of the CS. Another experiment provided equally little support for an alternative account in terms of increased arousal. The results therefore suggest that a change of context can increase the level of conditioned suppression elicited by a CS paired with mild shock. Two final experiments employing the same CSs and contexts, however, found no evidence that a change of context had any effect at all on the performance of an appetitively conditioned response.     

Development and Practice of the Systems Paradigm in Argentina, Chile and Peru

The systems paradigm has been developing in the southern region of South America for more than three decades, albeit at different paces and with a variety of achievements as can be expected when describing the process of countries as diverse as Argentina, Chile and Peru. This article describes the circumstances and actions that have enabled the systemic approach to gain a legitimate place in the local psychotherapy field permeating family, marital/couple, and individual therapy. Moreover, the family/contextual perspective has attained a valued respectability in the family legal system as well as in community interventions. Overall, the community is aware of and at ease with this efficacious contextual approach. As in other parts of the world, the universities have joined the private entities in the training endeavor and the accreditation process is a complex goal with obstacles that have not yet been surmounted.     

Do Raters Agree More on Observable Items?

When providing performance ratings, it is commonly assumed that raters agree more on rating items that are behaviorally based and observable than on items that are vague and less behaviorally based. This study empirically investigated the relationships between agreement among raters, raters' perceptions regarding their difficulty in providing ratings, and expert assessments of the behavioral observability of each item. The results, based on 611 raters in two studies conducted in different locations, suggest that contrary to common expectations, rater agreement can increase as raters' reported rating difficulty increases and as behavioral observability decreases. Explanations and implications are discussed.     

The Influence of Differing the Paths to an Incentive on Third Graders’ Reading Achievement and Attitudes

The purpose of this study was to examine the impact of four incentive paths on third graders’ reading vocabulary and comprehension achievement and recreational and academic reading attitude. One hundred and twenty third-grade students were assigned to one of four incentive path treatment conditions. Data were analyzed using analysis of covariance (ANCOVA) with Fisher's least significant difference (LSD) post hoc comparisons. An effect size of .09 was calculated using a partial η² (eta squared) statistic. Findings indicated that the four incentive path treatment conditions did not differentially impact student vocabulary, comprehension, and recreational reading. A significant difference for students’ academic reading attitudes was identified across the four incentive path treatment conditions.     

The Imagination Library Program: Increasing Parental Reading Through Book Distribution

Research has established a connection between print exposure and reading skills. The authors examined the impact of book access on print exposure via a monthly book distribution program. At 10 months of implementation, 170 families enrolled in the Imagination Library Program in Syracuse, New York responded to a survey. Results indicated that length of enrollment was associated with frequency of child-directed reading and story discussion, even when controlling for child age, gender, income, parental education, race, parental nation of birth, and primary language spoken at home. Consequently, the authors conceptualize such programs as catalysts for developing early literacy skills by increasing child-directed reading.     

Close Encounters of the Initial Kind: Implicit Self-Esteem,Name-Letter Similarity,and Social Distance

This study examined the impact of implicit egotism on social distance. Sixty-one participants with high or low implicit self-esteem were assigned to conditions where they believed they would be working with someone with the same initials as their own or someone with different initials. Participants with high implicit self-esteem sat closer to a partner who shared their initials and further from a partner with different initials. Participants with low implicit self-esteem did the opposite. No differences were observed for explicit evaluations. These results extend previous studies that have shown that implicit self-esteem influences evaluations of similar and dissimilar others.     

Contextual Variation in Automatic Evaluative Bias to Racially-Ambiguous Faces

Three studies examined the implicit evaluative associations activated by racially-ambiguous Black-White faces. In the context of both Black and White faces, Study 1 revealed a graded pattern of bias against racially-ambiguous faces that was weaker than the bias to Black faces but stronger than that to White faces. Study 2 showed that significant bias was present when racially-ambiguous faces appeared in the context of only White faces, but not in the context of only Black faces. Study 3 demonstrated that context produces perceptual contrast effects on racial-prototypicality judgments. Racially-ambiguous faces were perceived as more prototypically Black in a White-only than mixed-race context, and less prototypically Black in a Black-only context. Conversely, they were seen as more prototypically White in a Black-only than mixed context, and less prototypically White in a White-only context. The studies suggest that both race-related featural properties within a face (i.e., racial ambiguity) and external contextual factors affect automatic evaluative associations.     

Cast shadows in wide perspective

We investigated the apparent spatial layout of cast shadows up to very wide fields of view. We presented up to 130 degrees wide images in which two 'flat poles' were standing on a green lawn under a cloudless blue sky on a sunny day. The poles threw sharp cast shadows on the green, of which one was fixed. The observer's task was to adjust the azimuth of the shadow of the other pole such that it fitted the scene. The source elevation was kept constant. The two cast shadows are, of course, parallel in physical space, but generically not in the picture plane because of the wide perspective. We found that observers made huge systematic errors, indicating that, generically, they fail to account for these perspective effects. The systematic deviations could be well described by a weighted linear combination of the directions in the picture plane and in the physical space, with weights that depended on the positions of, and distance between, the poles.