Social comparison processes in the experience of personal relative deprivation

Drawing on social comparison and equity theories, we investigated the role that perceived similarity of a comparison target plays in how resentful people feel about their relative financial status. In Study 1, participants tended to choose a comparison target who was better off, and they selected a target they perceived to be more similar than dissimilar along dimensions that surrounded their financial outcomes. In Study 1, perceived relative disadvantage was positively associated with resentment regardless of the perceived similarity of the comparison target. The results of Studies 2 to 5b clarified these findings by showing that being both similar and dissimilar to a target can cause resentment depending on the context. Using hypothetical and real social comparisons, we found that people are more dissatisfied with their financial outcomes when their comparative targets have the same background qualifications (i.e., are similar) but are financially better off (Studies 2, 3b, 4, and 5b). However, we also found that when the comparative financial contexts were similar (i.e., equal affluence), participants were more dissatisfied when their target for comparison had lower qualifications (i.e., was dissimilar; Studies 2, 3a, 4, and 5a). In all cases, perceptions of unfairness mediated the effects of social comparison on financial dissatisfaction. Taken together, these studies address some of the ambiguities around what it means to be similar to a target in the context of social comparisons of affluence, and they underscore the importance of perceived unfairness in the link between social comparison and resentment with one's financial status.     

Writing,Reading, and Listening Differentially Overload Working Memory Performance Across the Serial Position Curve

Previous research has assumed that writing is a cognitively complex task, but has not determined if writing overloads Working Memory more than reading and listening. To investigate this, participants completed three recall tasks. These were reading lists of words before recalling them, hearing lists of words before recalling them, and hearing lists of words and writing them as they heard them, then recalling them. The experiment involved serial recall of lists of 6 words. The hypothesis that fewer words would be recalled overall when writing was supported. Post-hoc analysis revealed the same pattern of results at individual serial positions (1 to 3). However, there was no difference between the three conditions at serial position 4, or between listening and writing at positions 5 and 6 which were both greater than recall in the reading condition. This suggests writing overloads working memory more than reading and listening, particularly in the early serial positions. The results show that writing interferes with working memory processes and so is not recommended when the goal is to immediately recall information.     

The Immersion Experience: Lessons from Study Abroad in Religion

This paper discusses strategies I employed during seven years of teaching within a study abroad program focusing on religion. This year‐long program traveled to four Asian countries and included immersion experiences in monasteries, ashrams, and other religious institutions. I identify four principles and discuss accompanying exercises that guided my teaching: (1) Accept and observe anxiety. Inability to understand is a sign that direct and deep contact is taking place. (2) Educate about education. Help students to see the aims, assumptions, and context of the teaching strategies religious practitioners employ. (3) Make it practical. Devise exercises that students can do and do well and that do not demand synthetic, systematic comprehension even as a goal. (4) Stop making sense. Build pauses and breaks into the train of reflection on the meaning of experience. These spaces give room for the shifts in the ways of learning that study abroad demands. This essay is published alongside of six other essays, including a response from John Barbour, comprising a special section of the journal (see Teaching Theology and Religion 18:1, January 2015).     

My Mentor,My Self: Antecedents and Outcomes of Perceived Similarity in Mentoring Relationships

This study examines the antecedents and outcomes of perceived similarity in mentoring relationships in a sample of 82 matched mentor-protégé dyads. Polynomial regression analyses were used to examine the association between actual and perceived similarity. Protégés were more likely to see themselves as similar to their mentors when they and their mentors shared either higher or lower levels of attachment security. However, sharing similar levels of relational self-construal was unrelated to protégés perceptions of similarity with their mentors. Path analyses revealed that protégés reported more organizational and professional commitment when they saw themselves as similar to their mentors, and that these associations were mediated by protégés’ reports of their mentors providing role modeling functions. These findings suggest that the effects of actual mentor-protégé similarity on perceptions of similarity may depend on the shared attribute, and provide further evidence of the importance of perceived similarity to not only mentoring relationships, but also to organizations.     

Challenges in Developing a Cultural Evidence‐Based Psychotherapy in the USA: Suggestions for International Studies

In this article, we underscore some of the cultural challenges and limitations of the evidence‐based psychotherapy (EBP) utilised within the USA with the hope that these problems will be avoided or ameliorated in Australia and other countries. Although the EBP research is very diverse and complex, we categorise this fast‐growing literature using a threefold classification system that underscores culture. This classification system is proposed to examine the influence of culture on EBPs. The three categories used are (a) universal evidence‐based psychotherapies or universal psychotherapies, (b) race and ethnic minority evidence‐based psychotherapies or racial/ethnic psychotherapies, and (c) cultural evidence‐based psychotherapies or cultural psychotherapies. After each category is described, its benefits and limitations are discussed, emphasising implications for culturally diverse and international studies. We conclude with suggestions to promote the advancement of a more effective and inclusive cultural EBP in which researchers from different countries can collaborate and learn from each other.     

Defining greed

Although greed is both hailed as the motor of economic growth and blamed as the cause of economic crises, very little is known about its psychological underpinnings. Five studies explored lay conceptualizations of greed among US and Dutch participants using a prototype analysis. Study 1 identified features related to greed. Study 2 determined the importance of these features; the most important features were classified as central (e.g., self‐interested, never satisfied), whereas less important features were classified as peripheral (e.g., ambition, addiction). Subsequently, we found that, compared to peripheral features, participants recalled central features better (Study 3), faster (Study 4), and these central features were more present in real‐life episodes of greed (Study 5). These findings provide a better understanding of the elements that make up the experience of greed and provide insights into how greed can be manipulated and measured in future research.     

Short- and long-term implicit memory in aging and Alzheimer's disease

Implicit memory processes were investigated via picture naming in healthy young and older adults and in persons with mild Alzheimer's disease (AD). Repetition priming in picture-naming was intact in all groups over the course of a short retention interval (seconds), and only the AD group revealed a deficit over a longer interval (72 hours). In addition, the AD group showed impaired procedural memory, with no benefit of practice on picture-naming. Impaired long-term priming was related to severity of AD. Both theoretical and methodological implications are discussed.     

Does incongruence of lexicosemantic and prosodic information cause discernible cognitive conflict?

We are often required to interpret discordant emotional signals. Whereas equivalent cognitive paradigms cause noticeable conflict via their behavioral and psychophysiological effects, the same may not necessarily be true for discordant emotions. Skin conductance responses (SCRs) and heart rates (HRs) were measured during a classic Stroop task and one in which the emotions conveyed by lexicosemantic content and prosody were congruent or incongruent. The participants’ task was to identify the emotion conveyed by lexicosemantic content or prosody. No relationship was observed between HR and congruence. SCR was higher during incongruent than during congruent conditions of the experimental task (as well as in the classic Stroop task), but no difference in SCR was observed in a comparison between congruence effects during lexicosemantic emotion identification and those during prosodic emotion identification. It is concluded that incongruence between lexicosemantic and prosodic emotion does cause notable cognitive conflict. Functional neuroanatomic implications are discussed.