Which Societies Provide a Strong Religious Socialization Context? Explanations Beyond the Effects of National Religiosity

Religious socialization occurs within the immediate family as well as in the broader social context. Previous research has shown that parents’ religiosity matters less for the transmission of religious beliefs in devout than in secular nations, implying smaller costs of religious socialization. In this article we test which other societal factors affect the transmission of religious beliefs: anti‐religious policies in formerly socialist countries, economic development, and income inequality. Our results indicate that societies with high levels of income inequality seem to provide the most favorable context for religious socialization. Individuals develop strong religious beliefs even if they only received little religious socialization within the family. Formerly socialist nations increased socialization costs through the overall suppression of religious practice. Economic development has no impact on socialization effects, suggesting that inequality is a more important driver of religious change than previously thought.     

Between-list lag effects in recall depend on retention interval

Although the benefits of spaced retrieval for long-term retention are well established, the majority of this work has involved spacing over relatively short intervals (on the order of seconds or minutes). In the present experiments, we evaluated the effectiveness of spaced retrieval across relatively short intervals (within a single session), as compared to longer intervals (between sessions spaced a day apart), for long-term retention (i.e., one day or one week). Across a series of seven experiments, participants (N = 536) learned paired associates to a criterion of 70 % accuracy and then received one test–feedback trial for each item. The test–feedback trial occurred within 10 min of reaching criterion (short lag) or one day later (long lag). Then, a final test occurred one day (Exps. 1–3) or one week (Exps. 4 and 5) after the test–feedback trial. Across the different materials and methods in Experiments 1–3, we found little benefit for the long-lag relative to the short-lag schedule in final recall performance—that is, no lag effect—but large effects on the retention of information from the test–feedback to the final test phase. The results from the experiments with the one-week retention interval (Exps. 4 and 5) indicated a benefit of the long-lag schedule on final recall performance (a lag effect), as well as on retention. This research shows that even when the benefits of lag are eliminated at a (relatively long) one-day retention interval, the lag effect reemerges after a one-week retention interval. The results are interpreted within an extension of the bifurcation model to the spacing effect.     

Practice with anxiety improves performance,but only when anxious: evidence for the specificity of practice hypothesis

We investigated for the first time whether the principles of specificity could be extended to the psychological construct of anxiety and whether any benefits of practicing with anxiety are dependent on the amount of exposure and timing of that exposure in relation to where in learning the exposure occurs. In Experiment 1, novices practiced a discrete golf-putting task in one of four groups: all practice trials under anxiety (anxiety), non-anxiety (control), or a combination of these two (i.e., the first half of practice under anxiety before changing to non-anxiety conditions, anxiety-control, or the reverse of this, control-anxiety). Following acquisition, all groups were transferred to an anxiety condition. Results revealed a significant acquisition-to-transfer decrement in performance between acquisition and transfer for the control group only. In Experiment 2, novices practiced a complex rock climbing task in one of the four groups detailed above, before being transferred to both a high-anxiety condition and a low-anxiety condition (the ordering of these was counterbalanced across participants). Performance in anxiety transfer was greater following practice with anxiety compared to practice without anxiety. However, these benefits were influenced by the timing of anxiety exposure since performance was greatest when exposure to anxiety occurred in the latter half of acquisition. In the low-anxiety transfer test, performance was lowest for those who had practiced with anxiety only, thus providing support for the specificity of practice hypothesis. Results demonstrate that the specificity of learning principle can be extended to include the psychological construct of anxiety. Furthermore, the specificity advantage appears dependent on its timing in the learning process.     

Ownership Status and the Representation of Assets of Uncertain Value: The Balloon Endowment Risk Task (BERT)

Owners tend to overvalue possessions relative to non‐owners: a phenomenon known as the endowment effect. In three experiments, using markets for goods of uncertain value, we investigated whether this can be partly attributed to misperceiving an asset's profitability or to uncertainty about a good's utility. To test our hypotheses, we devised the Balloon Endowment Risk Task, in which participants can sell or buy their right to participate in the Balloon Analogue Risk Task. Once purchased/retained, a virtual balloon is pumped to accrue money, which is lost if the balloon bursts. Participants first learn about the risky asset (balloon) by observing others playing the Balloon Analogue Risk Task before they enter the market. In Experiment 1, we replicated the endowment effect; yet, owners and non‐owners predicted pumping the same number of times and subsequently did so when given that opportunity. In Experiments 2 and 3, the level of uncertainty about the balloon's profitability was manipulated by modifying the number of bursts that participants viewed in the initial learning stage. When more diagnostic information was provided, making the average burst point easier to estimate and reducing value uncertainty and increasing confidence in valuation, the endowment effect diminished although mean estimates of the average burst point did not differ between owners and non‐owners. Thus, endowment effects were partly attributable to value uncertainty but could not be explained by owners and non‐owners having divergent perceptions of the asset's payoff distribution. Copyright © 2014 John Wiley & Sons, Ltd.     

The role of the degree of acquaintance with teachers on students’ interpersonal perceptions of their teacher

Some researchers suggest that the way a teacher is perceived during the first encounter with a classroom group resembles, and therefore is predictive of, later classroom processes as perceived by students. This study investigated the degree to which interpersonal ratings (i.e., control and affiliation), given by secondary school students to teachers unknown to them, are comparable to ratings given by students who are well acquainted with that teacher, by means of a quasi-experimental design. Ratings concerning a teacher students had not met before, based on a 5 min video vignette, were compared to ratings given by students who had been taught by the same teacher for at least a year (N $\,{=}\,$ 489). Students at no acquaintance perceived a teacher’s interpersonal traits in a similar way as students who were familiar with that teacher. It is concluded that students’ early interpersonal perceptions of a teacher largely resemble perceptions formed by students that know this teacher well.     

Does coaching work? A meta-analysis on the effects of coaching on individual level outcomes in an organizational context

Whereas coaching is very popular as a management tool, research on coaching effectiveness is lagging behind. Moreover, the studies on coaching that are currently available have focused on a large variety of processes and outcome measures and generally lack a firm theoretical foundation. With the meta-analysis presented in this article, we aim to shed light on the effectiveness of coaching within an organizational context. We address the question whether coaching has an effect on five both theoretically and practically relevant individual-level outcome categories: performance/skills, well-being, coping, work attitudes, and goal-directed self-regulation. The results show that coaching has significant positive effects on all outcomes with effect sizes ranging from g = 0.43 (coping) to g = 0.74 (goal-directed self-regulation). These findings indicate that coaching is, overall, an effective intervention in organizations.     

Properties of hypothesis testing techniques and (Bayesian) model selection for exploration‐based and theory‐based (order‐restricted) hypotheses

In this paper, the performance of six types of techniques for comparisons of means is examined. These six emerge from the distinction between the method employed (hypothesis testing, model selection using information criteria, or Bayesian model selection) and the set of hypotheses that is investigated (a classical, exploration‐based set of hypotheses containing equality constraints on the means, or a theory‐based limited set of hypotheses with equality and/or order restrictions). A simulation study is conducted to examine the performance of these techniques. We demonstrate that, if one has specific, a priori specified hypotheses, confirmation (i.e., investigating theory‐based hypotheses) has advantages over exploration (i.e., examining all possible equality‐constrained hypotheses). Furthermore, examining reasonable order‐restricted hypotheses has more power to detect the true effect/non‐null hypothesis than evaluating only equality restrictions. Additionally, when investigating more than one theory‐based hypothesis, model selection is preferred over hypothesis testing. Because of the first two results, we further examine the techniques that are able to evaluate order restrictions in a confirmatory fashion by examining their performance when the homogeneity of variance assumption is violated. Results show that the techniques are robust to heterogeneity when the sample sizes are equal. When the sample sizes are unequal, the performance is affected by heterogeneity. The size and direction of the deviations from the baseline, where there is no heterogeneity, depend on the effect size (of the means) and on the trend in the group variances with respect to the ordering of the group sizes. Importantly, the deviations are less pronounced when the group variances and sizes exhibit the same trend (e.g., are both increasing with group number).     

A matter of font type: The effect of serifs on the evaluation of scientific abstracts

Text‐based communication is one of the substantial ways of spreading scientific information. While the content and contextual aspects of written words have been widely researched, the impact of font characteristics on text perception is an almost blank page. The following study deals with the influence of serifs on the evaluation of online‐presented scientific abstracts. Yet there is only evidence for faster reading times when texts are presented in sans‐serif fonts, although the opposite is stated in parts of the literature. The present work examines if the presence or absence of serifs also have an impact on the appraisal of scientific texts when all other important font characteristics do not change. For this purpose, 188 university students participated in an online experiment and rated different aspects of scientific abstracts as well as of the research outlined in the abstracts. The results show that missing serifs led to increased reading speed. However, and in contrast to the perceptual fluency hypothesis, the presence of serifs had a positive effect on all evaluation dimensions. The results of a second study with 187 participants also indicated that reading fluency counteracted the liking of texts. Implications for future studies and media production are discussed.     

Affirmation and Care: A Feminist Account of Bullying and Bullying Prevention

Despite the amount of attention that activists, educators, psychologists, and the media place on bullying and bullying prevention, there has been no sustained philosophical reflection on bullying, nor has there been a feminist analysis of the growing literature on bullying. This essay seeks to satisfy those two needs. The first section is a broad introduction to the literature on bullying. I define bullying and distinguish it from teasing, sassing, roughhousing, and other more benign interactions. I also outline two common solutions to bullying: zero‐tolerance policies and “ecological” interventions. The second section uses feminist ethics of care to analyze the effectiveness of each approach. I argue that ecological approaches to bullying are preferable to zero‐tolerance policies because they operate on a relational model of the self and identity‐formation. I elaborate a notion of affirmation as the mechanism that stabilizes and solidifies our sense of self across time. I then use affirmation to analyze three things: why people bully one another, the specific harm inflicted by bullying, and why ecological approaches are more effective in reducing bullying. The third section uses my account of affirmation to critique the scientism and troublingly gendered assumptions that underlie much of the work on bullying.