Stigmatized‐Identity Cues: Threats as Opportunities for Consumer Psychology

In their review of the literature on stigmatized‐identity cues, Chaney, Sanchez, and Maimon (2019—this issue) summarize evidence that stigmatized‐identity threat and safety cues drive consumer behavior through their effects on consumers’ inferences about the company's ideology and their consequential impact on feelings of belonging. The authors also identify various factors that moderate the relationship between these identity cues and consumers’ belonging perceptions. In our commentary, we identify future research opportunities by: (a) encouraging efforts to broaden the proposed framework to account for stigmatized identities defined in terms of consumption activities, (b) highlighting concepts and relationships that may require re‐examination or deeper understanding, and (c) proposing additional consumer behaviors that punish or reward companies that use stigmatized‐identity threat and safety cues, respectively.     

In Search of Temperament and Personality Predictors of Creativity: A Test of a Mediation Model

Temperament and personality traits constitute inherent and learned personal characteristics that are crucial for creative behaviors among high ability students. This study investigated the relationships of temperament dimensions and the Big Five personality traits to creativity among 406 honors college students. First, the associations of creativity with temperament and personality were investigated separately. Second, it was sought to document if the selected measures of personality and temperament are distinguishable despite their interdependence. Finally, a mediational role for personality traits in channeling the effect of temperament on creativity was hypothesized. In the mediation model, all four temperament dimensions (orienting sensitivity, effortful control, extraversion/surgency, negative affect) had direct or indirect relationships with creativity. Two personality traits (openness, neuroticism) were found to be significant mediators in these relationships. The findings were discussed in terms of their relevance to the high-ability college students and to the temperament, personality, and creativity literature in general.     

Nexus aliquis: in pursuit of efficacy, resilience, and full potential

This work examines the integral nexus of teacher and student, suggesting that efforts, resources, and human resource functions can and should intentionally focus on the relationship as paramount. Other aspects of learning potential are de minimus if teacher-student interaction is not efficient and affective. School leadership, learning paradigms, and hiring should focus on student-centered approaches that require collective efficacy, teachers becoming significant others in their student's lives, and development of resiliency in student intellectual attitudes. Reframing of the human resource function to recruit and retain life-enhancing educators who initiate rigorous and relevant learning, facilitate mastery, and incite intellectual curiosity for its own sake within students is called for. A suggested administrative interview and training examples are provided.     

Conceptual combination during sentence comprehension: evidence for compositional processes

This experiment examined the time course of integration of modifier-noun (conceptual) combinations during auditory sentence comprehension using cross-modal lexical priming. The study revealed that during ongoing comprehension, there is initial activation of features of the noun prior to activation of (emergent) features of the entire conceptual combination. These results support compositionality in conceptual combination; that is, they indicate that features of the individual words constituting a conceptual combination are activated prior to combination of the words into a new concept.     

Investigating the roles of phonological and semantic memory in sentence recall

The mechanisms underlying short-term sentence recall have been the subject of recent investigations. While both semantic and phonological information have been found to play a role in sentence recall, this has been established using different paradigms in previous research. As a result, it is not clear whether the contributions of semantic and phonological information are equivalent subject only to specific experimental conditions. The present study used a common paradigm with equally plausible lures to systematically compare the roles of semantic and phonological information in short-term sentence recall. The lure intrusion paradigm was used with three different lures that were all equally plausible in the context of the sentence: semantic, onset, and rhyme. Further, no contextual cues were provided in the sentence to bias the participant. The findings indicate that there were significantly more semantic and onset intrusions compared to rhyme intrusions. This is interpreted in light of models incorporating lexical information during sentence production.     

“You and your best friend Suzy put Slime in Ms. Smollett’s desk”: Producing false memories with self-relevant details

Rates of false memory reports vary markedly in the published literature. In an effort to explain these differences, the present study investigated the effects of including different types of details in a false narrative upon subsequent false memory formation. Participants were assigned to one of four conditions in which the inclusion of self-relevant and/or specific details in a false event (putting a toy in a teacher's desk) was manipulated. Participants engaged in a standard memory recovery procedure over three interviews, involving recall for three true and one false event Upon completion, 68.2% of participants in self-relevant groups were judged as having created memories or images about the false event, as compared with 36.4% in non-self-relevant groups. Subjective ratings of memory intensity were higher for self-relevant groups, and self-relevant participants were less likely to correctly guess the false event. These findings indicate that including self-relevant details in suggested childhood events increases the likelihood that such events will be accepted as false memories.     

Effectiveness of Dialectical Behavior Therapy in a Community Mental Health Center

Dialectical behavior therapy (DBT) has been shown to be effective in randomized controlled trials with women with borderline personality disorder and histories of chronic self-inflicted injury including suicide attempts. The present study is a pre-post replication of a comprehensive DBT program in a community mental health center for individuals who chronically injure themselves and/or have experienced multiple treatment failures. Twenty-four subjects were given the Treatment History Interview to obtain information regarding medically treated self-inflicted injuries and the use of crisis services. After 1 year of treatment, DBT showed a significant reduction in the number and severity of self-inflicted injuries, psychiatric-related emergency room visits, psychiatric inpatient admissions and days, and the number of crisis treatment systems engaged. Results are compared to benchmarks from 3 other clinical trials of DBT. While this pre-post comparison has threats to internal validity, it supports the feasibility of DBT when fully implemented in a community mental health clinic.     

The prototypical pride expression: development of a nonverbal behavior coding system

This research provides a systematic analysis of the nonverbal expression of pride. Study 1 manipulated behavioral movements relevant to pride (e.g., expanded posture and head tilt) to identify the most prototypical pride expression and determine the specific components that are necessary and sufficient for reliable recognition. Studies 2 and 3 tested whether the 2 conceptually and empirically distinct facets of pride ("authentic" and "hubristic"; J. L. Tracy & R. W. Robins, 2007a) are associated with distinct nonverbal expressions. Results showed that neither the prototypical pride expression nor several recognizable variants were differentially associated with either facet, suggesting that for the most part, authentic and hubristic pride share the same signal. Together these studies indicate that pride can be reliably assessed from nonverbal behaviors. In the Appendix, the authors provide guidelines for a pride behavioral coding scheme, akin to the Emotion Facial Action Coding System (EMFACS; P. Ekman & E. Rosenberg, 1997) for assessing "basic" emotions from observable nonverbal behaviors.     

Measures of Effortful Regulation for Young Children

Emotion-related regulation is a topic of increasing interest among researchers, yet there is little agreement on ways to measure emotion regulation in young children. In this paper, we first consider important conceptual distinctions in regard to the different types of emotion-related regulation and control. Next, we describe a number of ways researchers have assessed children's regulation. We also present data from the Toddler Emotional Development project, in which laboratory-based measures of effortful regulation were used. In this section, we highlight the measures that show promise (and those that did not work well). Future directions for research on the measurement of effortful regulation are presented.     

The relation of moral judgment development and educational experience to recall of moral narratives and expository texts

Moral text processing was used as an ecologically valid method for assessing implicit and explicit moral understanding and development. The authors tested undergraduates, seminarians, and graduate students in political science and philosophy for recall of moral narratives and moral expository texts. Multivariate analyses of covariance using educational experience as an independent variable, age and moral judgment score as covariates, and recall of embedded moral arguments as a dependent variable revealed a relation between education and level of moral arguments recalled. Lower stage moral reasoning was best recalled by undergraduates, whereas higher stage reasoning was best recalled by graduate students, with seminarians intermediate for both types of text. Moral judgment score was related to recall of the highest level moral arguments even when age and educational experience were controlled. Moral judgment development appeared to be particularly helpful in recall of expository compared with narrative texts.