Desensitization to media violence: links with habitual media violence exposure, aggressive cognitions, and aggressive behavior

This study examined the links between desensitization to violent media stimuli and habitual media violence exposure as a predictor and aggressive cognitions and behavior as outcome variables. Two weeks after completing measures of habitual media violence exposure, trait aggression, trait arousability, and normative beliefs about aggression, undergraduates (N = 303) saw a violent film clip and a sad or a funny comparison clip. Skin conductance level (SCL) was measured continuously, and ratings of anxious and pleasant arousal were obtained after each clip. Following the clips, participants completed a lexical decision task to measure accessibility of aggressive cognitions and a competitive reaction time task to measure aggressive behavior. Habitual media violence exposure correlated negatively with SCL during violent clips and positively with pleasant arousal, response times for aggressive words, and trait aggression, but it was unrelated to anxious arousal and aggressive responding during the reaction time task. In path analyses controlling for trait aggression, normative beliefs, and trait arousability, habitual media violence exposure predicted faster accessibility of aggressive cognitions, partly mediated by higher pleasant arousal. Unprovoked aggression during the reaction time task was predicted by lower anxious arousal. Neither habitual media violence usage nor anxious or pleasant arousal predicted provoked aggression during the laboratory task, and SCL was unrelated to aggressive cognitions and behavior. No relations were found between habitual media violence viewing and arousal in response to the sad and funny film clips, and arousal in response to the sad and funny clips did not predict aggressive cognitions or aggressive behavior on the laboratory task. This suggests that the observed desensitization effects are specific to violent content.     

The effects of romantic partners’ goal congruence on affective well-being

Affective well-being in romantic couples was examined from the perspective of interdependence theory. The independent variables were (a) presence of partner, (b) whether an activity met the actor’s goals, and (c) goals of the actor’s partner. Dependent variables were feelings of closeness and affective well-being (happiness, sadness, anger, anxiety). We predicted a three-way interaction with the highest affective well-being when partners are together and activities meet both partners’ goals. In Study 1, data from 194 married individuals who participated in an experience sampling study supported our predictions. Feelings of closeness partially mediated the effect on affective well-being. Study 2 replicated the findings with 112 participants in dating relationships who recalled specific events and made ratings about goals and affective well-being.     

Do physical and relational aggression explain adolescents' friendship selection? The competing roles of network characteristics,gender, and social status

The role of physical and relational aggression in adolescents' friendship selection was examined in a longitudinal sample of 274 Chilean students from 5th and 6th grade followed over 1 year. Longitudinal social network modeling (SIENA) was used to study selection processes for aggression while influence processes were controlled for. Furthermore, the effects of network characteristics (i.e., reciprocity and transitivity), gender, and social status on friendship selection were examined. The starting assumption of this study was that selection effects based on aggression might have been overestimated in previous research as a result of failing to consider influence processes and alternative characteristics that steer friendship formation. The results show that selection effects of both physical and relational aggression disappeared when network effects, gender, and social status were taken into account. Particularly gender and perceived popularity appeared to be far more important determinants of friendship selection over time than aggression. Moreover, a peer influence effect was only found for relational aggression, and not for physical aggression. These findings suggest that similarity in aggression among befriended adolescents can be considered to be mainly a by-product rather than a leading dimension in friendship selection.     

Correction to: A psychophysiological investigation of mourning: There are two sides to the story

Motivation and Emotion - Mourning constitutes an important human emotion, which might cause—among other things—major depressive symptoms when lasting for too long. To date, no study...     

Analytic thinking reduces belief in conspiracy theories

Belief in conspiracy theories has been associated with a range of negative health, civic, and social outcomes, requiring reliable methods of reducing such belief. Thinking dispositions have been highlighted as one possible factor associated with belief in conspiracy theories, but actual relationships have only been infrequently studied. In Study 1, we examined associations between belief in conspiracy theories and a range of measures of thinking dispositions in a British sample (N = 990). Results indicated that a stronger belief in conspiracy theories was significantly associated with lower analytic thinking and open-mindedness and greater intuitive thinking. In Studies 2–4, we examined the causational role played by analytic thinking in relation to conspiracist ideation. In Study 2 (N = 112), we showed that a verbal fluency task that elicited analytic thinking reduced belief in conspiracy theories. In Study 3 (N = 189), we found that an alternative method of eliciting analytic thinking, which related to cognitive disfluency, was effective at reducing conspiracist ideation in a student sample. In Study 4, we replicated the results of Study 3 among a general population sample (N = 140) in relation to generic conspiracist ideation and belief in conspiracy theories about the July 7, 2005, bombings in London. Our results highlight the potential utility of supporting attempts to promote analytic thinking as a means of countering the widespread acceptance of conspiracy theories.     

Children’s effortful control and academic achievement: do relational peer victimization and classroom participation operate as mediators?

Given that early academic achievement is related to numerous developmental outcomes, understanding processes that promote early success in school is important. This study was designed to clarify how students’ (N = 291; M age in fall of kindergarten = 5.66 years, SD = 0.39 year) effortful control, relational peer victimization, and classroom participation relate to achievement, as students progress from kindergarten to first grade. Effortful control and achievement were assessed in kindergarten, classroom participation and relational peer victimization were assessed in the fall of first grade, and achievement was reassessed in the spring of first grade. Classroom participation, but not relational peer victimization, mediated relations between effortful control and first grade standardized and teacher-rated achievement, controlling for kindergarten achievement. Findings suggest that aspects of classroom participation, such as the ability to work independently, may be useful targets of intervention for enhancing academic achievement in young children.     

Integrating Covariates into Social Relations Models: A Plausible Values Approach for Handling Measurement Error in Perceiver and Target Effects

The Social Relations Model (SRM) is a conceptual and analytical approach to examining dyadic behaviors and interpersonal perceptions within groups. In an SRM, the perceiver effect describes a person's tendency to perceive other group members in a certain way, whereas the target effect measures the tendency to be perceived by others in certain ways. In SRM research, it is often of interest to relate these individual SRM effects to covariates. However, the estimated individual SRM effects might not provide a very reliable measure of the true, unobserved SRM effects, resulting in distorted estimates of associations with other variables. This article introduces a plausible values approach that allows users to correct for measurement error when assessing the association of individual SRM effects with other individual difference variables. In the plausible values approach, the latent, true individual SRM effects are treated as missing values and are imputed from an imputation model by applying Bayesian estimation techniques. In a simulation study, the statistical properties of the plausible values approach are compared with two approaches that have been used in previous research. A data example from educational psychology is presented to illustrate how the plausible values approach can be implemented with the software WinBUGS.