State of the States: A survey of statutory law,regulations and court rules pertaining to guilty pleas across the United States

A psycholegal research agenda on guilty pleas is in its nascent stage. Multijurisdictional surveys of related law and policy may advance this research agenda by focusing investigators on the specifics of existing policies and motivating cross‐jurisdictional comparisons of diverse policies. We thus conducted a systematic, national survey of statutes, regulations and court rules across the United States pertaining to nine aspects of the guilty plea process, including sentencing differentials, collateral consequences and waiver of rights, which have been identified in existing legal and psycholegal research and commentary. Following a discussion of these issues, including legal concerns and existing research findings, we present the results of our systematic survey. We supplement this review with a non‐systematic sampling of appellate case law. Broadly, there was notable diversity in whether and how jurisdictions approached these issues. We discuss general and specific implications of our findings for future research, emphasizing the importance of data on actual policies and procedures to the design of studies that may contribute to evidence‐based criminal justice policy.     

How Brands Acquire Cultural Meaning

This article endeavors to advance research on the cultural resonance of brands by building bridges between branding scholarship in the consumer psychology tradition and interpretive research regarding brands and their meaning makers. We adopt a cognitivist conceptualization of cultural meaning and focus on the application of interpretive insights to well‐established constructs in the consumer psychology of brands: brand associations, product category associations, social identity, and self‐identity. This integrative exercise highlights the value of cultural models in explaining the processes whereby brands acquire meaning, and suggests several themes that are under‐valued when considering this process problem through a psychological lens: the motivational underpinnings of myths and other cultural meaning models, the relative value of shared cultural and brand meanings versus idiosyncratic meanings, the power and primacy of category‐level meaning making over brand‐level meaning making, the complex processes whereby brands gain and lose legitimacy, and the influence of lay theories about brands and branding on how consumers co‐create meaning for brands.     

The gesture ‘Touch’: Does meaning-making develop in chimpanzees’ use of a very flexible gesture?

Animal Cognition - In this bottom-up study of gesture, we focused on the details of a single gesture, Touch. We compared characteristics of use by three young chimpanzees with those of 11 adults,...     

Power and perceived influence: I caused your behavior,but I'm not responsible for it

There are numerous examples of powerful people denying responsibility for others' (mis)conduct in which they played—and acknowledge playing—a causal role. The current article seeks to explain this conundrum by examining the difference between, and powerful people's beliefs about, causality and responsibility. Research has shown power to have numerous psychological consequences. Some of these consequences, such as overconfidence, are likely to increase an individual's belief that he or she caused another person's behavior. However, others, such as decreased perspective‐taking, are likely to decrease an individual's belief that he or she was responsible for another person's behavior. In combination, these psychological consequences of power may lead powerful people to believe that they instigated another's behavior while simultaneously believing that the other person could have chosen to do otherwise. The dissociation between these two attributions may help to explain why people in positions of power often deny responsibility for others' behavior—unethical or otherwise—that they undeniably caused.     

A structural equation modeling of executive functions,IQ and mathematical skills in primary students: Differential effects on number production,mental calculus and arithmetical problems

Though the relationship between executive functions (EFs) and mathematical skills has been well documented, little is known about how both EFs and IQ differentially support diverse math domains in primary students. Inconsistency of results may be due to the statistical techniques employed, specifically, if the analysis is conducted with observed variables, i.e., regression analysis, or at the latent level, i.e., structural equation modeling (SEM). The current study explores the contribution of both EFs and IQ in mathematics through an SEM approach. A total of 118 8- to 12-year-olds were administered measures of EFs, crystallized (Gc) and fluid (Gf) intelligence, and math abilities (i.e., number production, mental calculus and arithmetical problem-solving). Confirmatory factor analysis (CFA) offered support for the three-factor solution of EFs: (1) working memory (WM), (2) shifting, and (3) inhibition. Regarding the relationship among EFs, IQ and math abilities, the results of the SEM analysis showed that (i) WM and age predict number production and mental calculus, and (ii) shifting and sex predict arithmetical problem-solving. In all of the SEM models, EFs partially or totally mediated the relationship between IQ, age and math achievement. These results suggest that EFs differentially supports math abilities in primary-school children and is a more significant predictor of math achievement than IQ level.     

The effect of spatial frequency information and visual similarity in threat detection

In the current research, we sought to examine the role of spatial frequency on the detection of threat using a speeded visual search paradigm. Participants searched for threat-relevant (snakes or spiders) or non-threat-relevant (frogs or cockroaches) targets in an array of neutral (flowers or mushrooms) distracters, and we measured search performance with images filtered to contain different levels (high and low) of spatial frequency information. The results replicate previous work demonstrating more rapid detection of threatening versus non-threatening stimuli [e.g. LoBue, V. & DeLoache, J. S. (2008). Detecting the snake in the grass: Attention to fear-relevant stimuli by adults and young children. Psychological Science, 19, 284–289. doi:10.1111/j.1467-9280.2008.02081.x]. Most importantly, the results suggest that low spatial frequency or relatively coarse levels of visual information is sufficient for the rapid and accurate detection of threatening stimuli. Furthermore, the results also suggest that visual similarity between the stimuli used in the search tasks plays a significant role in speeded detection. The results are discussed in terms of the theoretical implications for the rapid detection of threat and methodological implications for properly accounting for similarity between the stimuli in visual search studies.     

The Variability and Flexibility of Gender-Typed Toy Play: A Close Look at Children's Behavioral Responses to Counterstereotypic Models

Gender differences in play behavior are well documented. However, little work has examined the issue of variability of gender-typed behaviors within individuals or within genders. We investigated whether children's gender-typed toy play behavior is (a) variable across time within individuals, and (b) variable in response to exposure to counterstereotypic models. Extensive observations (N=203) were made of 8 highly gender-typed preschool children over 4 months. Variability was assessed by examining changes in the percentage of masculine and feminine toy play across successive days in which (a) gender neutral stories were read (within-individual variability) and (b) gender counterstereotypic stories were introduced (environmental variability). Variability of gender-typed play within individuals and in response to environmental stimuli was found among girls, but not among boys.     

The influence of levels of processing on recall from working memory and delayed recall tasks

Recent research in working memory has highlighted the similarities involved in retrieval from complex span tasks and episodic memory tasks, suggesting that these tasks are influenced by similar memory processes. In the present article, the authors manipulated the level of processing engaged when studying to-be-remembered words during a reading span task (Experiment 1) and an operation span task (Experiment 2) in order to assess the role of retrieval from secondary memory during complex span tasks. Immediate recall from both span tasks was greater for items studied under deep processing instructions compared with items studied under shallow processing instructions regardless of trial length. Recall was better for deep than for shallow levels of processing on delayed recall tests as well. These data are consistent with the primary-secondary memory framework, which suggests that to-be-remembered items are displaced from primary memory (i.e., the focus of attention) during the processing phases of complex span tasks and therefore must be retrieved from secondary memory.     

Natural-scene perception requires attention

Is visual attention required for visual consciousness? In the past decade, many researchers have claimed that awareness can arise in the absence of attention. This claim is largely based on the notion that natural scene (or "gist") perception occurs without attention. This article presents evidence against this idea. We show that when observers perform a variety of demanding, sustained-attention tasks, inattentional blindness occurs for natural scenes. In addition, scene perception is impaired under dual-task conditions, but only when the primary task is sufficiently demanding. This finding suggests that previous studies that have been interpreted as demonstrating scene perception without attention failed to fully engage attention and that natural-scene perception does indeed require attention. Thus, natural-scene perception is not a preattentive process and cannot be used to support the idea of awareness without attention.