The case for coherence in scientific explanations: quantitative details can hurt qualitative understanding

In Experiments 1A and 1B, students read a concise booklet containing 653 words and 6 illustrations describing the formation, propagation, and dispersion of ocean waves (concise group) or an expanded booklet containing 327 additional words and 5 additional illustrations describing relevant mathematical formulas and computations interspersed throughout the lesson (expanded group). In Experiment 2, students viewed a multimedia presentation of narrated animations based on the concise or expanded booklet. In both studies, the expanded group performed more poorly than did the concise group on problem-solving transfer tests. The added quantitative details may have distracted the learner from constructing a qualitative model of the process of ocean waves.     

Emotional intelligence as a standard intelligence

The authors have claimed that emotional intelligence (EI) meets traditional standards for an intelligence (J. D. Mayer, D. R. Caruso, & P. Salovey, 1999). R. D. Roberts, M. Zeidner, and G. Matthews (2001) questioned whether that claim was warranted. The central issue raised by Roberts et al. concerning Mayer et al. (1999) is whether there are correct answers to questions on tests purporting to measure EI as a set of abilities. To address this issue (and others), the present authors briefly restate their view of intelligence, emotion, and EI. They then present arguments for the reasonableness of measuring EI as an ability, indicate that correct answers exist, and summarize recent data suggesting that such measures are, indeed, reliable.     

Measuring emotional intelligence with the MSCEIT V2.0

Does a recently introduced ability scale adequately measure emotional intelligence (EI) skills? Using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT; J. D. Mayer, P. Salovey, & D. R. Caruso, 2002b), the authors examined (a) whether members of a general standardization sample and emotions experts identified the same test answers as correct, (b) the test's reliability, and (c) the possible factor structures of EI. Twenty-one emotions experts endorsed many of the same answers, as did 2,112 members of the standardization sample, and exhibited superior agreement, particularly when research provides clearer answers to test questions (e.g., emotional perception in faces). The MSCEIT achieved reasonable reliability, and confirmatory factor analysis supported theoretical models of EI. These findings help clarify issues raised in earlier articles published in Emotion.     

Paying attention to each other. An essay on the transnational intersections of industrial economy,subjectivity, and governance in East Germany's social-psychological training

This article examines a little-known chapter both in the history of socialist labor relations and the history of psychology: Social Psychological Training (SPT) for industrial leaders in the German Democratic Republic (GDR). Based on previously untapped archival sources, it uncovers the transnational genesis of SPT and its intricate relationships with Western “therapeutic culture” of the 1970s. Governmental perspectives are addressed, as well as the level of individual appropriation of SPT and possible unintended side effects of techniques that were drawn from the social psychological and therapeutical fields. This case study helps to explore the functions of psychological expertise in authoritarian political contexts, as well as the polyvalence of group methods of change, the effects of which could turn out repressive as well as liberating on both sides of the Iron Curtain. The history of SPT solicits a polycentric view on therapeutic culture, capturing its diverse manifestations and interconnections between different societies and political economies.     

From Gaming to Hating: Extreme-Right Ideological Indoctrination and Mobilization for Violence of Children on Online Gaming Platforms

As a consequence of numerous extreme-right terror attacks in which the perpetrators posted their manifestos and attack life streams on online platforms adjacent to the video gaming community, as well as radicalized within that environment to a significant degree (e.g., Christchurch, New Zealand; Halle, Germany), increasing scholarly and policymaker interest is focusing on far-right radicalization and recruitment within online video game environments. Yet little empirical insights exist about the specific engagement between right-wing extremists and their potential recruits on these platforms. This study presents findings from a qualitative exploration of German police-investigation files for two children who radicalized on gaming platforms to become involved in extreme-right criminal behavior, including the plotting of a terrorist attack. The study demonstrates the importance of online and offline factor interaction, especially regarding the role of familiar criminogenic factors, as well as the social–emotional bonding between potential recruits and extremist gamers created through shared gaming experiences that lead to high-intensity extremist radicalization aimed at offline behavioral changes. The study did not find evidence for strategic organizational far-right recruitment campaigns, but rather multidirectional social-networking processes which were also initiated by the potential recruits.     

Personality characteristics of adolescent marijuana users

A group of high school students from middle- to upper-middle-class backgrounds was studied to investigate the relationship between marijuana use, marijuana misuse, and personality. The California Personality Inventory and a version of the Adolescent Alcohol Involvement Scale (adapted for the assessment of marijuana involvement) were the primary instruments used. Analysis of variance and regression analysis were performed on the data. Results indicated a relationship between the personality characteristics of adolescents who are involved in marijuana use and misuse and adolescents who are not; there are discernible differences in the personalities of the adolescents who are involved with marijuana. The intervention and prevention implications of these results are discussed.     

Escalation of Commitment and the Framing Effect: An Empirical Investigation

Research and theory are reviewed which consider two decision biases: escalation of commitment and decision framing. Some authors (Bazerman, 1986; Whyte, 1986) have suggested that escalation of commitment may be explained by the decision framing used in the research paradigms. A study was conducted which simultaneously manipulated both responsibility for a prior decision and decision frame. Results show a main effect on resource allocation for responsibility and no effect for decision frame. A follow-up study found that amount of information provided systematically affected the framing bias, and that when responsibility was added to a large amount of contextual information, the framing effect became nonsignificant. These results suggest a need to further examine the boundary conditions of framing.     

A broader conception of mood experience

The experience of a mood consists of more than emotional states such as happiness, anger, sadness, or fear. It also includes mood management processes that can facilitate or inhibit the experience of the mood reaction. A multidomain framework is described for organizing such experience, and 2 studies are reported that analyzed separately emotion-related and emotion-management-related mood experiences. In both studies, emotion-related experience, including physical, emotional, and cognitive subdomains, could be characterized by Pleasant-Unpleasant and Arousal-Calm dimensions. Also, both studies yielded evidence for the emotion-management dimensions of Plans of Action, Suppression, and Denial. These broader dimensions of mood experience predicted criterion variables such as empathy better than Pleasant-Unpleasant and Arousal-Calm dimensions alone.     

Similarity of approach and pecking preferences for spectral stimuli in domestic chicks: absence of a mirror-image relation.

The results of Schaefer and Hess showing that White Rock chicks described mirror-image response functions to spectral stimuli in approach and pecking behavior could not be replicated using Cornish-Cross chicks under more controlled conditions. Our results showed similar blue-orange bimodal functions for both behavioral responses, resembling the approach data of Schaefer and Hess and the earlier pecking data of Hess and others, but not the pecking data reported by Schaefer and Hess.