The impact of informant gender on children’s endorsement of scientific and non-scientific information

By roughly 6 years of age, children acquire the stereotype that men are more competent than women in science, technology, engineering, and mathematics (STEM), potentially leading to greater trust in scientific information provided by men. This study tested whether 3- to 8-year-old children differentially endorsed conflicting information about science and toys presented by male and female informants depicted as a ‘man’ and ‘woman’ (Exp1) or ‘scientists’ (Exp2). Children were expected to endorse toy testimony from gender-matched informants; thus, the key question concerned endorsement of science testimony. In Exp1 (N = 149), boys and girls showed a same-gender informant preference for toy testimony; however, girls endorsed the male informant's testimony more for science than for toys – but only when tested by a male experimenter. In Exp2 (N = 264), boys and girls showed a same-gender preference, irrespective of content. Findings suggest that STEM-related gender stereotypes might lead girls to trust scientific information presented by men over women in certain contexts.     

简帛《周易·夬卦》"丧"字补说

上博三《周易·夬卦》中的“丧”并非误字,马王堆汉墓帛书本与此相应的“牵”实为“桑”字,当读为“丧”,而今本中的“牵”可能系“桑”之形讹。     

My Country,Right or Wrong: Education,Accumulated Democratic Experience,and Political Socialization of Blind Patriotism

Although educational attainment has been identified as a significant factor that reduces uncritical positive attachment to one's country (i.e., blind patriotism), little is known about whether the remedial effect of education on uncritical patriotism is universal across countries with different histories of democratic rule. This article examines the extent to which democracy stock (the accumulated amount of democratic traditions, legacies, and experiences consolidated over time) conditions the relationship between education and blind patriotism. Using international data from 33 countries, the article shows that the remedial effect of education is more pronounced in countries with larger stocks of democracy than in countries with higher levels of democracy (current or recent). The results imply that the political socialization of critical patriotism is a cumulative process in which citizens internalize their potentially democratic competencies (e.g., knowledge, skills, and dispositions) and develop a sense of national attachment based on critical reflection on government policy and practice (i.e., critical loyalty) over an extended period of time.     

THE GOLEM LEGEND AND THE ENIGMA OF FACEBOOK

We are easily misguided as to the true nature of Facebook, and tend to treat it simply as a powerful technological instrument in the service of human intentions. We can, however, gain a better picture of it through recourse to the Jewish tradition of the golem, an image of human beings, created by them in a re-enactment of their own creation by God. It turns into a magic servant in modernity with an inherent dynamic running between its human and its subhuman characteristics. This dynamic is the main cause behind its becoming uncontrollable. In like manner, what is subhuman in Facebook serves its masters and functions under their total control, but also empowers Facebook's increasingly human operation, an algorithm-based capability which raises growing doubts about what counts as human. Facebook implies the crisis of humanity which coincides with the “death of God,” that is, the obsolescence of the idea of a divine creator.     

Kindergarten self-control mediates the gender reading achievement gap: A population-based cohort study

Could superior self-control explain the gender difference in reading achievement favoring girls? To test this idea, we drew on a unique population-based sample (N = 11,336) where self-control was measured in kindergarten using a multimethod battery of assessments. Girls showed substantially higher levels of self-control in kindergarten (β = 0.47) and outperformed boys on standardized tests of reading achievement in third/fourth grade (β = 0.20). Further, kindergarten self-control prospectively predicted reading achievement throughout elementary school (β = 0.37). Connecting these findings, our mediation analyses revealed that the female self-control advantage in kindergarten could account for subsequent gender differences in reading achievement. Our results suggest that early gender differences in self-control may represent a key pathway through which gender disparities in reading skills, vocabulary knowledge, and reading comprehension occur.     

睡眠不足对人际交互的影响及其认知神经机制

睡眠不足会对人的认知、情感和人际交互产生诸多影响。这种影响在社会情绪层面表现为个体情绪共情和认知共情的减少,易激惹性与愤怒情绪的增加;在社会行为层面则表现为亲社会行为的减少和攻击行为的增加。在睡眠不足状态下,情绪系统和认知系统功能连接的减弱可能是这些变化的潜在机制。未来应结合生态效度较高的睡眠操作手段,系统考察睡眠不足如何导致各种高级社会情绪的改变,以及这些社会情绪的变化如何导致社会行为的变化。     

Who buys New Energy Vehicles in China? Assessing social-psychological predictors of purchasing awareness,intention, and policy

This paper investigates the salience of social-psychological factors in explaining why drivers purchase (or fail to purchase) New Energy Vehicles (NEVs)—including hybrid electric vehicles, battery electric vehicles, and fuel cell electric vehicles—in China. A questionnaire measuring six dimensions (including attitudes, subjective norms, perceived behavioral control, personal norms, low-carbon awareness and policy) was distributed in Tianjin, where aggressive policy incentives for NEVs exist yet adoption rates remain low. Correlation analysis and hierarchical multiple regression analyses are applied data collected through 811 valid questionnaires. We present three main findings. First, there is an “awareness-behavior gap” whereby low-carbon awareness has a slight moderating effect on purchasing behavior via psychological factors. Second, subjective norms has a stronger influence on intention to purchase New Energy Vehicles than other social-psychological factors. Third, acceptability of government policies has positive significant impact on adoption of New Energy Vehicles, which can provide reference potential template for other countries whose market for New Energy Vehicles is also in an early stage.     

The functional role of preschoolers' verbalizations in the generalization of self-instructional training

We examined the functional role of verbalizations in the generalization of self-instructional training with preschoolers. Children learned to overtly self-instruct during classroom work periods prior to covert training. Data were collected on children's acquisition of verbal regulation during training and on overt use of self-instructions in the classroom generalization setting. Results of a multiple baseline design across subjects indicated that treatment effects were evident in the training setting but did not generalize to the classroom until children were emitting overt self-instructions in the classroom itself. The production of self-verbalizations in the generalization setting was related to changes in correct responding, on-task behavior, and efficiency in completing academic work.