Social Comparison as the Thief of Joy: Emotional Consequences of Viewing Strangers’ Instagram Posts

This experiment investigates the emotional consequences of viewing strangers’ positive posts on Instagram. From a social comparison perspective, strangers’ positive posts on social media are expected to negatively affect viewers’ emotions. From an emotional contagion perspective, strangers’ positive posts should positively affect viewers’ emotions. The current lab experiment examines both the social comparison and the emotional contagion perspective while taking individual differences into account. Participants viewed positive, neutral, or no posts of confederates. In support of the social comparison perspective, individuals who tend to compare themselves to others reported lower positive affect if they had viewed positive posts than if they had viewed neutral or no posts. In support of the emotional contagion perspective, individuals who tend not to engage in social comparison reported higher positive affect after viewing positive posts than after viewing neutral or no posts. These findings indicate that individual differences in processing tendencies lead people to respond to social information on social media in opposite ways.     

Attitudes,leprechauns and neutrinos: The ontology of behavioral science

Conclusion Although the historical dispute between introspective psychology and ontological behaviorism encourages the belief that attitudes do not exist, this belief is misguided. Even the Hacking test, suggested by someone with grave doubts about behavioral science, supports the claim that attitudes are just as real as neutrinos. Nevertheless, the progress of a science of attitudes may be severely limited by the influence of exogenous factors, factors including normative beliefs about how we should treat the people to whom attitudes are attributed. In so far as these beliefs prevent scientists from experimenting on people and their institutions, particle physics has resources unavailable to survey research. Thus a serious examination of behavioral science leads to some surprising conclusions as to which sciences are the hard ones and which ones are simply easier.Thanks are due to a number of people, particularly to Ted Jelen for invaluable advice and encouragement and editorial assistance and to Paul Teller, Dorothy Grover and my colleagues in the Indiana Philosophical Association for helpful and insightful comments. Research for this paper was supported by Faculty Development of DePauw University and the Humanities Division of Illinois Benedictine College.     

The Consequences of Collective Discontent: A New Measure of Zeitgeist Predicts Voting for Extreme Parties

In recent years, extreme right‐wing and left‐wing political parties and actors have gained popularity in many Western countries. What motivates people to vote for extreme right‐ or left‐wing parties? In previous research, we showed that a collectively shared sense of doom and gloom about society can exist among citizens who, individually, experience high well‐being. Previous research developed an operationalization of this collective societal discontent as an aspect of Zeitgeist, which can be compared to personal experiences (van der Bles, Postmes, & Meijer, 2015 ). In the present research, we investigated whether this Zeitgeist of societal discontent predicts voting for extreme parties. We conducted a field study during the 2015 Dutch provincial elections (N = 407). Results showed that collective societal discontent (Zeitgeist) predicted voting for extreme parties but that personal discontent did not. Results also showed that pessimistic Zeitgeist was associated with lower education levels and tabloid‐style media consumption. These findings advance our understanding of the discontents that fuel extreme voting outcomes: Global and abstract (negative) beliefs about society are more consequential than concrete personal experiences.     

Children's knowledge of the earth: a new methodological and statistical approach

In the field of children’s knowledge of the earth, much debate has concerned the question of whether children’s naive knowledge—that is, their knowledge before they acquire the standard scientific theory—is coherent (i.e., theory-like) or fragmented. We conducted two studies with large samples (N = 328 and N = 381) using a new paper-and-pencil test, denoted the EARTH (EArth Representation Test for cHildren), to discriminate between these two alternatives. We performed latent class analyses on the responses to the EARTH to test mental models associated with these alternatives. The naive mental models, as formulated by Vosniadou and Brewer, were not supported by the results. The results indicated that children’s knowledge of the earth becomes more consistent as children grow older. These findings support the view that children’s naive knowledge is fragmented.     

Individual Differences in Training Gains and Transfer Measures: An Investigation of Training Curves in Children with Attention‐Deficit/Hyperactivity Disorder

Currently, evidence for the beneficial effects of working memory (WM) training on transfer measures in children with attention‐deficit/hyperactivity disorder (ADHD) is inconsistent. Although there is accumulating evidence for the role of individual differences in training and transfer gains of cognitive training, this area has been left unexplored for children with ADHD. In the current study, an advanced latent growth curve model analysis was used to investigate the individual differences in learning curves (training gains) of WM training tasks within a new cognitive intervention ‘Paying Attention in Class’. It was investigated whether certain baseline variables (age, intelligence quotient, externalizing behaviour problems and presence of learning disability) predicted the learning curves and how these individual learning curves influenced near‐transfer and far‐transfer measures. A total of 164 children diagnosed with ADHD, between the age of 8 and 12 years old, followed this new Paying Attention in Class intervention. WM (near‐transfer) and academic performance (far‐transfer) measures were assessed before treatment and directly after treatment. Results showed that individual differences at the start of training were predicted by age and intelligence quotient, but the individual differences in learning curves were not predicted by any of the baseline variables. Both for the verbal and the visuospatial WM training, children with larger training gains (i.e. steeper training curves) showed larger benefits on the near untrained transfer measures. These effects were absent for the far‐transfer measures. Current study shows that training WM is quite complex and has its limitations for children with ADHD. Nonetheless, it highlights that training and transfer gains are affected by many different factors and warrants the need of a more in‐depth investigation of individual differences in future studies.Copyright © 2017 John Wiley & Sons, Ltd.     

Models of voting behavior in survey research

This paper examines two models used in survey research to explain voting behavior. Although the models rely on the same data they make radically different predictions about the political future. Nevertheless, both models may be more or less correct. The models represent interacting systems and it may be impossible to get a super model of the interactions between their elements. In the natural sciences causal relationships between the elements of interacting models can often be ignored. Because voting behavior models describe phenomena that are roughly the same size, the reciprocal relationships between elements of different models severely restrict the predictive power of voting behavior models. Certain analogies, and disanalogies, between the use of models in natural and social science explain why the social sciences cannot predict many of the events they are able to explain.Thanks are due to a number of people, particularly to Ted Jelen for invaluable advice, encouragement and editorial assiatance, and to Sid Mikis, Paul Teller and Walter Dean Burnham for helpful and insightful comments. Research for this paper was supported by grants from the National Endowment for the Humanities (Grant #FT-23537), Faculty Development of DePauw University and the Humanities Division of Illinois Benedictine College.     

Prioritizing association strength versus value: the influence of self-regulatory modes on means evaluation in single goal and multigoal contexts

Means of goal attainment are said to be multifinal when they are capable of attaining more than 1 goal at the same time. Such means have an advantage over unifinal means because they have the potential to attain greater overall value. However, they have the disadvantage (relative to unifinal means) of diluting the association between the means and each of the goals (Zhang, Fishbach, & Kruglanski, 2007). In turn,diluted association strength is often interpreted as reduced means’ instrumentality. Given these tradeoffs between value (favoring a multifinal option) and instrumentality (favoring the unifinal option), the question is under what conditions 1 or the other would be selected. Based on regulatory mode theory(Higgins, Kruglanski, & Pierro, 2003; Kruglanski et al., 2000), we predicted and found in 5 experiments that individuals operating in a locomotion self-regulatory mode prefer a unifinal to multifinal means,whereas individuals operating in an assessment mode prefer multifinal to unifinal means. Implications of these findings for self-regulatory phenomena are discussed.