Great expectations: The biasing effects of reported child behavior problems on educational expectancies and subsequent academic achievement

Parental and child expectations of educational achievement have each been linked to a range of beneficial child outcomes. less is known about the formation of educational expectations, the potential biasing impact of child behavior problems on these expectations, and the prospective influence of expectations on child performance. to test these links, we analyzed longitudinal data (baseline, 5 year follow-up) for 884 children (53% female; M age =9.75 years) and their primary caregivers. Parent-reported child behavioral problems predicted parents' educational expectations for their children over and above the children's achievement scores. Parental expectations influenced children's own expectations, an effect partially mediated by parental involvement in educational activities. Parental educational expectations also influenced children's academic performance five years later, even controlling for the children's baseline academic achievement. this influence was partially mediated by children's expectations; both parent and child expectations had substantial independent effects on academic achievement. these data suggest that parents appear to view child behavior problems as indicative of persistent underlying characteristics, and adjust educational expectations downwards. lower expectations prospectively reduced child academic performance above and beyond indicators of child competence (such as past performance). these data indicate the importance of parent appraisals of child behavior and suggest avenues for intervention

Investigating variation in replicability

Although replication is a central tenet of science, direct replications are rare in psychology. This research tested variation in the replicability of 13 classic and contemporary effects across 36 independent samples totaling 6,344 participants. In the aggregate, 10 effects replicated consistently. One effect – imagined contact reducing prejudice – showed weak support for replicability. And two effects – flag priming influencing conservatism and currency priming influencing system justification – did not replicate. We compared whether the conditions such as lab versus online or US versus international sample predicted effect magnitudes. By and large they did not. The results of this small sample of effects suggest that replicability is more dependent on the effect itself than on the sample and setting used to investigate the effect

Many Labs 2: Investigating Variation in Replicability Across Samples and Settings

We conducted preregistered replications of 28 classic and contemporary published findings, with protocols that were peer reviewed in advance, to examine variation in effect magnitudes across samples and settings. Each protocol was administered to approximately half of 125 samples that comprised 15,305 participants from 36 countries and territories. Using the conventional criterion of statistical significance (p < .05), we found that 15 (54%) of the replications provided evidence of a statistically significant effect in the same direction as the original finding. With a strict significance criterion (p < .0001), 14 (50%) of the replications still provided such evidence, a reflection of the extremely highpowered design. Seven (25%) of the replications yielded effect sizes larger than the original ones, and 21 (75%) yielded effect sizes smaller than the original ones. The median comparable Cohen’s ds were 0.60 for the original findings and 0.15 for the replications. The effect sizes were small (< 0.20) in 16 of the replications (57%), and 9 effects (32%) were in the direction opposite the direction of the original effect. Across settings, the Q statistic indicated significant heterogeneity in 11 (39%) of the replication effects, and most of those were among the findings with the largest overall effect sizes; only 1 effect that was near zero in the aggregate showed significant heterogeneity according to this measure. Only 1 effect had a tau value greater than .20, an indication of moderate heterogeneity. Eight others had tau values near or slightly above .10, an indication of slight heterogeneity. Moderation tests indicated that very little heterogeneity was attributable to the order in which the tasks were performed or whether the tasks were administered in lab versus online. Exploratory comparisons revealed little heterogeneity between Western, educated, industrialized, rich, and democratic (WEIRD) cultures and less WEIRD cultures (i.e., cultures with relatively high and low WEIRDness scores, respectively). Cumulatively, variability in the observed effect sizes was attributable more to the effect being studied than to the sample or setting in which it was studied.UCR::Vicerrectoría de Investigación::Unidades de Investigación::Ciencias Sociales::Instituto de Investigaciones Psicológicas (IIP

Handling Ibuprofen Increases Pain Tolerance and Decreases Perceived Pain Intensity in a Cold Pressor Test

Pain contributes to health care costs, missed work and school, and lower quality of life. Extant research on psychological interventions for pain has focused primarily on developing skills that individuals can apply to manage their pain. Rather than examining internal factors that influence pain tolerance (e.g., pain management skills), the current work examines factors external to an individual that can increase pain tolerance. Specifically, the current study examined the nonconscious influence of exposure to meaningful objects on the perception of pain. Participants (N = 54) completed a cold pressor test, examined either ibuprofen or a control object, then completed another cold pressor test. In the second test, participants who previously examined ibuprofen reported experiencing less intense pain and tolerated immersion longer (relative to baseline) than those who examined the control object. Theoretical and applied implications of these findings are discussed

Tolerance, intensity and affect means and standard deviations.

<p>Tolerance, intensity and affect means and standard deviations.</p

The Cognitive Consequences of Formal Clothing

Abstract Drawing from literature on construal-level theory and the psychological consequences of clothing, the current work tested whether wearing formal clothing enhances abstract cognitive processing. Five studies provided evidence supporting this hypothesis. Wearing more formal clothing was associated with higher action identification level (Study 1) and greater category inclusiveness (Study 2). Putting on formal clothing induced greater category inclusiveness (Study 3) and enhanced a global processing advantage (Study 4). The association between clothing formality and abstract processing was mediated by felt power (Study 5). The findings demonstrate that the nature of an everyday and ecologically valid experience, the clothing worn, influences cognition broadly, impacting the processing style that changes how objects, people, and events are construed