When teaching style matches students' epistemic (in)dependence: The moderating effect of perceived epistemic gap

In a 2×2×2 factorial design, 3rd year Romanian psychology students (N=94) were assigned into 2 groups according to the extent to which they acknowledged an epistemic dependence (lowvs. high) toward their professor. They then compared the competence of 3rd year students to that of 1st year or 5th year students. Finally, they were exposed to a persuasive counter-attitudinal message from an epistemic authority, framed in an authoritarian vs. democratic style. The main dependent variable was the influence of the counter-attitudinal message. Results show an interaction between the three variables. No effects were found among students in the upward social comparison condition in which they felt particularly incompetent. The expected interaction between style and dependence was significant in the down ward comparison condition where participants felt more competent than 1st year students. Students high in perceived epistemic dependence were more influenced by the authoritarian style than those low in epistemic dependence. The reverse tended to be true for participants exposed to the democratic styl

The social transmission of knowledge at the University: Teaching style and epistemic dependence

It is argued that an epistemic authority would induce greater influence in transmitting knowledge to students when there is a correspondence between the (authoritarian vs. democratic) style of the authority and students' perceptions of their relation to the authority (high vs. low epistemic dependence). In two studies it was predicted, and found, that students who perceived themselves in a state of low epistemic dependence towards their teachers were more influenced by a democratic than by an authoritarian teaching style. This difference in appropriation was not found for students who perceived themselves in a state of epistemic dependence towards the epistemic authorit

Deflecting Stereotype Threat Through Downward Comparison: When Comparison with Immigrants Boosts the Performance of Stigmatized Native Students

Two experiments examined the effect of comparison with immigrants on the intellectual performance of stigmatized native students (i.e., women and students from low socioeconomic backgrounds). It was predicted that such a comparison may boost the test performance of both groups of students rather than comparison with their counterparts who are not stigmatized. In line with this hypothesis, we found that female European students (Study 1) performed better on a math test when they were led to compare with a female immigrant rather than with another female European student. Study 2 replicated this finding in regard to the performance of native students with low socioeconomic status on a general intelligence test. Results are discussed in terms of stereotype susceptibility predicaments and their implications for native-immigrant performance gap

Evidence that Social Comparison with the Thin Ideal Affects Implicit Self-Evaluation

Research on body image suggests that social comparison with the thin ideal has a number of negative consequences for women. To date, however, little is known on how social comparison with the thin ideal affects the accessibility of positive thoughts and feelings about the self (implicit self-liking). To examine this issue, one hundred and twenty-six young women from two countries, Canada and France, were exposed either to fourteen photographs of the thin ideal or to the same images airbrushed to make the models look slightly larger. They next completed a lexical decision task with positive self-related transitive verbs as stimuli (e.g., ‘To like myself’). As expected, women exposed to the thin-ideal models took longer to correctly identify self-liking verbs compared to women who were exposed to slightly larger models. No effects were found on other positive verbs, and there were no effects of the country. The results suggest that social comparison with the thin ideal reduces implicit self-liking among young women

Too good to be cautious: High implicit self-esteem predicts self-reported dangerous mobile phone use

Mobile phone use and misuse have become a pressing challenge in today’s society. Dangerous mobile phone use, such as the use of a mobile phone while driving, is widely practiced, though banned in several jurisdictions. Research aiming at unfolding the psychological predictors of dangerous mobile phone use have so far been scarce. Especially, researchers have never taken the role of self-esteem into account, which is unfortunate given prior research linking self-esteem to addictive mobile phone use. In the present study, we evaluated the associations between both explicit and implicit self-esteem and dangerous mobile phone use, with a particular focus on phoning while driving. To do so, we assessed implicit self-esteem among 95 participants (89 females) via the Implicit Association Test and explicit self-esteem via a self-reported measure. Problematic mobile phone use and demographic data were assessed with self-reported measures. Implicit self-esteem predicted dangerous mobile phone use, even after we controlled for demographic data and mobile phone dependence. Explicit self-esteem, however, was related to neither dependence nor dangerous use of the mobile phone, thereby supporting the importance of distinguishing between explicit and implicit self-esteem. Our results set the scene for new research avenues regarding mobile phone use while driving

Addiction: Brain and Cognitive Stimulation for Better Cognitive Control and Far Beyond

Addiction behaviors are characterized by conditioned responses responsible for craving and automatic actions as well as disturbances within the supervisory network, one of the key elements of which is the inhibition of prepotent response. Interventions such as brain stimulation and cognitive training targeting this imbalanced system can potentially be a positive adjunct to treatment as usual. The relevance of several invasive and noninvasive brain stimulation techniques in the context of addiction as well as several cognitive training protocols is reviewed. By reducing cue-induced craving and modifying the pattern of action, memory associations, and attention biases, these interventions produced significant but still limited clinical effects. A new refined definition of response inhibition, including automatic inhibition of response and a more consistent approach to cue exposure capitalizing on the phase of reconsolidation of pre-activated emotional memories, all associated with brain and cognitive stimulation, opens new avenues for clinical research

Automatic social comparison: Cognitive load facilitates an increase in negative thought accessibility after thin ideal exposure among women

Women are routinely exposed to images of extremely slim female bodies (the thin ideal) in advertisements, even if they do not necessarily pay much attention to these images. We hypothesized that paradoxically, it is precisely in such conditions of low attention that the impact of the social comparison with the thin ideal might be the most pronounced. To test this prediction, one hundred and seventy-three young female participants were exposed to images of the thin ideal or of women’s fashion accessories. They were allocated to either a condition of high (memorizing 10 digits) or low cognitive load (memorizing 4 digits). The main dependent measure was implicit: mean recognition latency of negative words, relative to neutral words, as assessed by a lexical decision task. The results showed that thin-ideal exposure did not affect negative word accessibility under low cognitive load but that it increased it under high cognitive load. These findings are consistent with the hypothesis that social comparison with the thin ideal is an automatic process, and contribute to explain why some strategies to prevent negative effects of thin-ideal exposure are inefficient

Trust in scientific information mediates associations between conservatism and coronavirus responses in the U.S., but few other nations

U.S.-based research suggests conservatism is linked with less concern about contracting coronavirus and less preventative behaviors to avoid infection. Here, we investigate whether these tendencies are partly attributable to distrust in scientific information, and evaluate whether they generalize outside the U.S., using public data and recruited representative samples across three studies (Ntotal = 34,710). In Studies 1 and 2, we examine these relationships in the U.S., yielding converging evidence for a sequential indirect effect of conservatism on compliance through scientific (dis)trust and infection concern. In Study 3, we compare these relationships across 19 distinct countries. Although the relationships between trust in scientific information about the coronavirus, concern about coronavirus infection, and compliance are consistent cross-nationally, the relationships between conservatism and trust in scientific information are not. These relationships are strongest in North America. Consequently, the indirect effects observed in Studies 1–2 only replicate in North America (the U.S. and Canada) and in Indonesia. Study 3 also found parallel direct and indirect effects on support for lockdown restrictions. These associations suggest not only that relationships between conservatism and compliance are not universal, but localized to particular countries where conservatism is more strongly related to trust in scientific information about the coronavirus pandemic

The Psychological Science Accelerator: Advancing Psychology through a Distributed Collaborative Network

Concerns have been growing about the veracity of psychological research. Many findings in psychological science are based on studies with insufficient statistical power and nonrepresentative samples, or may otherwise be limited to specific, ungeneralizable settings or populations. Crowdsourced research, a type of large-scale collaboration in which one or more research projects are conducted across multiple lab sites, offers a pragmatic solution to these and other current methodological challenges. The Psychological Science Accelerator (PSA) is a distributed network of laboratories designed to enable and support crowdsourced research projects. These projects can focus on novel research questions, or attempt to replicate prior research, in large, diverse samples. The PSA\u27s mission is to accelerate the accumulation of reliable and generalizable evidence in psychological science. Here, we describe the background, structure, principles, procedures, benefits, and challenges of the PSA. In contrast to other crowdsourced research networks, the PSA is ongoing (as opposed to time-limited), efficient (in terms of re-using structures and principles for different projects), decentralized, diverse (in terms of participants and researchers), and inclusive (of proposals, contributions, and other relevant input from anyone inside or outside of the network). The PSA and other approaches to crowdsourced psychological science will advance our understanding of mental processes and behaviors by enabling rigorous research and systematically examining its generalizability