Using the development of and differences on self-report measures to learn data analysis

The purpose of the current study was to collect data from self-report measures (happiness, extraversion, depression, self-image, and self-esteem) created by laboratory students in conjunction with validated measures of state self-esteem, sensation seeking, and demographic variables that would allow for the reasonable application of a variety of descriptive and inferential statistical techniques to learn data analysis. An undergraduate under faculty supervision performed reliability analysis, correlational analysis, independent samples t tests, analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA), and created a multiple regression model to better understand the application and conceptual logic underlying many of the statistical tests used in contemporary psychology. It was predicted this model would further develop critical thinking and provide additional practice conducting research

The role of individual differences in resistance to persuasion on memory for political advertisements

When people see political advertisements on a polarized issue they take a stance on, what factors influence how they respond to and remember the adverts contents? Across three studies, we tested competing hypotheses about how individual differences in social vigilantism (i.e., attitude superiority) and need for cognition relate to intentions to resist attitude change and memory for political advertisements concerning abortion. In Experiments 1 and 2, we examined participants’ intentions to use resistance strategies to preserve their pre-existing attitudes about abortion, by either engaging against opposing opinions or disengaging from them. In Experiment 3, we examined participants’ memory for information about both sides of the controversy presented in political advertisements. Our results suggest higher levels of social vigilantism are related to greater intentions to counterargue and better memory for attitude-incongruent information. These findings extend our understanding of individual differences in how people process and respond to controversial social and political discourse

The role of individual differences in resistance to persuasion on memory for political advertisements

When people see political advertisements on a polarized issue they take a stance on, what factors influence how they respond to and remember the adverts contents? Across three studies, we tested competing hypotheses about how individual differences in social vigilantism (i.e., attitude superiority) and need for cognition relate to intentions to resist attitude change and memory for political advertisements concerning abortion. In Experiments 1 and 2, we examined participants’ intentions to use resistance strategies to preserve their pre-existing attitudes about abortion, by either engaging against opposing opinions or disengaging from them. In Experiment 3, we examined participants’ memory for information about both sides of the controversy presented in political advertisements. Our results suggest higher levels of social vigilantism are related to greater intentions to counterargue and better memory for attitude-incongruent information. These findings extend our understanding of individual differences in how people process and respond to controversial social and political discourse

Beliefs in Pure Good and Pure Evil Affect Prosocial and Antisocial Orientations Toward Others

My students and I have been conducting a research program to examine how fundamental beliefs in human potential for both pure good and pure evil influence prosocial and antisocial attitudes, orientations, and behaviors toward others. I will overview the results of several of our studies to discuss how individuals’ beliefs in pure good and pure evil influence their tendencies to trust, forgive, blame and seek vengeance against others

The Empathetic Course Design Perspective

Empathy, the ability and willingness to take the cognitive and emotional perspective of others, is becoming increasingly important within academia. We introduce our Empathetic Course Design Perspective that refers to the intentional infusion of empathy into a course. We discuss the overarching beliefs that underlie this perspective, such as instructors’ commitment to inclusive teaching practices. In this commentary, we present practical recommendations for incorporating this perspective into your classes, in terms of course syllabi; schedules and routines; modalities; policies; and assignments and assessments. We believe this template is flexible and can be applied to any course (e.g., lower- and upperlevel classes), in any modality (e.g., face-to-face, hybrid/hyflex, online), and in any academic discipline. Ultimately, we believe the Empathetic Course Design Perspective can transform our courses into learning spaces that are more positive, supportive, and engaging for us as instructors and, more importantly, for our students