46 research outputs found
Out, Damned Spot: Can the âMacbeth Effectâ Be Replicated?
This is an Author's Accepted Manuscript of an article published in Basic and Applied Social Psychology
Volume 36, Issue 1, 2014, 91-98, © 2014 Taylor & Francis, available online at: http://www.tandfonline.com/10.1080/01973533.2013.856792.Zhong and Liljenquist (2006) reported evidence of a âMacbeth Effectâ in social psychology: a threat to people's moral purity leads them to seek, literally, to cleanse themselves. In an attempt to build upon these findings, we conducted a series of direct replications of Study 2 from Z&L's seminal report. We used Z&L's original materials and methods, investigated samples that were more representative of the general population, investigated samples from different countries and cultures, and substantially increased the power of our statistical tests. Despite multiple good-faith efforts, however, we were unable to detect a âMacbeth Effectâ in any of our experiments. We discuss these findings in the context of recent concerns about replicability in the field of experimental social psychology
Preschoolers Focus on Othersâ Intentions When Forming Sociomoral Judgments
Many studies suggest that preschoolers initially privilege outcome over intention in their moral judgments. The present findings reveal that, in contrast, even younger preschoolers can privilege intentions when evaluating characters who successfully or unsuccessfully help or hinder a third party in achieving its goal. Following a live-action puppet show originally created for infant populations, children made a forced-choice social judgment (which puppet was liked) and two forced-choice moral judgments (which puppet was nicer, which puppet should be punished), and were asked to explain their punishment allocations. In two experiments (N = 195), 3- and 4-year-olds evaluated characters with distinct intentions to help or to hinder who were associated with either positive or negative outcomes. Both ages judged characters with more positive intentions as nicer, and allocated punishment to characters with more negative intentions; neither of these tendencies depended on the outcomes the characters were associated with. Three-year-oldsâ responses were somewhat less consistent than were 4-year-oldsâ, in that 3-year-oldsâ judgments were disrupted by ambiguous harmful intent. Notably, childrenâs social judgments were less consistent than their moral judgments. In a third and final experiment (N = 100), children evaluated characters with the same intention but who were associated with different outcomes. Children showed inconsistent responding across age and outcome valence, but only 4-year-olds evaluating two characters with positive intentions reliably responded based on outcome. When providing informative responses in all three studies, children most frequently explained their punishment allocations by appealing to the puppetâs (attempted) hindering action or failure to help. These findings raise questions as to what underlies different patterns of response across studies in the literature, and suggests that observing live interactions may facilitate young childrenâs intention-based moral judgments
The mentalistic basis of core social cognition: experiments in preverbal infants and a computational model
Evaluating individuals based on their pro- and anti-social behaviors is fundamental to successful human interaction. Recent research suggests that even preverbal infants engage in social evaluation; however, it remains an open question whether infants' judgments are driven uniquely by an analysis of the mental states that motivate others' helpful and unhelpful actions, or whether non-mentalistic inferences are at play. Here we present evidence from 10-month-olds, motivated and supported by a Bayesian computational model, for mentalistic social evaluation in the first year of life. A video abstract of this article can be viewed at http://youtu.be/rD_Ry5oqCY
Can third-party observers detect the emotional rewards of generous spending?
Can others detect the emotional consequences of our personal choices? Here we investigate whether third-party observers can detect the emotional benefits of two factors shown to influence self-reported happiness: the speed with which people make decisions, and the generosity of spending choices. Participants were randomly assigned to purchase a goody bag either for themselves or for a sick child, and to choose the contents of this goody bag either as quickly as possible, or by taking as much time as needed. After, participants reported their current emotional state, and were rated for happiness by a research assistant blind to their spending condition. Analyses revealed that purchasing a gift for someone else not only improved participantsâ self-reported mood, but that observers could detect these affective differences as well. Observers also rated participants who made their spending decision more quickly as happier, although participants did not report these emotional differences
Giving Leads to Happiness in Young Children
Evolutionary models of cooperation require proximate mechanisms that sustain prosociality despite inherent costs to individuals. The âwarm glowâ that often follows prosocial acts could provide one such mechanism; if so, these emotional benefits may be observable very early in development. Consistent with this hypothesis, the present study finds that before the age of two, toddlers exhibit greater happiness when giving treats to others than receiving treats themselves. Further, children are happier after engaging in costly giving â forfeiting their own resources â than when giving the same treat at no cost. By documenting the emotionally rewarding properties of costly prosocial behavior among toddlers, this research provides initial support for the claim that experiencing positive emotions when giving to others is a proximate mechanism for human cooperation
Do Dogs Prefer Helpers in an Infant-Based Social Evaluation Task?
Social evaluative abilities emerge in human infancy, highlighting their importance in shaping our species' early understanding of the social world. Remarkably, infants show social evaluation in relatively abstract contexts: for instance, preferring a wooden shape that helps another shape in a puppet show over a shape that hinders another character (Hamlin et al., 2007). Here we ask whether these abstract social evaluative abilities are shared with other species. Domestic dogs provide an ideal animal species in which to address this question because this species cooperates extensively with conspecifics and humans and may thus benefit from a more general ability to socially evaluate prospective partners. We tested dogs on a social evaluation puppet show task originally used with human infants. Subjects watched a helpful shape aid an agent in achieving its goal and a hinderer shape prevent an agent from achieving its goal. We examined (1) whether dogs showed a preference for the helpful or hinderer shape, (2) whether dogs exhibited longer exploration of the helpful or hinderer shape, and (3) whether dogs were more likely to engage with their handlers during the helper or hinderer events. In contrast to human infants, dogs showed no preference for either the helper or the hinderer, nor were they more likely to engage with their handlers during helper or hinderer events. Dogs did spend more time exploring the hindering shape, perhaps indicating that they were puzzled by the agent's unhelpful behavior. However, this preference was moderated by a preference for one of the two shapes, regardless of role. These findings suggest that, relative to infants, dogs show weak or absent social evaluative abilities when presented with abstract events and point to constraints on dogs' abilities to evaluate others' behavior
Beliefs about bad people are volatile
People form moral impressions rapidly, effortlessly and from a remarkably young age1,2,3,4,5. Putatively \u2018bad\u2019 agents command more attention and are identified more quickly and accurately than benign or friendly agents5,6,7,8,9,10,11,12. Such vigilance is adaptive, but can also be costly in environments where people sometimes make mistakes, because incorrectly attributing bad character to good people damages existing relationships and discourages forming new relationships13,14,15,16. The ability to accurately infer the moral character of others is critical for healthy social functioning, but the computational processes that support this ability are not well understood. Here, we show that moral inference is explained by an asymmetric Bayesian updating mechanism in which beliefs about the morality of bad agents are more uncertain (and therefore more volatile) than beliefs about the morality of good agents. This asymmetry seems to be a property of learning about immoral agents in general, as we also find greater uncertainty for beliefs about the non-moral traits of bad agents. Our model and data reveal a cognitive mechanism that permits flexible updating of beliefs about potentially threatening others, a mechanism that could facilitate forgiveness when initial bad impressions turn out to be inaccurate. Our findings suggest that negative moral impressions destabilize beliefs about others, promoting cognitive flexibility in the service of cooperative but cautious behaviour
Validation of an open source, remote webâbased eyeâtracking method (WebGazer) for research in early childhood
Measuring eye movements remotely via the participant's webcam promises to be an attractive methodological addition to in-person eye-tracking in the lab. However, there is a lack of systematic research comparing remote web-based eye-tracking with in-lab eye-tracking in young children. We report a multi-lab study that compared these two measures in an anticipatory looking task with toddlers using WebGazer.js and jsPsych. Results of our remotely tested sample of 18-27-month-old toddlers (N = 125) revealed that web-based eye-tracking successfully captured goal-based action predictions, although the proportion of the goal-directed anticipatory looking was lower compared to the in-lab sample (N = 70). As expected, attrition rate was substantially higher in the web-based (42%) than the in-lab sample (10%). Excluding trials based on visual inspection of the match of time-locked gaze coordinates and the participant's webcam video overlayed on the stimuli was an important preprocessing step to reduce noise in the data. We discuss the use of this remote web-based method in comparison with other current methodological innovations. Our study demonstrates that remote web-based eye-tracking can be a useful tool for testing toddlers, facilitating recruitment of larger and more diverse samples; a caveat to consider is the larger drop-out rate
Quantifying sources of variability in infancy research using the infant-directed-speech preference
Psychological scientists have become increasingly concerned with issues related to methodology and replicability, and infancy researchers in particular face specific challenges related to replicability: For example, high-powered studies are difficult to conduct, testing conditions vary across labs, and different labs have access to different infant populations.
Addressing these concerns, we report on a large-scale, multisite study aimed at (a) assessing the overall replicability of a single theoretically important phenomenon and (b) examining methodological, cultural, and developmental
moderators. We focus on infantsâ preference for infant-directed speech (IDS) over adult-directed speech (ADS). Stimuli of mothers speaking to their infants and to an adult in North American English were created using seminaturalistic
laboratory-based audio recordings. Infantsâ relative preference for IDS and ADS was assessed across 67 laboratories in North America, Europe, Australia, and Asia using the three common methods for measuring infantsâ discrimination
(head-turn preference, central fixation, and eye tracking). The overall meta-analytic effect size (Cohenâs d) was 0.35, 95% confidence interval = [0.29, 0.42], which was reliably above zero but smaller than the meta-analytic mean computed from previous literature (0.67). The IDS preference was significantly stronger in older children, in those children for whom the stimuli matched their native language and dialect, and in data from labs using the head-turn preference procedure. Together, these findings replicate the IDS preference but suggest that its magnitude is modulated by development, native-language experience, and testing procedure. (This project has received funding from the European Unionâs Horizon 2020 research and innovation programme under the Marie SkĆodowska-Curie grant agreement No 798658.
A multilab study of bilingual infants: Exploring the preference for infant-directed speech
From the earliest months of life, infants prefer listening to and learn better from infant-directed speech (IDS) compared with adult-directed speech (ADS). Yet IDS differs within communities, across languages, and across cultures, both in form and in prevalence. This large-scale, multisite study used the diversity of bilingual infant experiences to explore the impact of different types of linguistic experience on infantsâ IDS preference. As part of the multilab ManyBabies 1 project, we compared preference for North American English (NAE) IDS in lab-matched samples of 333 bilingual and 384 monolingual infants tested in 17 labs in seven countries. The tested infants were in two age groups: 6 to 9 months and 12 to 15 months. We found that bilingual and monolingual infants both preferred IDS to ADS, and the two groups did not differ in terms of the overall magnitude of this preference. However, among bilingual infants who were acquiring NAE as a native language, greater exposure to NAE was associated with a stronger IDS preference. These findings extend the previous finding from ManyBabies 1 that monolinguals learning NAE as a native language showed a stronger IDS preference than infants unexposed to NAE. Together, our findings indicate that IDS preference likely makes similar contributions to monolingual and bilingual development, and that infants are exquisitely sensitive to the nature and frequency of different types of language input in their early environments