ResPer: Computationally Modelling Resisting Strategies in Persuasive Conversations

We find that contextual sensitivity correlates with the reproducibility of 100 psychology studies from the Reproducibility Project (1). This relationship remains after adjusting for several methodological factors believed to account for reproducibility (e.g., sample size, effect size) and does not differ across subdisciplines (social vs. cognitive psychology). We also report a strong relationship between subdiscipline and context (1): social psychology studies are more likely to examine contextually sensitive topics than cognitive psychology studies. We conclude that context might play a role in reproducibility across (rather than within) subdisciplines. Inbar (2) notes that the reproducibility rate of social psychology (28%) is lower than cognitive psychology (53%). He also … [↵][1]1To whom correspondence should be addressed. Email: jay.vanbavel{at}nyu.edu. [1]: #xref-corresp-1-1

The Dimensionality of Anticipated Affective Reactions to Risky and Certain Decision Outcomes

Evaluation serves a fundamental role in human life, allowing us to safely and successfully interact with our world—much of which is in some way social. We review the vast literature in social psychology on the unintentional impact of evaluation on our mental processing, and locate these effects within longstanding and emerging research traditions. We argue that poorly specified critiques of “social” priming threaten to unfairly ostracize robust findings, stunt exciting new investigations into when and how unintentional influences occur (which we review), and are inconsistent with work in cognitive psychology and modern theory on the nature of information processing in the brain. Finally, we argue that full-hearted endorsement of the evaluative priming that we discuss likely cannot peacefully coexist with strong skepticism of all forms of behavior priming, sketching an argument for why the robustness of the former likely compels the existence of some amount of the latter.

Objective Clinical psychology involves the integration of clinical science and clinical practice, and the application of this integrated knowledge for the purpose of alleviating human distress. Method The best way to train these competencies has been a matter of debate. In this editorial, we compare the standards of three accreditation bodies: the Australian Psychology Accreditation Council (APAC), the Canadian Psychological Association (CPA), and the American Psychological Association (APA). Results Although the three accreditation standards are similar in terms of required coursework for core clinical psychology competencies, research output, and clinically supervised placement hours, the APA/CPA standards involved more coursework in statistics, research methodology, and topics highly relevant to clinical psychology that elucidate for whom and under what circumstances a treatment may be helpful (e.g., developmental and social psychology). The APA/CPA standards also required coursework on the history of psychology, which provides the opportunity for students to learn about and better appreciate the developments and influences on current knowledge and practice. The APA/CPA accreditation standards also required more clinically supervised placement hours to be obtained prior to graduation than did the APAC standards. Conclusions Unfortunately, data do not directly support one training system over another. We therefore urge psychology programs to routinely monitor their students’ clinical practice effectiveness after graduation so that accreditation standards can be reenvisaged if needed. KEY POINTS What is already known about this topic (1) Accreditation of degree programs leading to the practice of clinical psychology is overseenby regulatory bodies in Australia, the US, and Canada. (2) Greater synchronization with international competencies is a stated goal of the Psychology Board of Australia. (3) No prior comparisons of accreditation standards between Australia and Canada/US has been published. What this topic adds (1) APA/CPA and APAC accredited programs tend to have very similar coursework in clinical psychology. (2) APA/CPA programs tend to require substantially greater training in research methods/statistics and other domains of psychology such as social and cognitive psychology. (3) An individual with an APA/CPA-accredited degree would be close to meeting Australian psychology registration requirements, while an individual with an APAC accredited degreewould require substantial additional coursework if wishing to become licensed/registered as a psychologist in the US or Canada.

© 2018 ACM. The field of Human-Robot Interaction (HRI) lies at the intersection of several disciplines, and is rightfully perceived as a prime interface between engineering and the social sciences. In particular, our field entertains close ties with social and cognitive psychology, and there are many HRI studies which build upon commonly accepted results from psychology to explore the novel relation between humans and machines. Key to this endeavour is the trust we, as a field, put in the methodologies and results from psychology, and it is exactly this trust that is now being questioned across psychology and, by extension, should be questioned in HRI. The starting point of this paper are a number of failed attempts by the authors to replicate old and established results on social facilitation, which leads us to discuss our arguable over-reliance and over-acceptance of methods and results from psychology. We highlight the recent "replication crisis" in psychology, which directly impacts the HRI community and argue that our field should not shy away from developing its own reference tasks.

Contextual Sensitivity Helps Explain the Reproducibility Gap between Social and Cognitive Psychology

This study investigated the relationships between computer science (CS) course effectiveness and academic performance in a Guangdong Province private school through an integrated environmental and social psychology framework, examining collaborative learning environment and technology environment perception as mediating mechanisms. A quantitative cross-sectional design surveyed several hundred Grade 4 international high school students enrolled in computer science courses at Guangdong Country Garden School during the 2024-2025 academic year. Results revealed that all five CS course effectiveness dimensions—hands-on experiences, real-world applications, collaborative learning, problem-solving abilities, and technology landscape readiness—demonstrated strong positive correlations with academic performance (r=.790-.879, p<.01), with problem-solving abilities emerging as the strongest predictor (β=.342). Mediation analysis using Hayes' PROCESS macro with bootstrapping procedures confirmed that collaborative learning environment (14.7%-23.7% mediation) and technology environment perception (14.7%-23.9% mediation) functioned as significant partial mediators, with real-world applications showing strongest social-psychological mediation and hands-on experiences exhibiting strongest environmental mediation. Hierarchical regression demonstrated that environmental and social-psychological factors contributed unique variance beyond course effectiveness dimensions (ΔR²=.043, p<.001). Findings provide empirical support for person-environment fit theories and social cognitive frameworks, highlighting the importance of optimizing both technological infrastructure and interpersonal climate for CS education effectiveness in private school contexts.

Cognitive Psychology (CP) in the last 50 years has shown impressive development, producing a large body of data mainly concerned with specific elements of the complex cognitive architecture of the mind. The focus on single processes, in large part necessarily narrow and detailed, has not prevented the development of general concepts, paradigms, and models that can be useful to all areas of psychology. In fact, since the mind’s operations typically studied by CP, such as memory, attention, language, reasoning, and so on, are the basis for every psychological activity and behaviour, their scientific analysis can be used by other associated areas of study, for example Social Psychology, Clinical Psychology, Applied Psychology, Educational Psychology, Developmental Psychology, etc. Indeed, we are observing in these areas an increasing interest in concepts emerging from CP. The potential contribution of CP to the study of human intelligence is particularly representative and interesting. In fact, the consideration of individual differences in cognitive abilities and, in particular, in intelligence is one of the main topics that should be covered by CP. But this has not been the case for many years. Despite its obvious importance, the concept of intelligence has been suspiciously considered by many researchers and in particular by researchers working in the cognitive area. An implicit consideration has been that the concept ‘‘intelligence’’ is ill-defined and lacks an association with a well-supported research tradition. The misleading and circular definition of ‘‘intelligence’’, as the dimension measured by intelligence tests, was considered representative of the theoretical poverty of the field. For this reason the study of intelligence was mainly left to psychologists working in the psychometric tradition and to a certain extent the field of developmental psychology. However there are now signs that the time has come for CP to make a more substantial contribution to the study of individual differences in intelligence and other related cognitive abilities.

Conflict and Change

Originally published in 1981, this volume presents the domain of personality as a fuzzy set that includes features previously identified with cognitive and social psychology. Few of the individual contributions are centrally concerned with individual differences and cross-situational stability, but these traditional themes certainly appear in several of the chapters. The remaining chapters deal with the general processes mediating the interaction between the person and the social environment, filling out the fuzzy set of personality psychology. Part 1 seeks to locate contemporary trends in the cognitive psychology of personality against a backdrop of historical events. The chapters in Part 2 discuss some of the cognitive processes mediating social behaviour. Part 3 contains contributions concerned with the rules by which people make judgments about objects in the social world. The self, a dominant topic in personality theory and research, is treated extensively in Part 4. Although many of the chapters are explicitly concerned with the relations between cognition and action – after all, most human interaction takes the form of judgments and communication – the contributions in Part 5 make the links to overt behaviour. Finally, Part 6 offers two discussions of the previous contributions from the perspective of cognitive psychology.

‘Intra-Israeli Conflict’ examines how the primary corpus represents conflict between different ethnic and political demographics among Jews in Israel. Using cognitive science, social psychology, and cognitive psychology, Cairns attempts to understand how and why conflict comes to be. The chapter takes an in-depth view at the immigrants who form the main constituents of Francophone communities in Israel, namely those of Moroccan, Tunisian, and Algerian descent, and highlights their intra-ethnic differences and the intense emotions felt between them.

In 1983 the US committee on National Statistics with support from the National Science Foundation, organized a meeting between a number of cognitive scientists, survey specialists, and statistical methodologists to discuss cognitive aspects of survey methodology (see Jabine, Straf, Tanur & Tourangeau, 1984, and Loftus, Fienberg & Tanur, 1985). The purpose of this meeting was to promote mutually beneficial collaboration between scientists from these complimentary disciplines. Survey specialists, for example, could improve their techniques of questionnaire design and structure through awareness of findings by cognitive psychologists. On the other hand, cognitive psychology could profit from sociological findings based on representative sample surveys. Loftus et.al (1985) state: “to further improve the quality of information obtained from respondents, we believe that the designer of surveys would benefit from detailed knowledge of basic findings in cognitive and social psychology” (Loftus et.al. 1985, p. 176). The authors also state that: “Conversely, the knowledge derived from National Surveys can provide new sources of data for learning about human cognition (Loftus et.al, 1985, p. 176).

This chapter intends to approach religious conversion from the perspective of cognitive and social psychology, describing those mechanisms and mental processes at the basis of a socially and culturally complex behavior such as that of religious conversion. As a model of conversion the chapter mainly refer to some pericopes and sayings drawn from the Gospels. The chosen textual reference has, therefore, a paradigmatic relevance from a historical-cultural point of view. A first interpretation model of the conversion process as narrated by the Gospels is that according to which there would be a mechanism that involves, as its first step, the acknowledgment of a supreme being at the origin of all that exists. The fact that in Gospel stories conversion implies a social competence has as a consequence that the believer's faith is not measured on doctrinal and magisterial knowledge, but on the empathic ability of recognizing other people's needs.Keywords: cognitive psychology; Gospels; religious conversion

Gender inequality is still an issue of high relevance in society. Previous research indicates that language contributes to gender inequality in various ways: Gender-related information is transmitted through formal and semantic features of language, such as the grammatical category of gender, gender-related connotations of role names (e.g., manager, secretary) or customs of denoting social groups with derogatory vs. neutral names. Both as a formal system and as a means of communication, language passively reflects culture-specific social conditions, but in active use can also be used to express and, potentially, perpetuate those conditions. The research topics considered in the contributions to this proposed Frontiers Research Topic will include: • how languages shape the cognitive representations of gender • how features of languages correspond with gender equality in different societies • how language contributes to social behaviour towards the sexes • how gender equality can be promoted through strategies for gender-fair language use These research topics will be explored both developmentally (across the life span from childhood to old age) and in adults, and will encompass work conducted across a wide range of languages, including some studies that include cross-linguistic comparisons. The proposed contributors (almost all of whom have agreed to contribute a paper to the Research Topic) include both cognitive and social psychologists, and linguists, all of whom have an excellent research standing and all of whom have recently been conducting research on topics related to the general theme of the Research Topic. The contributions will also represent a wide range of methods: from surveys to electro-physiological studies. The contributions we have solicited will provide a wider range of complimentary studies, which will make a substantial contribution to understanding in this important area. Important Note: All contributions to this Research Topic must be in line with the scope of the specialty and field to which they are submitted, as defined in their mission statements. Manuscripts discovered during any stage of peer review to be outside of the scope may be transferred to a suitable section or field, or withdrawn from review.

Value instantiations—exemplifiers of an abstract or general category—are a new issue in human value research. Experiments have recently highlighted the important role of value instantiations in bridging the gap between abstract values and specific actions. In this chapter, we describe the general role of category instantiations in psychology, drawing on relevant literature in cognitive and social psychology. We discuss the relevance of value instantiations to important topics in the study of values, such as (non-)differences in values between nations, and the application of values to behavior. We then discuss instantiations as a mechanism through which values are related to behavior. We demonstrate that instantiations moderate the relationship between values and behavior: If the measured behaviors reflect typical instantiations of a value, the relationship between the two is stronger. Finally, we illustrate the potential roles of value instantiations by describing a method for measuring them and then examining findings relevant to two values: protecting the environment and family security.