In 1944, Heider and Simmel reported that observers could perceive simple animated geometric shapes as characters with emotions, intentions, and other social attributes. This work has been cited over 3000 times and has had wide and ongoing influence on the study of social cognition and social intelligence. However, many researchers in this area have continued to use the original Heider and Simmel black-and-white video. We asked whether the original findings could be reproduced 75 years later by creating 32 new colored animated shape videos designed to depict various social plots and testing whether they can evoke similar spontaneous social attributions. Participants (N = 66) viewed our videos and were asked to write narratives which we coded for indicia of different types of social attributions. Consistent with Heider and Simmel, we found that participants spontaneously attributed social meaning to the videos. We observed that responses to our videos were also similar to responses to the original video reported by Klin (2000), despite being only 13-23 s and portraying a broader range of social plots. Participants varied in how many social attributions they made in response, and the videos varied in how much they elicited such responses. Our set of animated shape videos is freely available online for all researchers to use and forms the basis of a multiple-choice assessment of social intelligence (Brown et al., 2019).

Abstract This study examined the relationship between economic well-being and mental health in young adults and investigated the mediating effects of young adults’ self-esteem. This study used the National Longitudinal Survey of Youth 79 for Children and Young Adults. 9,584 young adults were selected, and the mediation model was conducted. Results showed that economic well-being is related to self-esteem and depression during adulthood. Self-esteem is significantly associated with mental health among young adults. Results show evidence of partial mediation of the relationship between economic well-being and mental health by young adults’ self-esteem. Economic well-being is one of the most important factors to develop and cultivate self-esteem and reduce mental health problems during young adulthood. Economic well-being is critical for developing self-esteem during young adulthood, and this study reveals that developing higher self-esteem is important for one’s mental health during young adulthood. Self-esteem should be considered to better understand mental health during young adulthood in the context of individuals’ economic well-being.

Research Article| April 01 2020 Goya’s Boy: Flying in the Face of a Diagnosis Sara Wallace Huntington Sara Wallace Huntington Search for other works by this author on: This Site Google The American Journal of Psychology (2020) 133 (1): 81–88. https://doi.org/10.5406/amerjpsyc.133.1.0081 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Sara Wallace Huntington; Goya’s Boy: Flying in the Face of a Diagnosis. The American Journal of Psychology 1 January 2020; 133 (1): 81–88. doi: https://doi.org/10.5406/amerjpsyc.133.1.0081 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectiveUniversity of Illinois PressThe American Journal of Psychology Search Advanced Search The text of this article is only available as a PDF. Copyright 2020 by the Board of Trustees of the University of Illinois2020 Article PDF first page preview Close Modal You do not currently have access to this content.

Book Review| April 01 2020 Thinking of Maintaining two Languages into Old Age? Do It For Promising Advances in Neuroscience and the Grandkids Growing Old With Two Languages: Effects of Bilingualism on Cognitive Aging. Edited by Ellen Bialystok and Margot Sullivan. Amsterdam, The Netherlands: John Benjamins Publishing Company, 2017. 304 pp. Paper, $54. Alison L. Bailey; Alison L. Bailey Department of Education, Moore Hall 3302b, University of California, Los Angeles, Los Angeles, CA 90095-1521, E-mail: abailey@gseis.ucla.edu Search for other works by this author on: This Site Google Anna V. Osipova Anna V. Osipova Division of Special Education and Counseling, California State University, Los Angeles, 5151 State University Drive, Los Angeles, CA 90032, E-mail: aosipov3@calstatela.edu Search for other works by this author on: This Site Google The American Journal of Psychology (2020) 133 (1): 111–116. https://doi.org/10.5406/amerjpsyc.133.1.0111 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Alison L. Bailey, Anna V. Osipova; Thinking of Maintaining two Languages into Old Age? Do It For Promising Advances in Neuroscience and the Grandkids. The American Journal of Psychology 1 January 2020; 133 (1): 111–116. doi: https://doi.org/10.5406/amerjpsyc.133.1.0111 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectiveUniversity of Illinois PressThe American Journal of Psychology Search Advanced Search The text of this article is only available as a PDF. Copyright 2020 by the Board of Trustees of the University of Illinois2020 Article PDF first page preview Close Modal You do not currently have access to this content.

Abstract The effects of social exclusion on prosocial and antisocial behaviors are unclear. Although some studies suggest that exclusion increases prosocial behavior, others indicate exclusion decreases prosocial behavior and may even lead to antisocial aggression. Based on these mixed findings, we propose that when exclusion leads to feeling disliked, sadness and prosocial behavior may result; yet when people believe the excluders do not respect them, anger and aggression may be the outcome. Indeed, this study provides evidence for this pattern. Our results further support the idea that social exclusion decreases prosocial behavior, but when excluded people felt disliked, they became sadder, which resulted in more prosocial behavior. These findings suggest that a more nuanced approach is needed to explain the disparate findings in social exclusion research and offer a possible avenue worthy of further exploration: the perception of the exclusion experience.

Abstract The fast-same effect is the observation that “same” responses are much faster than “different” responses in the same-different task. Moreover, identical stimuli are responded to faster than stimuli that are the same in name only (e.g., B and b). We examine Bamber’s (1969) identity reporter model (a two-stage model predicting load effects), Proctor’s (1981) facilitation framework, and Krueger and Shapiro’s (1981) priming framework, proposed to account for these effects. Facilitation and priming are strong for identical and repeated stimuli, for phonological associates, and, in principle, for any form of association. We thus manipulated two types of associations: nominal (changing the letter case, preserving phonology) and learned (matching arbitrary symbols to letters) associations and used extended training to see variations in load effects. We found that overall performance benefits from phonological information and from training, although training did not change load effects. Additionally, the results from a transfer phase show capacity limitation for learned associates, which severely constrains facilitation. This finding is inconsistent with a priming framework. The results are discussed using an expanded version of Bamber’s identity reporter model, which is also compatible with Proctor’s facilitation framework.

Book Review| December 01 2019 Culture and Psychology: Understanding the Intersection and Trying to Teach It Culture Across the Curriculum: A Psychology Teacher’s Handbook, Edited by Kenneth D. Keith. New York, NY: Cambridge University Press, 2018. 561 pp. Paper, $39.99. Daniel A. Wagner; Daniel A. Wagner Graduate School of Education, University of Pennsylvania, Philadelphia, PA 19104-6216, E-mail: wagner@literacy.upenn.edu Search for other works by this author on: This Site Google Andrew Wu Andrew Wu Graduate School of Education, University of Pennsylvania, Philadelphia, PA 19104-6216, E-mail: wuandrew@gse.upenn.edu Search for other works by this author on: This Site Google The American Journal of Psychology (2019) 132 (4): 489–492. https://doi.org/10.5406/amerjpsyc.132.4.0489 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Daniel A. Wagner, Andrew Wu; Culture and Psychology: Understanding the Intersection and Trying to Teach It. The American Journal of Psychology 1 January 2019; 132 (4): 489–492. doi: https://doi.org/10.5406/amerjpsyc.132.4.0489 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectiveUniversity of Illinois PressThe American Journal of Psychology Search Advanced Search The text of this article is only available as a PDF. Copyright 2019 by the Board of Trustees of the University of Illinois2019 Article PDF first page preview Close Modal You do not currently have access to this content.

Research Article| October 01 2019 John Senders (1920–2019) Peter. A. Hancock; Peter. A. Hancock University of Central Florida Search for other works by this author on: This Site Google Gabriella M. Hancock; Gabriella M. Hancock California State University, Long Beach Search for other works by this author on: This Site Google W. Senders; W. Senders New England Conservatory of Music Search for other works by this author on: This Site Google Abigail J. Sellen Abigail J. Sellen Microsoft Research, Cambridge Search for other works by this author on: This Site Google The American Journal of Psychology (2019) 132 (3): 361–367. https://doi.org/10.5406/amerjpsyc.132.3.0361 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Peter. A. Hancock, Gabriella M. Hancock, W. Senders, Abigail J. Sellen; John Senders (1920–2019). The American Journal of Psychology 1 January 2019; 132 (3): 361–367. doi: https://doi.org/10.5406/amerjpsyc.132.3.0361 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectiveUniversity of Illinois PressThe American Journal of Psychology Search Advanced Search The text of this article is only available as a PDF. Copyright 2019 by the Board of Trustees of the University of Illinois2019 Article PDF first page preview Close Modal You do not currently have access to this content.