Effects of collaborative recall: Denying true information is as powerful as suggesting misinformation

We tested whether someone's ability to tell a good story, in terms of the Reality Monitoring (RM) tool, affects the way s/he judges the stories told by others. Forty participants (undergraduate students) wrote down two statements – one about activities they did 30 minutes ago, and the other about a past event. Subsequently, they rated the quality of a target statement written by someone else. We found that the tendency to provide a not so detailed or a very detailed statement was stable across the two statements the participants wrote. Furthermore, this tendency affected how they judged the target statements: The richer a participant's statements were compared to the target statement, the more critical the participant was in judging the target statement. These findings imply that RM is subject to biases which are related to individual differences. We discuss the implications of these findings for applying the RM lie detection tool in the field.     

The role of cognitive distortions in paedophilic offending: Internet and contact offenders compared

Abstract

Cognitive distortions are held to contribute to sexual offending against children in a number of theoretical explanations of such crimes. However, not only is there little or no direct evidence in support of the centrality of cognitive distortions in offending but recent research has questioned whether the concept has explanatory power. Cognitive distortions are variously seen as necessary for the offender to offend against children, as post-offending justifications for the offence, or as reflecting distorted patterns in the offender's upbringing. This paper explores the role of cognitive distortions in sex offending by comparing the distortions of contact sex offenders against children with Internet child pornography offenders without contact offences against children. A new cognitive distortions questionnaire was developed which was suitable for administration to Internet offenders who had no contact offences against children as well as being suitable for contact offenders. It was found that some cognitive distortions are frequently agreed with by sex offenders against children whereas others were seldom or never agreed with. Little support was found for earlier typological approaches to the cognitive schema of sex offenders against children. Contrary to the expectation that contact offenders would have more cognitive distortions, it was found that Internet offenders had more cognitive distortions that children are sexual beings. Furthermore, there were no differences in cognitive distortions justifying the offence. However, offenders with a previous history of offending were more likely to admit to cognitive distortions which justify their offending. It is accepted that cognitive distortions are readily recognized in interviews with sex offenders against children. Nevertheless, it is argued that there is a need for new research to stimulate a new understanding of the nature and role of cognitive distortions in sex offending.     

The cognitive interview and its effect on misleading postevent information

Abstract

The present study investigated the effectiveness of the cognitive interview on reducing the impact of the misinformation effect. A 2×2 between-groups design was used, with interview type (cognitive or structured) and narrative type (misleading or neutral) as the independent variables. Adults (n=40) viewed video footage depicting a bank robbery and then received either a misleading or neutral postevent narrative. Participants were interviewed with either a cognitive or a structured interview regarding their memory for the original footage. The cognitive interview produced significantly more correct pieces of information than the structured interview, without an increase in errors or confabulations. An anomalous significant interaction was found regarding the number of incorrect pieces of information, where recipients of the structured interview made more recall errors when receiving neutral postevent information compared to neutral postevent information. A misinformation effect was successfully achieved but the enhancing effects of the cognitive interview were unable to reduce it. Results are discussed within the misinformation effect theoretical framework. The limitations of the present study are also discussed.     

Using the cognitive interview with adults with mild learning disabilities

Abstract

Forty-seven adults with mild learning disabilities (mild intellectual disabilities) attending day-centres and thirty-eight adults from the general population viewed a videorecording of an accident. A day later the participants were interviewed using either a cognitive interview (CI) or a structured interview (SI, a control interview). Compared with their counterparts with learning disabilities, adults from the general population recalled more correct information and made fewer confabulations about persons and objects. Nevertheless, the type of interview had an impact. For both groups, the CI was more effective than the SI in enhancing recall although, for the ‘learning disabilities’ group, the CI also produced a disproportionate increase in the reporting of person confabulations. All the same, the accuracy ratios were similar across interview types (80% for the CI and 82% for the SI). It is suggested that the CI could be helpful in assisting people with learning disabilities to provide information about events they have seen.     

Are the misinformed more punitive? Beliefs and misconceptions in forensic psychology

Misconceptions about psycho-legal issues are widespread and threaten the fabric of our legal system. The present study examines how misconception endorsement is related to tough-on-crime beliefs and sentencing decisions. Two hundred and fifty-six students completed a 50-item questionnaire assessing misconceptions related to forensic psychology and determined sentences in four mock-jury scenarios at the beginning and end of an introductory forensic psychology course. Misconception endorsement decreased significantly from 32% to 21%, with every subscale (police and interrogations, service provision, mental illness, memory and cognition, tough on crime) experiencing a significant decrease from pre-test to post-test. This drop in endorsement is meaningful, as misconceptions and beliefs are typically very difficult to change. Additionally, misconception endorsement was positively correlated with tough-on-crime beliefs and punitive (mock) sentencing. This study provides a valuable resource for endorsement rates of psycho-legal misconceptions and the propensity of individual misconceptions to change. It also makes a strong argument for the usefulness of psychology and law courses in reducing potentially harmful misconceptions and tough-on-crime beliefs.     

At the Polls

ABSTRACT

In this study, the authors attempt to add to existing knowledge on voter psyche during elections by examining the roles of voter concern and voters' desire to “keep up to date,” both of which have hitherto not been studied in this context. The analysis of data collected during a specific election in Australia reveals significant relationships with several well known psychological factors. The authors discuss these findings in the context of political marketing and furnish directions for future research.     

“90后”大学生恋爱心理及矫正研究——以西安2000例“90后”大学生恋爱心理调查为例

恋爱是大学校园中持续被关注的热点话题,与前几代大学生相比,“90后”大学生表现出具有鲜明时代烙印的特点。通过对2000例‘90后”大学生的恋爱心理进行问卷调查,从恋爱现状、恋爱观、恋爱对象选择、恋爱行为、性心理及其行为等方面总结了其行为和心理表现,并在此结果上分析这一群体的心理特征,找出影响其特征的因素,旨在总结“90后”大学生的恋爱心理,对存在的问题提出矫正方法,寻求自我改变提升的方式。     

用积极心理学理论提升高校辅导员职业幸福感

目前,高校辅导员队伍存在着流动性和职业压力较大等问题。基于积极心理学的理论,应该从关注人的优秀品质和美好心灵、积极的认知加工和情绪体验、积极的社会行为以及培养积极健康的人等方面着手,缓解高校辅导员的职业困扰,提升他们的职业幸福感。     

心理学在一人一事思想政治工作中的运用

人的性格、气质、思维方式的不同决定了一人一事思想政治工作的差异性。心理学是研究人们心理活动及其规律的科学。心理学的相关理论,有助于思想政治工作的开展。运用个性差异理论。可提高一人一事思想政治工作的针对性;运用情感理论,可提高一人一事思想政治工作的感染性;运用需求理论,可提高一人一事思想政治工作的有效性;运用激励理论,可提高一人一事思想政治工作的能动性。     

Pedagogy of the Logic Model: Teaching Undergraduates to Work Together to Change Their Communities

Undergraduate community psychology courses can empower students to address challenging problems in their local communities. Creating a logic model is an experiential way to learn course concepts by “doing.” Throughout the semester, students work with peers to define a problem, develop an intervention, and plan an evaluation focused on an issue of concern to them. This report provides an overview of how to organize a community psychology course around the creation of a logic model in order for students to develop this applied skill. Two undergraduate student authors report on their experience with the logic model assignment, describing the community problem they chose to address, what they learned from the assignment, what they found challenging, and what they are doing now in their communities based on what they learned.