Knowledge that Transforms

Would you make the same decisions in a foreign language as you would in your native tongue? It may be intuitive that people would make the same choices regardless of the language they are using, or that the difficulty of using a foreign language would make decisions less systematic. We discovered, however, that the opposite is true: Using a foreign language reduces decision-making biases. Four experiments show that the framing effect disappears when choices are presented in a foreign tongue. Whereas people were risk averse for gains and risk seeking for losses when choices were presented in their native tongue, they were not influenced by this framing manipulation in a foreign language. Two additional experiments show that using a foreign language reduces loss aversion, increasing the acceptance of both hypothetical and real bets with positive expected value. We propose that these effects arise because a foreign language provides greater cognitive and emotional distance than a native tongue does.

An influential explanation for gender differences in mating strategies is that the sex-specific reproductive constraints faced by human ancestors shaped these differences. Other theorists have emphasized the role of societal factors, hypothesizing, for example, that gender differences in mate preferences should wane in gender-equal societies. However, findings have been ambiguous. Using recent data and a novel measure of gender equality, we revisited the role of gender parity in gender differentiation for mate preferences. In the first study, 3,177 participants from 10 nations with a gradually decreasing Global Gender Gap Index (GGI) provided online ratings of the desirability of mate attributes with reportedly evolutionary origins. In the second study, GGI scores were related to gender differences in mate preferences previously reported for 8,953 participants from 31 nations (Buss, 1989). Both studies show that gender differences in mate preferences with presumed evolutionary roots decline proportionally to increases in nations' gender parity.

Cases of clear scientific misconduct have received significant media attention recently, but less flagrantly questionable research practices may be more prevalent and, ultimately, more damaging to the academic enterprise. Using an anonymous elicitation format supplemented by incentives for honest reporting, we surveyed over 2,000 psychologists about their involvement in questionable research practices. The impact of truth-telling incentives on self-admissions of questionable research practices was positive, and this impact was greater for practices that respondents judged to be less defensible. Combining three different estimation methods, we found that the percentage of respondents who have engaged in questionable practices was surprisingly high. This finding suggests that some questionable practices may constitute the prevailing research norm.

When do people feel as if they are rich in time? Not often, research and daily experience suggest. However, three experiments showed that participants who felt awe, relative to other emotions, felt they had more time available (Experiments 1 and 3) and were less impatient (Experiment 2). Participants who experienced awe also were more willing to volunteer their time to help other people (Experiment 2), more strongly preferred experiences over material products (Experiment 3), and experienced greater life satisfaction (Experiment 3). Mediation analyses revealed that these changes in decision making and well-being were due to awe's ability to alter the subjective experience of time. Experiences of awe bring people into the present moment, and being in the present moment underlies awe's capacity to adjust time perception, influence decisions, and make life feel more satisfying than it would otherwise.

Sharing a public language facilitates particularly efficient forms of joint perception and action by giving interlocutors refined tools for directing attention and aligning conceptual models and action. We hypothesized that interlocutors who flexibly align their linguistic practices and converge on a shared language will improve their cooperative performance on joint tasks. To test this prediction, we employed a novel experimental design, in which pairs of participants cooperated linguistically to solve a perceptual task. We found that dyad members generally showed a high propensity to adapt to each other's linguistic practices. However, although general linguistic alignment did not have a positive effect on performance, the alignment of particular task-relevant vocabularies strongly correlated with collective performance. In other words, the more dyad members selectively aligned linguistic tools fit for the task, the better they performed. Our work thus uncovers the interplay between social dynamics and sensitivity to task affordances in successful cooperation.

Previous studies have shown that phoneme awareness, letter-sound knowledge, rapid automatized naming (RAN), and verbal memory span are reliable correlates of learning to read in English. However, the extent to which these different predictors have the same relative importance in different languages remains uncertain. In this article, we present the results from a 10-month longitudinal study that began just before or soon after the start of formal literacy instruction in four languages (English, Spanish, Slovak, and Czech). Longitudinal path analyses showed that phoneme awareness, letter-sound knowledge, and RAN (but not verbal memory span) measured at the onset of literacy instruction were reliable predictors, with similar relative importance, of later reading and spelling skills across the four languages. These data support the suggestion that in all alphabetic orthographies, phoneme awareness, letter-sound knowledge, and RAN may tap cognitive processes that are important for learning to read.

Could you find 1 of your 1,000 Facebook friends in a crowd of 100? Even at a rate of 25 ms per comparison, determining that no friends were in the crowd would take more than 40 min if memory and visual search interacted linearly. In the experiment reported here, observers memorized pictures of 1 to 100 targets and then searched for any of these targets in visual displays of 1 to 16 objects. Response times varied linearly with visual set size but logarithmically with memory set size. Data from memory set sizes of 1 through 16 accurately predicted response times for different observers holding 100 objects in memory. The results would be consistent with a binary coding of visual objects in memory and are relevant to applied searches in which experts look for any of many items of interest (e.g., a radiologist running through a mental checklist of what might be wrong in a car-crash victim or an airport screener looking for any of a list of prohibited items in a carry-on bag).

Can humans communicate emotional states via chemical signals? In the experiment reported here, we addressed this question by examining the function of chemosignals in a framework furnished by embodied social communication theory. Following this theory, we hypothesized that the processes a sender experiences during distinctive emotional states are transmitted to receivers by means of the chemicals that the sender produces, thus establishing a multilevel correspondence between sender and receiver. In a double-blind experiment, we examined facial reactions, sensory-regulation processes, and visual search in response to chemosignals. We demonstrated that fear chemosignals generated a fearful facial expression and sensory acquisition (increased sniff magnitude and eye scanning); in contrast, disgust chemosignals evoked a disgusted facial expression and sensory rejection (decreased sniff magnitude, target-detection sensitivity, and eye scanning). These findings underline the neglected social relevance of chemosignals in regulating communicative correspondence outside of conscious access.

The pipeline toward careers in science, technology, engineering, and mathematics (STEM) begins to leak in high school, when some students choose not to take advanced mathematics and science courses. We conducted a field experiment testing whether a theory-based intervention that was designed to help parents convey the importance of mathematics and science courses to their high school-aged children would lead them to take more mathematics and science courses in high school. The three-part intervention consisted of two brochures mailed to parents and a Web site, all highlighting the usefulness of STEM courses. This relatively simple intervention led students whose parents were in the experimental group to take, on average, nearly one semester more of science and mathematics in the last 2 years of high school, compared with the control group. Parents are an untapped resource for increasing STEM motivation in adolescents, and the results demonstrate that motivational theory can be applied to this important pipeline problem.

What happens when affective displays deviate from normative expectations? In this study, participants evaluated target individuals displaying flat, incongruent, or congruent expressions seemingly in response to pictures eliciting positive, neutral, or negative affect. Relative to targets who displayed normative reactions, those who violated affective norms (affective deviants) were rated more negatively on various dimensions of social judgment. Participants also preferred greater social distance from affective deviants, reported more moral outrage in response to them, and inferred that these targets did not share their moral values. Incongruent affect resulted in more negative social judgment than did flat affect, and this relationship was moderated by stimulus valence. Finally, the relationship between targets' affective expressions and participants' avoidant intentions was mediated by the extent to which participants thought the targets shared their moral values. These findings demonstrate the interpersonal costs of affective deviance, revealing the pervasiveness and force of affective norms.