In this article, we propose and test a model of how readers construct representations of the situations described in simple narratives the event-indexing model According to the event-indexing model, events are the focal points of situations conveyed in narratives and are connected in memory along five dimensions time, space, protagonist, causality, and intentionality The results of a verb-clustering task provide strong support for the event-indexing model

Using the emergent friendship network of an incoming cohort of students in an M.B.A. program, we examined the role of extraversion in shaping social networks. Extraversion has two important implications for the emergence of network ties: a popularity effect, in which extraverts accumulate more friends than introverts do, and a homophily effect, in which the more similar are two people’s levels of extraversion, the more likely they are to become friends. These effects result in a systematic network extraversion bias, in which people’s social networks will tend to be overpopulated with extraverts and underpopulated with introverts. Moreover, the most extraverted people have the greatest network extraversion bias, and the most introverted people have the least network extraversion bias. Our finding that social networks were systematically misrepresentative of the broader social environment raises questions about whether there is a societal bias toward believing other people are more extraverted than they actually are and whether introverts are better socially calibrated than extraverts.

With the continued integration of technology into people’s lives, saving digital information has become an everyday facet of human behavior. In the present research, we examined the consequences of saving certain information on the ability to learn and remember other information. Results from three experiments showed that saving one file before studying a new file significantly improved memory for the contents of the new file. Notably, this effect was not observed when the saving process was deemed unreliable or when the contents of the to-be-saved file were not substantial enough to interfere with memory for the new file. These results suggest that saving provides a means to strategically off-load memory onto the environment in order to reduce the extent to which currently unneeded to-be-remembered information interferes with the learning and remembering of other information.

Understanding the determinants of socioeconomic status (SES) is an important economic and social goal. Several major influences on SES are known, yet much of the variance in SES remains unexplained. In a large, population-representative sample from the United Kingdom, we tested the effects of mathematics and reading achievement at age 7 on attained SES by age 42. Mathematics and reading ability both had substantial positive associations with adult SES, above and beyond the effects of SES at birth, and with other important factors, such as intelligence. Achievement in mathematics and reading was also significantly associated with intelligence scores, academic motivation, and duration of education. These findings suggest effects of improved early mathematics and reading on SES attainment across the life span.

Although the perception of available support is associated with positive outcomes, the receipt of actual support from close others is often associated with negative outcomes. In fact, support that is “invisible” (not perceived by the support recipient) is associated with better outcomes than “visible” support. To investigate this paradox, we proposed that received support (both visible and invisible) would be beneficial when it was responsive to the recipient's needs. Sixty-seven cohabiting couples participated in a daily-experience study in which they reported on the support they provided and received each day. Results indicated that both visible and invisible support were beneficial (i.e., associated with less sadness and anxiety and with greater relationship quality) only when the support was responsive. These findings suggest that the nature of support is an important determinant of when received support will be beneficial.

Spieler and Balota (1997) showed that connectionist models of reading account for relatively little item-specific variance. In assessing this finding, it is important to recognize two factors that limit how much variance such models can possibly explain. First, item means are affected by several factors that are not addressed in existing models, including processes involved in recognizing letters and producing articulatory output. These limitations point to important areas for future research but have little bearing on existing theoretical claims. Second, the item data include a substantial amount of error variance that would be inappropriate to model. Issues concerning comparisons between simulation data and human performance are discussed with an emphasis on the importance of evaluating models at a level of specificity (“grain”) appropriate to the theoretical issues being addressed.

Self-control constitutes a fundamental aspect of human nature. Yet there is reason to believe that human and nonhuman self-control processes rely on the same biological mechanism—the availability of glucose in the bloodstream. Two experiments tested this hypothesis by examining the effect of available blood glucose on the ability of dogs to exert self-control. Experiment 1 showed that dogs that were required to exert self-control on an initial task persisted for a shorter time on a subsequent unsolvable task than did dogs that were not previously required to exert self-control. Experiment 2 demonstrated that providing dogs with a boost of glucose eliminated the negative effects of prior exertion of self-control on persistence; this finding parallels a similar effect in humans. These findings provide the first evidence that self-control relies on the same limited energy resource among humans and nonhumans. Our results have broad implications for the study of self-control processes in human and nonhuman species.

Few studies have investigated how physical and social facial cues are integrated in the formation of face preferences. Here we show that expression differentially qualifies the strength of attractiveness preferences for faces with direct and averted gaze. For judgments of faces with direct gaze, attractiveness preferences were stronger for smiling faces than for faces with neutral expressions. By contrast, for judgments of faces with averted gaze, attractiveness preferences were stronger for faces with neutral expressions than for smiling faces. Because expressions can differ in meaning depending on whether they are directed toward or away from oneself, it is only by integrating gaze direction, facial expression, and physical attractiveness that one can unambiguously identify the most attractive individuals who are likely to reciprocate one's own social interest.

A core hypothesis in developmental theory predicts that genetic influences on intelligence and academic achievement are suppressed under conditions of socioeconomic privation and more fully realized under conditions of socioeconomic advantage: a Gene × Childhood Socioeconomic Status (SES) interaction. Tests of this hypothesis have produced apparently inconsistent results. We performed a meta-analysis of tests of Gene × SES interaction on intelligence and academic-achievement test scores, allowing for stratification by nation (United States vs. non–United States), and we conducted rigorous tests for publication bias and between-studies heterogeneity. In U.S. studies, we found clear support for moderately sized Gene × SES effects. In studies from Western Europe and Australia, where social policies ensure more uniform access to high-quality education and health care, Gene × SES effects were zero or reversed.

How people understand the actions of animate agents has been vigorously debated. This debate has centered on two hypotheses focused on anatomically distinct neural substrates: The mirror-system hypothesis proposes that the understanding of others is achieved via action simulation, and the social-network hypothesis proposes that such understanding is achieved via the integration of critical biological properties (e.g., faces, affect). In this study, we assessed the areas of the brain that were engaged when people interpreted and imagined moving shapes as animate or inanimate. Although observing and imagining the moving shapes engaged the mirror system, only activation of the social network was modulated by animacy.