An idealized self or the real me? Predicting attraction to online dating profiles using selective self-presentation and warranting

Online daters construct their profiles to attract potential partners and viewers’ assessments are based on the content of dating profiles. However, little is known about the mechanisms or nature of the associations that connect variations in profile content to outcomes. This study examined the presence of selective self-presentation (SSP) and warranting content as predictors of viewers’ impressions and intentions to act on dating profiles. A national sample of online daters (N?=?316) provided their impressions and intended outcomes after viewing manipulated dating profiles. Results indicate that high levels of SSP decrease intentions to act on a dating profile because users find these profiles to be less socially attractive, whereas profiles with high warranting value increase positive outcomes by eliciting trust.     

Children's Capacity to Consent to Participation in Psychological Research: Empirical Findings

This is a series of studies that attempted to obtain some systematic data on the capacity of children between the ages of 5 and 12 to consent to psychological research. Most of the children understood all or most of what they were asked to do in a psychology study, but few children below the age of 12 fully understood or believed that their performance would be confidential. Similarly, most children appeared to know that they could end their participation in the study, but younger children were not clear on the details of how to accomplish this, and many of all ages believed that there would be some negative consequences if they asked to stop. Moreover, obtaining prior permission from parents, while providing protection for the children, appeared to introduce additional pressure on them to agree to participate in the research and to continue once they had agreed. It is concluded that in general children of these ages do have the capacity to meaningfully assent to participation in research, but that there are substantial problems in guaranteeing that they are able to make this decision freely.     

“Storming and norming”: Exploring the value of group development models in addressing conflict in communal writing assessment

Composition assessment scholars have exhibited uneasiness with the language of norming grounded in distaste for the psychometric assumption that achievement of consensus in a communal assessment setting is desirable even at the cost of individual pedagogical values. Responding to the problems of a reliability defined by homogenous agreement, compositionists have moved to reframe validity as a reflective measure of local context, often relying on hermeneutic approaches that foreground expression of difference as criteria for success, not failure. Such approaches, while serving the goals of assessment as reflective practice, foster a tension between conflict and consensus that is arguably unproductive for assessments that may benefit, in various ways, from the achievement of agreement. The present study, drawing from group development models, reframes conflict and consensus in dynamic integration. Reader training experiences in two large-scale portfolio assessments at one institution provide evidence that assessment practitioners may benefit, theoretically and pragmatically, from an approach to conflict and consensus neither hierarchical nor mutually exclusive.     

Counseling in Costa Rica: A Comparative Study

With one of the world’s most comprehensive universal healthcare systems, medical tourism in Costa Rica has increased significantly over the past few decades. American tourists save up to 80 % of comparative costs for procedures, from heart surgery to root canal treatment. Although many Costa Rican healthcare professionals receive training in North America or Europe, there can be differences when compared to the same professionals in foreign countries. This paper examines the educational and role differences between counselors in the United States and Costa Rica. Implications for tourists in need of psychotherapeutic services while abroad or counseling professionals seeking foreign work experiences are discussed.     

一场可爱的“邂逅”

一场可爱的“邂逅“昨天代表学校迎接了来自澳大利亚墨尔本的老师和学生们。他们都很友好。作为同龄人,虽然语言方面有些障碍,但我们还是聊得挺开心的。Franky, Poul,David这3个绅士般的大男孩和我成了好朋友,和他们相处得很开心。作     

From the Technical Know-How to the Free Flow of Ideas: Exploring the Effects of Leader,Peer, and Team Communication on Employee Creativity

Creativity is the lifeblood of a successful organization, as creative employees drive companies to be innovative and competitive. While studies have examined how leaders foster creativity, researchers have overlooked how communication between workgroup peers and teams cultivate creative output. Interviews were conducted to determine the effects of leader, peer, and team communication on employee creativity within the national video game industry. Results indicate communication exchanges uniquely influence employee creativity, with peer associations being most crucial. Informal mentoring, or “creativity coaches,” were vital lifelines within creatively driven organizations. Additional findings highlight the importance of structure, support, and trust in creatively supportive organizations.     

Influence of a motor skill intervention on fundamental motor skill development of disadvantaged preschool children

The influence of a 12-week (24, 45-min motor sessions) motor skill intervention on fundamental motor skill (FMS) development of disadvantaged preschools was examined. Pre-and postintervention measures of the object control (OC) and locomotor subscales of the Test of Gross Motor Development were obtained for both groups. Prior to the intervention, developmental delays in FMS were reported. Two separate 2 x 2 (Group x Pre-Postintervention) analyses of variance with repeated measures yielded a significant Group x Pre-Postintervention interaction for locomotor, F(1, 57) = 134.23, p = .000, h2 = .70, and OC, F(1, 57) = 161.55, p = .000, h2 = .74) skills. Compared to the Control group, the motor skill intervention group revealed significant higher locomotor and OC scores following the intervention than prior to the intervention.