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The Good, the Bad, and the Guilty: Anticipating Feelings of Guilt Predicts Ethical Behavior
From politics to finance, government to education, ethics-related scandals seem to crop up with considerable regularity. As whistleblowers and investigative journalists bring these scandals to light, one can’t help but wonder: Are there specific character traits that predispose people to unethical behavior? Converging evidence suggests that the answer could be guilt proneness. In a new article in Current Directions in Psychological Science, a journal of the Association for Psychological Science, researchers Taya Cohen and Nazli Turan of Carnegie Mellon University and A.T.
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Looking Out for #1 Can Make You Happy, If You Have No Choice
We are, at our core, social creatures and we spend considerable time and effort on building and maintaining our relationships with others. As young children, we’re taught that “sharing means caring” and, as we mature, we learn to take others’ point of view. If we make a decision that favors self-interest, we often feel guilt for prioritizing ourselves over others. In prioritizing others, however, we sometimes forego the things that we know will make us happy. This raises an intriguing question: Is there any way to pursue self-interest without feeling bad about it? Can we have the proverbial cake and it eat it, too?
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Testing Can Be Useful for Students and Teachers, Promoting Long-Term Learning
Pop quiz! Tests are good for: (a) Assessing what you’ve learned; (b) Learning new information; (c) a & b; (d) None of the above. The correct answer? According to research from psychological science, it’s both (a) and (b) – while testing can be useful as an assessment tool, the actual process of taking a test can also help us to learn and retain new information over the long term and apply it across different contexts. New research published in journals of the Association for Psychological Science explores the nuanced interactions between testing, memory, and learning and suggests possible applications for testing in educational settings.
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What Makes Self-Directed Learning Effective?
In recent years, educators have come to focus more and more on the importance of lab-based experimentation, hands-on participation, student-led inquiry, and the use of “manipulables” in the classroom. The underlying rationale seems to be that students are better able to learn when they can control the flow of their experience, or when their learning is “self-directed.” While the benefits of self-directed learning are widely acknowledged, the reasons why a sense of control leads to better acquisition of material are poorly understood.
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Our Preferences Change to Reflect the Choices We Make, Even Three Years Later
You’re in a store, trying to choose between similar shirts, one blue and one green. You don’t feel strongly about one over the other, but eventually you decide to buy the green one. You leave the store and a market researcher asks you about your purchase and which shirt you prefer. Chances are that you’d say you prefer the green one, the shirt you actually chose. As it turns out, this choice-induced preference isn’t limited to shirts. Whether we’re choosing between presidential candidates or household objects, research shows that we come to place more value on the options we chose and less value on the options we rejected.
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Intelligence Is in the Genes, but Where?
You can thank your parents for your smarts—or at least some of them. Psychologists have long known that intelligence, like most other traits, is partly genetic. But a new study led by psychological scientist Christopher Chabris of Union College reveals the surprising fact that most of the specific genes long thought to be linked to intelligence probably have no bearing on one’s IQ. And it may be some time before researchers can identify intelligence’s specific genetic roots. Chabris and David Laibson, a Harvard economist, led an international team of researchers that analyzed a dozen genes using large data sets that included both intelligence testing and genetic data.
