Generosity is a sign of trustworthiness—the punishment of selfishness is not

Peer-punishment is an important determinant of cooperation in human groups. It has been suggested that, at the proximate level of analysis, punitive preferences can explain why humans incur costs to punish their deviant peers. How punitive preferences could have evolved in humans is still not entirely understood. A possible explanation at the ultimate level of analysis comes from signaling theory. It has been argued that the punishment of defectors can be a type-separating signal of the punisher's cooperative intent. As a result, punishers are selected more often as interaction partners in social exchange and are partly compensated for the costs they incur when punishing defectors. A similar argument has been made with regard to acts of generosity. In a laboratory experiment, we investigate whether the punishment of a selfish division of money in a dictator game is a sign of trustworthiness and whether punishers are more trustworthy interaction partners in a trust game than non-punishers. We distinguish between second-party and third-party punishment and compare punitive acts with acts of generosity as signs of trustworthiness. We find that punishers are not more trustworthy than non-punishers and that punishers are not trusted more than non-punishers, both in the second-party and in the third-party punishment condition. To the contrary, second-party punishers are trusted less than their non-punishing counterparts. However, participants who choose a generous division of money are more trustworthy and are trusted more than participants who choose a selfish division or participants about whom no information is available. Our results suggest that, unlike for punitive acts, the signaling benefits of generosity are to be gained in social exchange.

Interprofessionelle Vermittlung praktischer Fertigkeiten durch Peer-Tutoren am Beispiel der Punktion peripherer Venen

1. Hintergrund An der Medizinischen Fakultät der Universität Bern wird seit 2014 ein Kurs in peripherer Venenpunktion (Blutentnahme und Anlage eines peripheren Venenkatheters) zusammen mit der Berner Fachhochschule und dem Bildungszentrum Pflege Bern interprofessionell im Peer Teaching Verfahren unterrichtet. 2. Fragestellung Dabei stellt sich die Frage, ob der interprofessionelle Kurs effektiv in der Vermittlung der Lehrinhalte (Blutentnahme und Anlage eines peripheren Venenkatheters) ist und ob er von den Teilnehmern akzeptiert wird. 3. Methoden Sowohl bei den Teilnehmern, als auch bei den Tutoren sind Studierende aller drei Institutionen vertreten. Der Lernerfolg wird bei den Medizinstudierenden mit einem Posten in einem summativen OSCE (Objektive Structured Clinical Exam) durch ärztliche Dozenten überprüft. Der Posten im OSCE 2015 betraf die Blutentnahme und enthielt 7 Items zum Patientengespräch und 12 Items zur praktischen Durchführung. Die Beurteilung des Kurses durch die Teilnehmer wurde mit offenen Fragen zu Lob und Kritik erhoben. Jede Gruppe von 4-6 Teilnehmern füllte zusammen einen Fragebogen aus. Die Bögen wurden qualitativ nach Prinzipien der Häufigkeitsanalyse ausgewertet. 4. Ergebnisse Im Rahmen des OSCE demonstrierten die Medizinstudierenden, dass sie die Blutentnahme entsprechend den Erwartungen der Experten erlernt hatten. 2015 wurden im Durchschnitt 85% aller Items richtig durchgeführt. Von den Teilnehmern wurde der Kurs sehr positiv evaluiert. 42 von 45 Gruppen gaben einen Bogen ab. Besonders positiv wurde die Kompetenz der Peer Tutoren wahrgenommen (20 von 42 Bögen). 16 von 42 Gruppen lobten die kleine Gruppengrösse und 13 von 42 Gruppen gefiel das didaktische Konzept. 5. Schlussfolgerung Peer Teaching ist auch im interprofessionellen Kontext effektiv und akzeptiert. Der Kurs ist ein Beispiel für einen Grundstein in interprofessioneller Ausbildung auf dem Strukturen zur Weiterentwicklung und Forschung in dem Bereich aufgebaut werden können.

Peer Acceptance and Friendship as Predictors of Early Adolescents' Adjustment Across the Middle School Transition

This study examines several aspects of adolescents' pretransition peer relationships as predictors of their adjustment to middle school. Participants were 365 students (175 boys; 99% Caucasian) involved in the Time 1 (the spring of fifth grade) and Time 2 (the fall of sixth grade) assessments. Adolescents completed measures that assessed peer acceptance, number of friends, the quality of a specific mutual friendship, loneliness, depression, self-esteem, and involvement in school. Academic achievement and absentee data were obtained from student files. Regression analyses indicated that the pretransition peer variables predicted posttransition loneliness, self-esteem, school involvement, and academic achievement. The patterns of prediction varied slightly for each adjustment variable, with the most robust relationship being between peer acceptance and achievement. Results of repeated-measures MANOVAs indicated no differential changes in adjustment across time by gender. Implications for including a peer component in programs that prepare students for the middle school transition are discussed.

PARENT-CHILD RELATIONSHIP QUALITY AND THE INFLUENCE ON SOCIOMETRIC VERSUS PEER-PERCEIVED POPULARITY

The purpose of this study was to compare factors in the parent-child relationships of peer perceived popular adolescents to those of sociometrically popular adolescents. Factors included autonomy, relatedness, and idealization. Participants were 71 8th grade adolescents. Results showed similarities in parent-child relationships between perceived popular and sociometrically popular adolescents for autonomy, relatedness, and idealization. Results suggest that future research should explore other factors, such as affection from mother and father and levels of psychological control behavior to differentiate perceived popularity from sociometrically popular adolescents.

Three-agent Peer Evaluation

I show that every rule for dividing a dollar among three agents impartially (so that each agent's share depends only on her evaluation by her associates) underpays some agent by at least one-third of a dollar for some consistent profile of evaluations. I then produce an impartial division rule that never underpays or overpays any agent by more than one-third of a dollar, and for most consistent evaluation profiles does much better.

Kitty Aschenbach als Anitra, Szenenfoto, Ganzfigurbildnis, in: Henrik Ibsen: Peer Gynt

Signatur des Originals: S 36/F02627

Kitty Aschenbach als Anitra, Szenenfoto, Ganzfigurbildnis, in: Henrik Ibsen: Peer Gynt

Signatur des Originals: S 36/F02628

Toni Impekoven als Peer Gynt, Rollenbild, in: Henrik Ibsen: Perr Gynt

Signatur des Originals: S 36/F04668

Arno Hassenpflug als Peer Gynt, Rollenbild, Brustbild, in: Henrik Ibsen: Peer Gynt

Signatur des Originals: S 36/F10756

Leopold Biberti als Peer Gynt, Rollenbild, Hüftbild, in: Henrik Ibsen: Peer Gynt

Signatur des Originals: S 36/F11454

Leopold Biberti als Peer Gynt, Rollenbild, in: Henrik Ibsen: Peer Gynt

Signatur des Originals: S 36/F11455

Agnes Straub als Åse, {[N.N.], Szenenfoto, Doppelbildnis, in: Henrik Ibsen: Peer Gynt

Signatur des Originals: S 36/F11832

An analysis of the effects of a peer mentor program and other factors on HIV patients' retention in care and clinical outcomes at Thomas Street Health Clinic, Houston Texas

Research examining programs designed to retain patients in health care focus on repeated interactions between outreach workers and patients (Bradford et al. 2007; Cheever 2007). The purpose of this study was to determine if patients who are peer-mentored at their intake exam remain in care longer and attend more physicians' visits than those who were not mentored. Using patients' medical records and a previously created mentor database, the study determined how many patients attended their intake visit but subsequently failed to establish regular care. The cohort study examined risk factors for establishing care, determined if patients lacking a peer mentor failed to establish care more than peer mentor assisted patients, and subsequently if peer mentored patients had better health outcomes. The sample consists of 1639 patients who were entered into the Thomas Street Patient Mentor Database between May 2005 and June 2007. The assignment to the mentored group was haphazardly conducted based on mentor availability. The data from the Mentor Database was then analyzed using descriptive statistical software (SPSS version 15; SPSS Inc., Chicago, Illinois, USA). Results indicated that patients who had a mentor at intake were more likely to return for primary care HIV visits at 90 and 180 days. Mentored patients also were more likely to be prescribed ART within 180 days from intake. Other risk factors that impacted remaining in care included gender, previous care status, time from diagnosis to intake visit, and intravenous drug use. Clinical health outcomes did not differ significantly between groups. This supports that mentoring did improve outcomes. Continuing to use peer-mentoring programs for HIV care may help in increasing retention of patients in care and improving patients' health in a cost effective manner. Future research on the effects of peer mentoring on mentors, and effects of concordance of mentor and patient demographics may help to further improve peer-mentoring programs. ^