Increasing scepticism toward potential liars: effects of existential threat on veracity judgments and the moderating role of honesty norm activation

With the present research, we investigated effects of existential threat on veracity judgments. According to several meta-analyses, people judge potentially deceptive messages of other people as true rather than as false (so-called truth bias). This judgmental bias has been shown to depend on how people weigh the error of judging a true message as a lie (error 1) and the error of judging a lie as a true message (error 2). The weight of these errors has been further shown to be affected by situational variables. Given that research on terror management theory has found evidence that mortality salience (MS) increases the sensitivity toward the compliance of cultural norms, especially when they are of focal attention, we assumed that when the honesty norm is activated, MS affects judgmental error weighing and, consequently, judgmental biases. Specifically, activating the norm of honesty should decrease the weight of error 1 (the error of judging a true message as a lie) and increase the weight of error 2 (the error of judging a lie as a true message) when mortality is salient. In a first study, we found initial evidence for this assumption. Furthermore, the change in error weighing should reduce the truth bias, automatically resulting in better detection accuracy of actual lies and worse accuracy of actual true statements. In two further studies, we manipulated MS and honesty norm activation before participants judged several videos containing actual truths or lies. Results revealed evidence for our prediction. Moreover, in Study 3, the truth bias was increased after MS when group solidarity was previously emphasized.

A Self-Scoring Exercise On APA Style, Research Language, and Referencing for Undergraduate Students

Based on examples provided by 27 graduate psychology faculty, this self-test incorporates many of the more common errors in style, language, and referencing found in student papers. Taking this self-test helps students to recognize common errors and encourages them to refer the APA Publication Manual on a regular basis. In addition, students begin to think about how to use correctly the language of psychological research. This self-test should take about 30 minutes to complete and score. It is composed of three parts: a) a mock Discussion section, where students are asked to act as editors and find the errors, p. 2 (10 minutes). b) a corrected Discussion section, where students find the errors they missed, p. 3 (5 minutes) and, c) a full description of each error with illustrations of correct usage, pp. 4-7 (15 minutes). This exercise assumes some knowledge of APA style. Thus, it is best-suited for advanced undergraduates who need to write research reports and all levels of graduate students. It may be taken at home or in class. Although the self-test is designed to be fully self-directed, instructors may wish to use it at the beginning or end of a classroom discussion on APA style. It could also be used in a pre-test-post-test fashion to evaluate students learning over the course of a term.

Harvard Referencing Format

A LexDis guide to the Harvard Referencing style.

A beginner's guide to referencing books based on the Harvard system

An interactive tutorial on how to reference books correctly. It begins with an example, and interactively draws the student through the stages of accessing the relevant information through to how to include the final citation in the bibliography. It concludes with a ‘test your knowledge’ set of activities. When you view this object note that the panel on the left generated by the repository can be dragged sideways to view the learning object full screen.

Referencing journals

An interactive tutorial on how to reference journal articles correctly. It begins with an example, and interactively draws the student through the stages of accessing the relevant information through to how to include the final citation in the bibliography. It concludes with a ‘test your knowledge’ set of activities. When you view this object note that the panel on the left generated by the repository can be dragged sideways to view the learning object full screen.

Acknowledging knowledge: an academic guide to referencing

This guide explains why referencing in essays is so important, and provides clear examples of exactly how to reference a wide variety of sources from books to YouTube clips

Formal Technical Report Writing, Referencing and Academic integrity

How to present a technical report and maintain academic integrity - supported by a range of on-line activities

Using Cross-referencing in Word 2011 (Mac)

Cross-references allow you to tell the reader where they can find more detailed content on a subject within in your document. This video shows you how to set up, navigate with and refresh cross-references in Word 2011. Download the video for the best viewing experience.

Referencing of street-level flows measured during the DAPPLE 2004 campaign

Street-level mean flow and turbulence govern the dispersion of gases away from their sources in urban areas. A suitable reference measurement in the driving flow above the urban canopy is needed to both understand and model complex street-level flow for pollutant dispersion or emergency response purposes. In vegetation canopies, a reference at mean canopy height is often used, but it is unclear whether this is suitable for urban canopies. This paper presents an evaluation of the quality of reference measurements at both roof-top (height = H) and at height z = 9H = 190 m, and their ability to explain mean and turbulent variations of street-level flow. Fast response wind data were measured at street canyon and reference sites during the six-week long DAPPLE project field campaign in spring 2004, in central London, UK, and an averaging time of 10 min was used to distinguish recirculation-type mean flow patterns from turbulence. Flow distortion at each reference site was assessed by considering turbulence intensity and streamline deflection. Then each reference was used as the dependent variable in the model of Dobre et al. (2005) which decomposes street-level flow into channelling and recirculating components. The high reference explained more of the variability of the mean flow. Coupling of turbulent kinetic energy was also stronger between street-level and the high reference flow rather than the roof-top. This coupling was weaker when overnight flow was stratified, and turbulence was suppressed at the high reference site. However, such events were rare (<1% of data) over the six-week long period. The potential usefulness of a centralised, high reference site in London was thus demonstrated with application to emergency response and air quality modelling.

Naturally occurring radioactive material (NORM) from a former phosphoric acid processing plant

In recent years there has been an increasing awareness of the radiological impact of non-nuclear industries that extract and/or process ores and minerals containing naturally occurring radioactive material (NORM). These industrial activities may result in significant radioactive contamination of (by-) products, wastes and plant installations. In this study, scale samples were collected from a decommissioned phosphoric acid processing plant. To determine the nature and concentration of NORM retained in pipe-work and associated process plant, four main areas of the site were investigated: (1) the 'Green Acid Plant', where crude acid was concentrated; (2) the green acid storage tanks; (3) the Purified White Acid (PWA) plant, where inorganic impurities were removed; and (4) the solid waste, disposed of on-site as landfill. The scale samples predominantly comprise the following: fluorides (e.g. ralstonite); calcium sulphate (e.g. gypsum); and an assemblage of mixed fluorides and phosphates (e.g. iron fluoride hydrate, calcium phosphate), respectively. The radioactive inventory is dominated by U-238 and its decay chain products, and significant fractionation along the series occurs. Compared to the feedstock ore, elevated concentrations (<= 8.8 Bq/g) of U-238 Were found to be retained in installations where the process stream was rich in fluorides and phosphates. In addition, enriched levels (<= 11 Bq/g) of Ra-226 were found in association with precipitates of calcium sulphate. Water extraction tests indicate that many of the scales and waste contain significantly soluble materials and readily release radioactivity into solution. (c) 2005 Elsevier Ltd. All rights reserved.

The assessment of GCSE art: Criterion-referencing and cognitive abilities

In this paper Cognitive Abilities Test scores are compared directly with moderated GCSE scores awarded to the same group of pupils. For ease of interpretation the comparisons are presented in a graphical form. Whilst some provisional and tentative conclusions are drawn about the reliability of GCSE art, questions are raised about the general validity of criterion-referenced assessment in this area.

Intergenerational transmission of social anxiety: the role of social referencing processes in infancy

Responses to an unfamiliar adult were examined in infants of mothers with social phobia (N = 79) and infants of nonanxious comparison mothers (N = 77) at 10 and 14 months in a social referencing paradigm. On each occasion, a female stranger first interacted with the mother and then approached and interacted with the infant. Over time, infants of mothers with social phobia showed increasing avoidance of the stranger, particularly when they were behaviorally inhibited. In boys, maternal social phobia was associated with increasing fearful responses. Infant avoidance was predicted by expressed maternal anxiety and low levels of encouragement to interact with the stranger. The findings are discussed in relation to theories concerning the intergenerational transmission of social anxiety.

Transmission of social anxiety from mother to infant: an experimental study using a social referencing paradigm

In this experiment we investigated the impact of indirect expressions of maternal social anxiety on infant interactions with a stranger. A social referencing paradigm was used in which infants first observed their mothers interacting with a stranger and then interacted with the stranger themselves. Mothers made no direct communicative gestures to the infant concerning the stranger throughout the procedure. There were two experimental conditions experienced by all mother-infant pairs (N = 24; 12 boys)-non-anxious and socially anxious-and there were two male strangers. Infants were between 12 and 14 months (M = 12.8, SD =.76). Order of condition and stranger presentation were counterbalanced. Before testing, mothers, none of whom were significantly socially anxious, were trained to behave in a non-anxious and a socially anxious manner on the basis of clinical and empirical descriptions of social phobia. The results showed that, compared to their responses following their mothers interacting normally with a stranger, following a socially anxious mother-stranger interaction, infants were significantly more fearful and avoidant with the stranger. Infant-stranger avoidance was further modified by infant temperament; high fear infants were more avoidant in the socially anxious condition than low-fear infants. We discuss these findings in light of the possible mechanisms underpinning infant affective and behavioral responsiveness. (c) 2005 Elsevier Ltd. All rights reserved