Protocol: Strategy instruction for improving short- and long-term writing performance on secondary and upper-secondary students: A systematic review.

This is the protocol for a Campbell systematic review. The objectives are as follows. This review aims to investigate the effectiveness of all types of teacher-delivered classroom-based strategy instruction aimed at students in the general population (all students) including struggling students (with or at-risk of academic difficulties) in ages 12-19 for increasing writing performance. The majority of previous reviews scoped all outcomes presented in the primary studies. This review will solely focus on covering three most common outcomes: story quality, story elements and word count/length.

Increasing the transparency of systematic reviews: presenting a generalized registration form.

This paper presents a generalized registration form for systematic reviews that can be used when currently available forms are not adequate. The form is designed to be applicable across disciplines (i.e., psychology, economics, law, physics, or any other field) and across review types (i.e., scoping review, review of qualitative studies, meta-analysis, or any other type of review). That means that the reviewed records may include research reports as well as archive documents, case law, books, poems, etc. Items were selected and formulated to optimize broad applicability instead of specificity, forgoing some benefits afforded by a tighter focus. This PRISMA 2020 compliant form is a fallback for more specialized forms and can be used if no specialized form or registration platform is available. When accessing this form on the Open Science Framework website, users will therefore first be guided to specialized forms when they exist. In addition to this use case, the form can also serve as a starting point for creating registration forms that cater to specific fields or review types.

Vicarious value learning by differential outcomes training: A social transfer of control methodology.

This article adapts an existing experimental protocol for assessing individuals' ability to transfer knowledge across instrumental and pavlovian learning stages. The protocol (Transfer of Control using differential outcomes learning) is adapted to fit social contexts wherein the pavlovian learning phase is modulated so that individuals are able to observe, and potentially learn from, the stimulus associated with reinforcing outcomes presented to another (observable) individual. Transfer of Control concerns participants combining knowledge of learned instrumental and pavlovian (stimulus, response, outcome) associations in order to ground the learning of new associations. The article describes the theoretical and procedural underpinnings of a novel Social Transfer of Control methodology. The use of such a methodology is two-fold: i) to serve as a guide to researchers interested in evaluating how individuals can learn from others in a partially observable setting, i.e. when behavioural and reinforcing outcome information is hidden, and bring to bear this knowledge on their own instrumental decision making; ii), to facilitate investigation of the routes of cognitive and emotional empathy, with potential applications for educational and clinical settings.•Three stage Transfer of Control behavioural methodology is adapted to include a social (pavlovian) learning stage.•Hypotheses can be tested that concern learning rewarding instrumental responses achieved by observation of others' emotionally expressive reactions to differentially rewarding outcomes.•Methodological and validation considerations for evaluating the above are presented.

Putting the Self in Self-Correction: Findings From the Loss-of-Confidence Project.

Science is often perceived to be a self-correcting enterprise. In principle, the assessment of scientific claims is supposed to proceed in a cumulative fashion, with the reigning theories of the day progressively approximating truth more accurately over time. In practice, however, cumulative self-correction tends to proceed less efficiently than one might naively suppose. Far from evaluating new evidence dispassionately and infallibly, individual scientists often cling stubbornly to prior findings. Here we explore the dynamics of scientific self-correction at an individual rather than collective level. In 13 written statements, researchers from diverse branches of psychology share why and how they have lost confidence in one of their own published findings. We qualitatively characterize these disclosures and explore their implications. A cross-disciplinary survey suggests that such loss-of-confidence sentiments are surprisingly common among members of the broader scientific population yet rarely become part of the public record. We argue that removing barriers to self-correction at the individual level is imperative if the scientific community as a whole is to achieve the ideal of efficient self-correction.

A social differential outcomes learning task: Performance, EEG, and questionnaire data.

This article contains performance data, questionnaire ratings, and EEG data from a differential outcomes learning task from two experiments. In both experiments, the standard differential outcomes learning task was extended to involve a social dimension, in order to capture how people can learn from others by observation. In Experiment 1 (N = 20), using a within-subjects design, participants learned pairings of image stimuli in four conditions: 1) individual-differential outcomes, 2) individual-non-differential outcomes, 3) social-differential outcomes, and 4) social-non-differential outcomes. The social condition had a screen-captured video recording of the outcomes (but not the actions themselves) of another person performing the task. During the task, the performance of the participants was measured. After the task, participants rated their experience in a questionnaire. The procedure for Experiment 2 (N = 33) was similar to Experiment 1, but with a stronger social manipulation using a video of another person's face showing facial expressions reflecting the outcomes. In addition, EEG was measured while performing the task. For more insight, please see Vicarious value learning: Knowledge transfer through affective processing on a social differential outcomes task (Rittmo et al., 2020).

Vicarious Value Learning: Knowledge transfer through affective processing on a social differential outcomes task.

The findings of differential outcomes training procedures in controlled stimulus-response learning settings have been explained through theorizing two processes of response control. These processes concern: i) a stimulus-response route, and, ii) an outcome expectancy route through which valuations of stimuli (typically auditory or visual) may be represented. Critically, under certain contingencies of learning, the interaction of these two processes enables a transfer of knowledge. Transfer is hypothesized to occur via implicit inference for response selection given novel stimulus-response pairings. In this article, we test this transfer of knowledge, previously only examined in individual settings, in novel social settings. We find that participants are able to achieve transfer of knowledge and suggest they achieve this through vicariously learning the differential valuations of stimuli made by the (confederate) 'other' involved in the task. We test this effect under two experimental conditions through manipulation of the information made available to participants observing the confederate other's choices. The results of EEG recordings are, additionally, evaluated and discussed in the context of social signalling and emotional and cognitive empathy. We also consider implications for clinical and technological social learning settings.

Prototypes and same-gender bias in perceptions of hiring discrimination.

The present study investigated the relative importance of two explanations behind perceptions of gender discrimination in hiring: prototypes and same-gender bias. According to the prototype explanation, people perceive an event as discrimination to the extent that it fits their preconceptions of typical discrimination. In contrast, the same-gender bias explanation asserts that people more readily detect discrimination toward members of their own gender. In four experiments (n = 797), women and men made considerably stronger discrimination attributions, and were moderately more discouraged from seeking work, when the victim was female rather than male. Further, a series of regressions analyses showed beliefs in discrimination of women to be moderately correlated with discrimination attributions of female victims, but little added explanatory value of participant gender, stigma consciousness, or feminist identification. The results offer strong support for the prototype explanation.

Between-litter variation in developmental studies of hormones and behavior: Inflated false positives and diminished power.

Developmental studies of hormones and behavior often include littermates-rodent siblings that share early-life experiences and genes. Due to between-litter variation (i.e., litter effects), the statistical assumption of independent observations is untenable. In two literatures-natural variation in maternal care and prenatal stress-entire litters are categorized based on maternal behavior or experimental condition. Here, we (1) review both literatures; (2) simulate false positive rates for commonly used statistical methods in each literature; and (3) characterize small sample performance of multilevel models (MLM) and generalized estimating equations (GEE). We found that the assumption of independence was routinely violated (>85%), false positives (α=0.05) exceeded nominal levels (up to 0.70), and power (1-ß) rarely surpassed 0.80 (even for optimistic sample and effect sizes). Additionally, we show that MLMs and GEEs have adequate performance for common research designs. We discuss implications for the extant literature, the field of behavioral neuroendocrinology, and provide recommendations.

Ambivalent stereotypes link to peace, conflict, and inequality across 38 nations.

A cross-national study, 49 samples in 38 nations (n = 4,344), investigates whether national peace and conflict reflect ambivalent warmth and competence stereotypes: High-conflict societies (Pakistan) may need clearcut, unambivalent group images distinguishing friends from foes. Highly peaceful countries (Denmark) also may need less ambivalence because most groups occupy the shared national identity, with only a few outcasts. Finally, nations with intermediate conflict (United States) may need ambivalence to justify more complex intergroup-system stability. Using the Global Peace Index to measure conflict, a curvilinear (quadratic) relationship between ambivalence and conflict highlights how both extremely peaceful and extremely conflictual countries display lower stereotype ambivalence, whereas countries intermediate on peace-conflict present higher ambivalence. These data also replicated a linear inequality-ambivalence relationship.

Getting along or ahead: Effects of gender identity threat on communal and agentic self-presentations.

When faced with a threat to gender identity, people may try to restore their gender status by acting in a more gender-typical manner. The present research investigated effects of gender identity threat on self-presentations of agentic and communal traits in a Swedish and an Argentine sample (N = 242). Under threat (vs. affirmation), Swedish women deemphasized agentic traits (d [95% CI] = -0.41 [-0.93, 0.11]), Argentine women increased their emphasis on communal traits (d = 0.44 [-0.08, 0.97]), and Argentine men increased their emphasis on agentic traits (d = 0.49 [-0.03, 1.01]). However, Swedish men did not appear to be affected by the threat regarding agentic (d = 0.04 [-0.47, 0.55]) or communal traits (d = 0.23 [-0.29, 0.74]). The findings are to be considered tentative. Implications for identity threat research are discussed.

A closer look at the discrimination outcomes in the IAT literature.

To what extent the IAT (Implicit Association Test, Greenwald et al., 1998) predicts racial and ethnic discrimination is a heavily debated issue. The latest meta-analysis by Oswald et al. (2013) suggests a very weak association. In the present meta-analysis, we switched the focus from the predictor to the criterion, by taking a closer look at the discrimination outcomes. We discovered that many of these outcomes were not actually operationalizations of discrimination, but rather of other related, but distinct, concepts, such as brain activity and voting preferences. When we meta-analyzed the main effects of discrimination among the remaining discrimination outcomes, the overall effect was close to zero and highly inconsistent across studies. Taken together, it is doubtful whether the amalgamation of these outcomes is relevant criteria for assessing the IAT's predictive validity of discrimination. Accordingly, there is also little evidence that the IAT can meaningfully predict discrimination, and we thus strongly caution against any practical applications of the IAT that rest on this assumption. However, provided that the application is thoroughly informed by the current state of the literature, we believe the IAT can still be a useful tool for researchers, educators, managers, and students who are interested in attitudes, prejudices, stereotypes, and discrimination.

What will I be when I grow up? The impact of gender identity threat on adolescents' occupational preferences.

The present study examined the impact of gender identity threat on adolescents' occupational preferences. Two hundred and ninety-seven adolescents (45% girls, M age = 14.4, SD = .54) participated in the experiment. There were substantial differences between boys' and girls' occupational preferences. Importantly, adolescents who received a threat to their gender identity became more stereotypical in job preferences, suggesting a causal link between threatened gender identity and stereotypical preferences. A comparison threat to one's capability did not have this effect, indicating a unique effect of gender identity threat. Further, individual differences in gender identity concerns predicted gender stereotypical preferences, and this finding was replicated with an independent sample (N = 242). In conclusion, the results suggest that threats to adolescents' gender identity may contribute to the large gender segregation on the labor market.

The use of immunomagnetic separation of erythrocytes in the in vivo flow cytometer-based micronucleus assay.

The use of sensitive test systems makes it possible to detect weakly genotoxic chemicals and to better define the shape of dose-response relationships, which make it easier to interpret the mechanism behind possible effects. In this study we have refined the flow cytometer-based micronucleus assay by use of a cytometer equipped with two lasers. Since micronucleated young polychromatic erythrocytes, MNPCE, are very few in number among the cells in peripheral blood, about one or two out of 100,000 erythrocytes, there is always a risk that other cells, doublets or crystals, by mistake will be classified as a MNPCE. With immunomagnetic separation of the very youngest erythrocytes - which are transferrin-positive (Trf+Ret) - prior to analysis, we have obtained an almost pure (>98%) Trf+Ret-population. To clarify whether this separation of cells prior to analysis increases the sensitivity of the already sensitive and further refined flow cytometer-based micronucleus assay, we studied the dose-response towards benzo(a)pyrene, B[a]P in the low-dose region, 0-30mg/kgbw. Thirty FVB mice were intraperitoneally injected with B[a]P. From the same blood samples collected from these mice, cells were prepared in the two different ways and analyzed in the flow-cytometer equipped with two lasers. The lowest dose of B[a]P that can be reliably determined without being overwhelmed by the estimated error was about the same for the two methods, about 7mg/kgbw, i.e. the immunomagnetic separation did not increase the sensitivity. A second study with BalbC mice strengthens the result obtained with the FVB mice. Prior to the low-dose study the optimal sampling time for the two methods was determined. In this case, the water-solouble chemical acrylamide was used. The time courses obtained show almost the same shape of the curves, with a maximum of fMNPCE and fMNTrf+Ret at about 40-50h after exposure.

DNA interstrand crosslinks induce a potent replication block followed by formation and repair of double strand breaks in intact mammalian cells.

DNA interstrand crosslinks (ICLs) are highly toxic lesions that covalently link both strands of DNA and distort the DNA helix. Crosslinking agents have been shown to stall DNA replication and failure to repair ICL lesions before encountered by replication forks may induce severe DNA damage. Most knowledge of the ICL repair process has been revealed from studies in bacteria and cell extracts. However, for mammalian cells the process of ICL repair is still unclear and conflicting data exist. In this study we have explored the fate of psoralen-induced ICLs during replication, by employing intact mammalian cells and novel techniques. By comparative studies distinguishing between effects by monoadducts versus ICLs, we have been able to link the block of replication to the ICLs induction. We found that the replication fork was equally blocked by ICLs in wild-type cells as in cells deficient in ERCC1/XPF and XRCC3. The formation of ICL induced double strand breaks (DSBs), detected by formation of 53PB1 foci, was equally induced in the three cell lines suggesting that these proteins are involved at a later step of the repair process. Furthermore, we found that forks blocked by ICLs were neither bypassed, restarted nor restored for several hours. We propose that this process is different from that taking place following monoadduct induction by UV-light treatment where replication bypass is taking place as an early step. Altogether our findings suggest that restoration of an ICL blocked replication fork, likely initiated by a DSB occurs relatively rapidly at a stalled fork, is followed by restoration, which seems to be a rather slow process in intact mammalian cells.