Cultural transmission and religious belief: An extended replication of Gervais and Najle (2015) using data from the International Social Survey Programme.

Beliefs in supernatural agents or religious beliefs are pervasive, yet there are individual differences in such beliefs. Although various factors have been proposed as relevant, recent research has increasingly emphasized the importance of cultural learning, showing that enthusiastic religious behavior (credibility enhancing displays; CREDs) from parents predicts increased religious beliefs among their children. In addition to this kin-biased learning, Gervais and Najle (2015) analyzed data from the World Values Survey to demonstrate that the number of adults who show religious CREDs is also an important predictor of people's beliefs, indicating that individuals develop their religious beliefs through conformist learning. This pre-registration study aimed to replicate and extend these findings by analyzing data from the International Social Survey Programme (ISSP), which is another large social survey. We examined the generalizability of the results by analyzing multigenerational samples. Multilevel regression and signal detection analyses revealed that the presence of both kin-biased and conformist learning cues was significantly associated with respondents' religious beliefs. Moreover, they suggested tension between the two cultural learning cues, thereby suggesting that the effect of kin-biased learning on religious beliefs becomes stronger (weaker) when the cue for conformist learning is unclear (clear). These results support the idea that these two types of cultural learning are crucial to the development of religious beliefs.

Validation of the Short Version (TLS-15) of the Triangular Love Scale (TLS-45) across 37 Languages.

Love is a phenomenon that occurs across the world and affects many aspects of human life, including the choice of, and process of bonding with, a romantic partner. Thus, developing a reliable and valid measure of love experiences is crucial. One of the most popular tools to quantify love is Sternberg's 45-item Triangular Love Scale (TLS-45), which measures three love components: intimacy, passion, and commitment. However, our literature review reveals that most studies (64%) use a broad variety of shortened versions of the TLS-45. Here, aiming to achieve scientific consensus and improve the reliability, comparability, and generalizability of results across studies, we developed a short version of the scale-the TLS-15-comprised of 15 items with 5-point, rather than 9-point, response scales. In Study 1 (N = 7,332), we re-analyzed secondary data from a large-scale multinational study that validated the original TLS-45 to establish whether the scale could be truncated. In Study 2 (N = 307), we provided evidence for the three-factor structure of the TLS-15 and its reliability. Study 3 (N = 413) confirmed convergent validity and test-retest stability of the TLS-15. Study 4 (N = 60,311) presented a large-scale validation across 37 linguistic versions of the TLS-15 on a cross-cultural sample spanning every continent of the globe. The overall results provide support for the reliability, validity, and cross-cultural invariance of the TLS-15, which can be used as a measure of love components-either separately or jointly as a three-factor measure.

Children attribute higher social status to people who have extraordinary capabilities.

Throughout history, individuals believed to have extraordinary capabilities were generally highly ranked in their communities; this suggests a universal "extraordinary-dominant expectation" in human minds, which may play a key role in religious thought, even in modern societies. This study shows that 5-6-year-old children, who begin to understand real-world causalities regarding how the body and mind of human beings work, predict that individuals who exhibit extraordinary capabilities have higher social status in interactions with individuals who exhibit ordinary capabilities. In Experiment 1, we showed children two individuals achieving goals using either humanly possible or impossible methods, the latter involving simple forms of violation of intuitive psychology (knowing without seeing), physics (flying), or biology (fire breathing). The children clearly judged the latter as surprising and unusual. More importantly, the children predicted that individuals showing extraordinary capabilities will gain contested resources and play a dominant role in interactions with ordinary individuals, indicating a higher social status. Further investigations suggested that the children specifically linked extraordinary capacities to social status, as they did not attribute dominance to individuals who apply surprising/unusual but possible methods (Experiment 2), and that they did not indiscriminately attribute positive characteristics to extraordinary capabilities despite a strong extraordinary-dominant expectation being replicated (Experiment 3). These findings demonstrate that extraordinary-dominant expectations can be observed in childhood across different intuitive knowledge domains, helping understand the cognitive mechanisms of religious thought and the cognitive foundations of hierarchical social systems.

Race categorization in noise.

People are typically faster to categorize the race of a face if it belongs to a race different from their own. This Other Race Categorization Advantage (ORCA) is thought to reflect an enhanced sensitivity to the visual race signals of other race faces, leading to faster response times. The current study investigated this sensitivity in a cross-cultural sample of Swiss and Japanese observers with a race categorization task using faces that had been parametrically degraded of visual structure, with normalized luminance and contrast. While Swiss observers exhibited an increasingly strong ORCA in both reaction time and accuracy as the face images were visually degraded up to 20% structural coherence, the Japanese observers manifested this pattern most distinctly when the faces were fully structurally-intact. Critically, for both observer groups, there was a clear accuracy effect at the 20% structural coherence level, indicating that the enhanced sensitivity to other race visual signals persists in significantly degraded stimuli. These results suggest that different cultural groups may rely on and extract distinct types of visual race signals during categorization, which may depend on the available visual information. Nevertheless, heavily degraded stimuli specifically favor the perception of other race faces, indicating that the visual system is tuned by experience and is sensitive to the detection of unfamiliar signals.

Source memory and social exchange in young children.

Reciprocal interactions require memories of social exchanges; however, little is known about how we remember social partner actions, especially during childhood when we start forming peer-to-peer relationships. This study examined if the expectation-violation effect, which has been observed in adults' source memory, exists among 5-6-year-old children. Forty participants played a coin collection game where they either received or lost coins after being shown an individual with a smiling or angry expression. This set-up generated congruent (smiling-giver and angry-taker) versus incongruent (smiling-taker and angry-giver) conditions. In the subsequent tasks, the children were asked to recall which actions accompanied each individual. The children considered the person with incongruent conditions as being stranger than the person with congruent conditions, suggesting that the former violated the children's emotion-based expectations. However, no heightened source memory was found for the incongruent condition. Instead, children seem to better recognise the action of angry individuals than smiling individuals, suggesting that angry facial expressions are more salient for children's source memory in a social exchange.

Smiling enemies: Young children better recall mean individuals who smile.

Remembering whether a person is cooperative is essential in social interactions. It has been shown that adults have better memory of a person who showed an incongruence between emotional expression and expected behavior (e.g., smiling while stealing). To examine whether children would show similar emotional incongruity effects, we examined 70 children aged 5 or 6 years. They obtained coins that could be exchanged later for rewards (stickers) by answering quiz questions. Then, they participated in the coin collection game where individual persons with smiling or angry expressions appeared one at a time on a computer monitor. These same individuals then either gave coins to or took coins away from the children, leading to congruent (smiling giver and angry taker) and incongruent (smiling taker and angry giver) conditions. After the game, children needed to choose between two faces to indicate which one previously appeared in the game. Participants recognized faces better under the incongruent conditions. In particular, the smiling taker was recognized significantly better than the angry taker, whereas no difference was observed for the smiling and angry givers. Evidently, 5- and 6-year-olds better remember individuals whose facial expression or appearance is incongruent with their expected behavior.