"Proud, brave, and tough": women in the Canadian combat arms.

Canada's defence policy, Strong, Secure, Engaged, emphasizes the importance of leveraging Canada's diversity to strengthen the Canadian Armed Forces. Currently, women in the Canadian military are underrepresented across most elements and occupations, especially in the combat arms occupations, including among officers and non-commissioned personnel in combat units such as infantry, armored corps, artillery, and combat engineering. Research suggests that the benefits associated with the inclusion of women in combat arms occupations include an increase in collective intelligence, operational effectiveness, task cohesion, and diversity. This article explores the gender gap in the Canadian combat arms by examining the findings from two recent qualitative research studies on the perceptions of women in the Regular Force and Primary Reserve. The authors analyze female military personnel's perceptions of women serving in the combat arms, and the ways to increase their inclusion in the military. The key findings reveal the following themes on women's perceptions of servicewomen in the combat arms: great job for those who want it; challenging environment (e.g., working within a masculinized culture, necessary toughness, tokenism and the "pink list," being treated differently, and family loyalty); unique challenges faced by women in combat roles; combat takes a toll on women's mental and physical health; and benefits of women's participation in multinational operations. The discussion highlights the need to increase diversity, equity, and inclusion, promote a culture change that fosters greater inclusion of women in the combat arms, and increase operational effectiveness through training and policies.

The effect of instructions and response format on smile judgement.

Our study examined the role of instructions, response type, and definition on the judgement of enjoyment and nonenjoyment smiles. Participants viewed symmetric Duchenne, non-Duchenne, and asymmetric smiles. They were instructed to judge the happiness, authenticity, and sincerity of the smiles using either Likert scales or a dichotomous response type. Participants were also either given a definition of the instruction words "happy," "authentic," and "sincere" or not. Results showed that the probability of saying "really (happy/sincere/authentic)" was higher for the symmetric Duchenne than the asymmetric smiles and higher for the asymmetric than non-Duchenne smiles. Changing the instructions given to participants did not override the effect of smile type with the use of Likert scale or dichotomous response. However, with the use of Likert scale, we observed subtilities that were not observed with the use of dichotomous response. When given a definition, in the case of symmetric non-Duchenne smiles, Likert ratings were significantly lower, and participants were more accurate in their judgement on the dichotomous scale. However, no differences were observed for the asymmetric Duchenne and symmetric Duchenne smiles whether a definition was given or not. Symmetric non-Duchenne and asymmetric Duchenne smiles were also viewed longer when a definition was given than when one was not. Nevertheless, considering methodological variations of our study failed to explain the variations in the pattern of results of previous studies, other avenues should be explored, such as the use of dynamic stimuli and a greater variety of encoders. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Aural and written language elicit the same processes: Further evidence from the missing-phoneme effect.

When readers are asked to detect a target letter while reading for comprehension, they miss it more frequently when it is embedded in a frequent function word than in a less frequent content word. This missing-letter effect has been used to investigate the cognitive processes involved in reading. A similar effect, called the missing-phoneme effect has been found in aural language when participants listen to the narration of a text while searching for a target phoneme. In three experiments, we tested the hypothesis that both effects derived from the same cognitive processes, by isolating the role of word frequency and word function. In Experiment 1, we used a paper and pencil procedure for reading and a continuous narration for the listening task. In Experiments 2 and 3, we used a rapid serial visual or auditory presentation procedure to control for the effects of preprocessing upcoming information: parafoveal processing in reading and coarticulation in aural language processing. Parallel findings were observed in the reading and listening tasks. In all experiments, there was an effect of word function, and there was an effect of word frequency in Experiments 1 and 3. Results are interpreted in light of the attentional disengagement model. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Exploration of visual factors in the disgust-anger confusion: the importance of the mouth.

According to the perceptual-attentional limitations hypothesis, the confusion between expressions of disgust and anger may be due to the difficulty in perceptually distinguishing the two, or insufficient attention to their distinctive cues. The objective of the current study was to test this hypothesis as an explanation for the confusion between expressions of disgust and anger in adults using eye-movements. In Experiment 1, participants were asked to identify each emotion in 96 trials composed of prototypes of anger and prototypes of disgust. In Experiment 2, fixation points oriented participants' attention toward the eyes, the nose, or the mouth of each prototype. Results revealed that disgust was less accurately recognised than anger (Experiment 1 and 2), especially when the mouth was open (Experiment 1 and 2), and even when attention was oriented toward the distinctive features of disgust (Experiment 2). Additionally, when attention was oriented toward certain zones, the eyes (which contain characteristics of anger) had the longest dwell times, followed by the nose (which contains characteristics of disgust; Experiment 2). Thus, although participants may attend to the distinguishing features of disgust and anger, these may not aid them in accurately recognising each prototype.