When the Model Fits the Frame: The Impact of Regulatory Fit on Efficacy Appraisal and Persuasion in Health Communication

Brutality Under Cover of Ambiguity: Activating, Perpetuating, and Deactivating Covert Retributivism

d errors SE=1.1 and 0.84, Walds=8.4 and 4.1, p<.01

Buddhist Concepts as Implicitly Reducing Prejudice and Increasing Prosociality

three multiple moderated multiple regression

A Meta-Analytic Review of Moral Licensing

Counterfactuals, Control, and Causation: Why Knowledgeable People Get Blamed More

free response question experiment 3 random effect estimation
experiment 2 fixed effect estimation random effect estimation

nNo Knowledge=57, nKnowledge=70 scored 1
nNo Knowledge=3, nKnowledge=5 scored 0.5
nNo Knowledge=41, nKnowledge=26 scored 0

A Group's Physical Attractiveness Is Greater Than the Average Attractiveness of Its Members: The Group Attractiveness Effect

'How attractive do you find woman X?' n=62
Cohen's d=0.60, 95% confidence interval CI=0.49-0.70

Perceptions of a Changing World Induce Hope and Promote Peace in Intractable Conflicts

Personality, Effective Goal-Striving, and Enhanced Well-Being: Comparing 10 Candidate Personality Strengths

The Girls Set the Tone: Gendered Classroom Norms and the Development of Aggression in Adolescence

N=1321 secondary school students (675 male, 646 female) from 72
b=-0.11, 95% credibility intervals CI=[-0.25, 0.04]
b=-.25 [-0.37;-0.14] • Boys norma ve beliefs x gender norma ve beliefs T2 norma ve beliefs T3
b=.22(0.10; 0.34) • Girls norma ve beliefs x gender norma ve beliefs T2 norma ve beliefs T3 norma ve beliefs T4
b=-.12 [-0.17;-0.06] • Boys norma ve beliefs x gender norma ve beliefs T2 norma ve beliefs T3 norma ve beliefs T4

Understanding Diversity: The Importance of Social Acceptance

I Think I Am Doing Great but I Feel Pretty Bad About It: Affective Versus Cognitive Verbs and Self-Reports

item direction times verb times sex anova

Feeling Depleted and Powerless: The Construal-Level Mechanism

Mastery-Approach Goals Eliminate Retrieval-Induced Forgetting: The Role of Achievement Goals in Memory Inhibition