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New Research From Psychological Science
A sample of new research exploring the emergence of abstract grammatical categories in children’s speech, the development of a sense of body ownership, and adaptable categorization of hands and tools among prosthesis users.
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New Research From Clinical Psychological Science
Read about the latest research in Clinical Psychological Science: Impact of Panic on Psychophysiological and Neural Reactivity to Unpredictable Threat in Depression and Anxiety Lynne Lieberman, Stephanie M. Gorka, Stewart A. Shankman, and K. Luan Phan People who have panic disorder (PD) seem to be particularly sensitive to unpredictable threat. In this study, the authors examined whether this sensitivity is specific to PD or is applicable to the continuum of panic symptomatology. Participants with a range of panic symptoms completed a startle task in which they received no shock, a predictable shock, or an unpredictable shock. They then completed a similar task while undergoing fMRI.
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People Assume Sexists Are Also Racist and Vice Versa
The stigma associated with prejudice against women and people of color seems to transfer from one group to another, a series of experiments shows.
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To Please Your Friends, Tell Them What They Already Know
We love to tell friends and family about experiences we’ve had and they haven’t—from exotic vacations to celebrity sightings—but new research suggests that these stories don’t thrill them quite as much as we imagine.
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Couples, Friends Show Similarity in Personality Traits After All
Using behavioral data gleaned from social media, researchers find that people are more like their friends and partners than previously thought.
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New Research From Psychological Science
Read about the latest research published in Psychological Science: Hidden Advantages and Disadvantages of Social Class: How Classroom Settings Reproduce Social Inequality by Staging Unfair Comparison Sébastien Goudeau and Jean-Claude Croizet In a series of studies, researchers had middle school students answer questions about a written passage. In one condition, students raised their hands each time they answered a question (visibility condition), and in another, they were instructed to not indicate when they had answered a question (no-visibility condition). Children from working-class families underperformed in the visibility condition compared with the no-visibility condition.