Attitudes toward children: Distinguishing affection and stress.

BACKGROUND: Adults' views and behaviors toward children can vary from being supportive to shockingly abusive, and there are significant unanswered questions about the psychological factors underpinning this variability. OBJECTIVE: The present research examined the content of adults' attitudes toward children to address these questions. METHOD: Ten studies (N = 4702) identified the factor structure of adults' descriptions of babies, toddlers, and school-age children and examined how the resulting factors related to a range of external variables. RESULTS: Two factors emerged-affection toward children and stress elicited by them-and this factor structure was invariant across the United Kingdom, the United States, and South Africa. Affection uniquely captures emotional approach tendencies, concern for others, and broad positivity in evaluations, experiences, motivations, and donation behavior. Stress relates to emotional instability, emotional avoidance, and concern about disruptions to a self-oriented, structured life. The factors also predict distinct experiences in a challenging situation-home-parenting during COVID-19 lockdown-with affection explaining greater enjoyment and stress explaining greater perceived difficulty. Affection further predicts mentally visualizing children as pleasant and confident, whereas stress predicts mentally visualizing children as less innocent. CONCLUSIONS: These findings offer fundamental new insights about social cognitive processes in adults that impact adult-child relationships and children's well-being.

Is Concept Appraisal Modulated by Procedural or Declarative Manipulations?

A recent study has established that thinkers reliably engage in epistemic appraisals of concepts of natural categories. Here, five studies are reported which investigated the effects of different manipulations of category learning context on appraisal of the concepts learnt. It was predicted that dimensions of concept appraisal could be affected by manipulating either procedural factors (spacing of learning, perceptual fluency) or declarative factors (causal knowledge about categories). While known effects of these manipulations on metacognitive judgements such as category learning judgements and confidence at test were replicated, procedural factors had no reliable effects on the dimensions of concept appraisal. Effects of declarative manipulations on some forms of concept appraisal were observed.

Concept Appraisal.

This paper reports the first empirical investigation of the hypothesis that epistemic appraisals form part of the structure of concepts. To date, studies of concepts have focused on the way concepts encode properties of objects and the way those features are used in categorization and in other cognitive tasks. Philosophical considerations show the importance of also considering how a thinker assesses the epistemic value of beliefs and other cognitive resources and, in particular, concepts. We demonstrate that there are multiple, reliably judged, dimensions of epistemic appraisal of concepts. Four of these dimensions are accounted for by a common underlying factor capturing how well people believe they understand a concept. Further studies show how dimensions of concept appraisal relate to other aspects of concepts. First, they relate directly to the hierarchical organization of concepts, reflecting the increase in specificity from superordinate to basic and subordinate levels. Second, they predict inductive choices in category-based induction. Our results suggest that epistemic appraisals of concepts form a psychologically important yet previously overlooked aspect of the structure of concepts. These findings will be important in understanding why individuals sometimes abandon and replace certain concepts; why social groups do so, for example, during a "scientific revolution"; and how we can facilitate such changes when we engage in deliberate "conceptual engineering" for epistemic, social, and political purposes.

Love is heterosexual-by-default: Cultural heterosexism in default prototypes of romantic love.

Cultural heterosexist ideologies assume heterosexuality to be the default norm. Four studies investigated when concepts of romantic love are heterosexual-by-default (N = 685). In Studies 1-2, participants generated features of romantic love, in general (i.e., the default prototype) or among one of three sexual orientation-specific couples (lesbian, gay, or heterosexual). Heterosexual-identified participants' default prototypes were more similar to heterosexual than same-gender prototypes (Study 1). Lesbian- and gay-identified participants' default prototypes were more similar to both heterosexual and gay male than lesbian prototypes, whereas bisexual-identified participants' sexual orientation-specific prototypes were equivalently similar to the default (Study 2). However, heterosexual-identified participants rated presented features of love similarly across sexual orientation-specific conditions (Study 3). In a timed feature-verification task (Study 4), participants categorized fewer peripheral features of romantic love as relevant to same-gender than mixed-gender couples. Activating sexual orientation-specific representations affected subsequent default concepts of romantic love. We discuss implications for heterosexism theories and intervention.