No abstract

Keysar et al. (Keysar, Barr, Balin, & Brauner, 2000; Keysar, Lin, & Barr, 2003) report that adults frequently failed to use their conceptual competence for theory of mind (ToM) in an online communication game where they needed to take account of a speaker's perspective. The current research reports 3 experiments investigating the cognitive processes contributing to adults' errors. In Experiments 1 and 2 the frequency of adults' failure to use ToM was unaffected by perspective switching. In Experiment 3 adults made more errors when interpreting instructions according to the speaker's perspective than according to an arbitrary rule. We suggest that adults are efficient at switching perspectives, but that actually using what another person knows to interpret what they say is relatively inefficient, giving rise to egocentric errors during communication.

AimThis research compared real-time measurements of alcohol consumption with retrospective accounts of alcohol consumption to examine possible discrepancies between, and contextual influences on, the different accounts.MethodBuilding on previous investigations, a specifically designed Smartphone technology was utilized to measure alcohol consumption and contextual influences in de facto real-time. Real-time data (a total of 10,560 data points relating to type and number of drinks and current social / environmental context) were compared with daily and weekly retrospective accounts of alcohol consumption.ResultsParticipants reported consuming more alcoholic drinks during real-time assessment than retrospectively. For daily accounts a higher number of drinks consumed in real-time was related to a higher discrepancy between real-time and retrospective accounts. This effect was found across all drink types but was not shaped by social and environmental contexts. Higher in-vivo alcohol consumption appeared to be related to a higher discrepancy in retrospectively reported weekly consumption for alcohol beverage types other than wine. When including contextual factors into the statistical models, being with two or more friends (as opposed to being alone) decreased the discrepancy between real-time and retrospective reports, whilst being in the pub (relative to being at home) was associated with greater discrepancies.ConclusionsOverall, retrospective accounts may underestimate the amount of actual, real-time alcohol consumed. Increased consumption may also exacerbate differences between real-time and retrospective accounts. Nonetheless, this is not a global effect as environmental and social contexts interact with the type of alcohol consumed and the time frame given for reporting (weekly vs. daily retrospective). A degree of caution therefore appears warranted with regards to the use of retrospective self-report methods of recording alcohol consumption. Whilst real-time sampling is unlikely to be completely error free, it may be better able to account for social and environmental influences on self-reported consumption.

The WSAS, PHQ-9 and GAD-7 perform comparably on measures of reliability and sensitivity. The WSAS also measures a distinct social functioning component suggesting it has potential as an additional outcome measure.

Student engagement in Higher Education is the focus of considerable research, particularly in terms of predicting educational achievement and retention. Less research has examined the predictors of engagement. The current study (students N = 117, staff N = 35) explores the predictive role of personality in a multidimensional model of engagement. Given recent tensions between the importance of employability and the time academics have to deliver this, a second objective was to examine the correlation between student and staff perceptions of employability. Results found no differences between student and staff attitudes towards employability and further revealed that students' attitudes became less positive over time. Differential patterns of trait relations were found for components of engagement, though agreeableness and conscientiousness were consistent predictors. Findings of individual differences are encouraging in terms of integrating different practices so that different personalities can be engaged. Finally, the decrease in students' attitudes towards engagement and employability highlights important areas for future investigation.