This research tested a new conceptualization of the impression perseverance effect. Here, as in earlier studies, some actor and observer subjects were given false feedback about the actor-subjects' performance in the experiment and then were informed during debriefing that the feedback had not been genuine. Other subjects, however, received a briefing about the falsity of the feedback before the task performance. These briefed subjects, like the debriefed subjects, subsequently made estimates of the actors' actual performance on the task that were significantly influenced in the direction of the false feedback. The briefed subjects did not, however, follow the debriefed subjects in making ability attributions to the actor in line with their performance estimates. These results cast doubt on the notion that attributional processing of the false information, as observed in the debriefing condition, is a necessary component of the perseverance effect. The idea that denied information and the denial may contribute independently to subsequent impressions is offered as an alternative explanation of briefing and debriefing phenomena.deny it!" said the March Hare. discredits the evidence on which the impres-"He ~enies it," sai? t,he King: "L~ve out that part." sions are based. The model asserts that this (LewIS Carroll, Ailee s Adventures In Wonderland) ~ .

Effectively screening-out candidates who have potential to become “liability-prone” officers is crucial to any police agency. The critical nature of appropriate selection is readily apparent when we consider the serious ramifications that the inappropriate actions of even a single officer can have for the agency itself as well as for the community as a whole. The present paper contends that assessment centers are a viable option for selection of entry-level police officers. The literature on the use of assessment centers is reviewed, and arguments are made regarding the potential utility of employing this technique with police applicants. Recommendations are offered for implementation of an assessment center program for selection of entry-level police officers.

Costanza and Finkelstein (2015) make a number of important observations in their exploration of how generation-based differences are understood by academics and practitioners. The absence of a unifying theory, the lack of a clear pattern of findings, and the conceptual ambiguity about generational membership have all limited the utility of generational membership to researchers, while the practice of describing large groups of individuals in generational terms has become enormously popular outside of academia. Certainly, there are several topics that are popular among the public and widely used by businesses despite being viewed negatively by academics; however, there is some danger in the widespread perception that group differences between individuals of different ages can be explained by generational membership. Although it might be tempting to consider these generational stereotypes as simply innocuous misperceptions supervisors may hold, they may, in fact, be quite harmful. The purpose of this article is to further expand on the potential for these stereotypes to be harmful for older and younger employees.

There is considerable evidence that ‘active learning’ strategies are more efficacious than traditional ‘passive learning’ methods (e.g. lecture). Presented here is a small group active learning project developed for undergraduate social psychology students. The activity involves carrying out and reporting the results of a structured demonstration of the identifiable victim effect. The project provides students with the opportunity to write a research proposal, collect data, perform a basic analysis and interpretation of the data, and report their findings in written form. Student feedback on the project has been positive overall. The project seems to be particularly beneficial in helping students to understand and appreciate the research process.

The Americans With Disabilities Act (~IDA)