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Sex differences in the strength of the relations between mathematics anxiety, mathematics attitudes, and mathematics achievement were assessed concurrently in sixth grade (n ϭ 1,091, 545 boys) and longitudinally from sixth to seventh grade (n ϭ 190, 97 boys). Mathematics anxiety was composed of two facets, one associated with evaluations and the other for learning more generally. Girls had higher mathematics anxiety for evaluations than did boys (ds ϭ Ϫ.30 to Ϫ.52), but not for mathematics learning. In sixth grade, the negative correlation between mathematical competence and mathematics anxiety for evaluations was stronger in girls than in boys. Longitudinally, higher mathematical competence in sixth grade was associated with lower mathematics anxiety for evaluations and better mathematics attitudes in seventh grade for girls but not for boys. The key finding is that adolescent girls' mathematics anxiety and their attitudes toward mathematics are more reflective of their actual mathematical competence than they are for boys. One implication is that relative to boys with low mathematics achievement, girls with low achievement are at higher risk of developing mathematics anxiety and poor attitudes toward mathematics. Educational Impact and Implications StatementGirls have higher mathematics anxiety associated with evaluations, such as quizzes and tests, than do boys, but they do not have higher anxiety in other mathematical contexts. Adolescent girls' mathematics anxiety for evaluations and their attitudes toward mathematics are more consistently related to their actual mathematical competence than they are for boys. Thus, girls with low mathematics achievement will be more likely to develop mathematics anxiety and poor mathematics attitudes than will low-achieving boys.

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Web-based data collection methods such as Amazon's Mechanical Turk (AMT) are an appealing option to recruit participants quickly and cheaply for psychological research. While concerns regarding data quality have emerged with AMT, several studies have exhibited that data collected via AMT are as reliable as traditional college samples and are often more diverse and representative of noncollege populations. The development of methods to screen for low quality data, however, has been less explored. Omitting participants based on simple screening methods in isolation, such as response time or attention checks may not be adequate identification methods, with an inability to delineate between high or low effort participants. Additionally, problematic survey responses may arise from survey automation techniques such as survey bots or automated form fillers. The current project developed low quality data detection methods while overcoming previous screening limitations. Multiple checks were employed, such as page response times, distribution of survey responses, the number of utilized choices from a given range of scale options, click counts, and manipulation checks. This method was tested on a survey taken with an easily available plug-in survey bot, as well as compared to data collected by human participants providing both high effort and randomized, or low effort, answers. Identified cases can then be used as part of sensitivity analyses to warrant exclusion from further analyses. This algorithm can be a promising tool to identify low quality or automated data via AMT or other online data collection platforms.

The results of the United Kingdom's 2016 referendum on European Union (EU) membership have highlighted deep societal divides. In six studies, we examined the role of personality traits, cognition and cognitive biases in relation to referendum voters' choices. A total of 11,225 participants completed questionnaires and controlled experiments, which assessed differences in personality traits, levels of authoritarianism, numeracy, thinking styles, and susceptibility to cognitive biases including ideologically motivated numeracy and reasoning, framing, and the Dunning-Kruger effect. Participants expressing an intent to vote to leave the EU reported significantly higher levels of authoritarianism and conscientiousness, and lower levels of openness and neuroticism than voters expressing an intent to vote to remain in the EU. When compared with Remain voters, Leave voters displayed significantly lower levels of numeracy and appeared more reliant on impulsive System 1 thinking. In the experimental studies, voters on both sides were found to be susceptible to the cognitive biases tested, but often, unexpectedly, to different degrees. These results raise important questions regarding the use and framing of numerical and non-numerical data for public consumption.Keywords: Authoritarianism, Brexit, Cognition, Numeracy, Personality. PERSONALITY AND COGNITION IN THE EU REFERENDUM 3The Role of Personality, Authoritarianism, and Cognition in the United Kingdom's 2016 Referendum on European Union MembershipThe United Kingdom's 2016 referendum on European Union (EU) membership was one of the most divisive democratic choices presented to the UK electorate in a generation, with polls running almost neck-and-neck between February 2016 and June 2016 (NatCen Social Research, 2016) and resulting in a narrow majority of 51.9% in favor of leaving the EU. The referendum campaign and the months following the result have highlighted deep societal, regional, and generational divides over opinions on integration with and membership of the EU, which are unsurprising as the British have had highly conflicting opinions since the onset of the project (Inglehart, 1970). In seeking to better understand these divisions, scholars and political commentators have focused largely on age, education and "the left behind" (Dorling, 2016;Goodwin & Heath, 2016). However, the role of differing personalities, cognitive abilities and cognitive biases have been largely overlooked throughout pre-and post-referendum analysis.There is a long history of research in exploring links between personality and political orientation, attitudes, and beliefs. Of this research, scholars have consistently identified relationships between political orientation and personality (Carney, Jost, Gosling, & Potter, 2008;Sibley, Osborne, & Duckitt, 2012) and authoritarianism (Altemeyer, 1981;Hetherington & Weiler, 2009; John T. Jost, Glaser, Kruglanski, & Sulloway, 2003). It is only in relatively recent years that we have witnessed the emergence of studies investigating the ...

Previous work has shown that processing words for their survival value improves memory. If this survival processing effect reflects an evolutionary adaptation in memory, processing words for their reproductive value should also improve memory. Across three experiments, participants rated words for their relevance in reproductive scenarios. In Experiment 1, participants rated adjectives (traits) for their relevance in finding a mate, evaluating a coworker, or in terms of their pleasantness. Mate processing produced better memory than pleasantness ratings, but not coworker processing. In Experiment 2, participants rated traits for their relevance in detecting sexual or emotional infidelity. Neither processing condition produced better memory compared to pleasantness ratings, but there were several unpredicted interactions involving participant sex and jealousy responses. In Experiment 3, participants rated gifts for their appropriateness in a romantic date or a housewarming party, or in terms of their pleasantness. Date processing and housewarming processing both improved recall compared to pleasantness rating, but date processing and housewarming processing did not produce differences compared to each other. Overall, the current study demonstrates very little evidence of a reproductive processing effect, and nothing approaching the magnitude of previous work on the survival processing effect.

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The study tested the hypotheses that boys will have an advantage learning the fractions number line and this advantage will be mediated by spatial abilities. Fractions number line and, as a contrast, fractions arithmetic performance were assessed for 342 adolescents, as was their intelligence, working memory, and various spatial abilities. Boys showed smaller placement errors on the fractions number line (d = −0.22) and correctly solved more fractions arithmetic problems (d = 0.23) than girls. Working memory and intelligence predicted performance on both fractions measures, and a measure of visuospatial attention uniquely predicted number line performance and fully mediated the sex difference. Visuospatial working memory uniquely predicted fractions arithmetic performance and fully mediated the sex difference. The results help to clarify the nuanced relations between spatial abilities and formal mathematics learning and the sex differences that often emerge in mathematical domains that have a visuospatial component.