We hypothesize that when honesty is not motivated by selfish goals, it reveals social preferences that have evolved for convincing strategically vigilant partners that one is a person worth cooperating with. In particular, we explain how the patterns of dishonest behavior observed in recent experiments can be motivated by preferences for social and self-esteem. These preferences have evolved because they are adaptive in an environment where it is advantageous to be selected as a partner by others and where these others are strategically vigilant: they efficiently evaluate the expected benefit of cooperating with specific partners and attend to their intentions. We specify the adaptive value of strategic vigilance and preferences for social and self-esteem. We argue that evolved preferences for social and self-esteem are satisfied by applying mechanisms of strategic vigilance to one's own behavior. We further argue that such cognitive processes obviate the need for the evolution of preferences for fairness and social norm compliance.

No abstract

On the basis of the expectancy‐value theory of achievement, this paper aims to examine the relative contributions of gender‐stereotype endorsement and gender identification on expectancies for success in STEM fields. In a sample of 880 Croatian primary school pupils of approximately 12 years of age, stereotyped beliefs about gender‐appropriateness of STEM‐related professions (stereotype endorsement) and self‐perception as a typical representative of one's gender (gender identification) were first assessed. Participants also reported their expectations for success in each of the STEM‐related professions previously used for establishing stereotype endorsement. Stereotype endorsement and gender identification separately interacted with gender to predict expectancies for success in STEM‐related professions. Higher levels of stereotype endorsement and gender identification fostered stereotype‐consistent expectancies for success in STEM fields (higher expectancies for boys than for girls). Implications are discussed in terms of strategies to encourage girls to engage in STEM‐related careers.

No abstract

No abstract