Over the last ten years, Oosterhof and Todorov's valence-dominance model has emerged as the most prominent account of how people evaluate faces on social dimensions. In this model, two dimensions (valence and dominance) underpin social judgments of faces. Because this model has primarily been developed and tested in Western regions, it is unclear whether these findings apply to other regions. We addressed this question by replicating Oosterhof and Todorov's methodology across 11 world regions, 41 countries, and 11,570 participants. When we used Oosterhof and Todorov's original analysis strategy, the valence-dominance model generalized across regions. When we used an alternative methodology to allow for correlated dimensions we observed much less generalization. Collectively, these results suggest that, while the valence-dominance model generalizes very well across regions when dimensions are forced to be orthogonal, regional differences are revealed when we use different extraction methods, correlate and rotate the dimension reduction solution.

Over the last ten years, Oosterhof and Todorov’s valence-dominance model has emerged as the most prominent account of how people evaluate faces on social dimensions. In this model, two dimensions (valence and dominance) underpin social judgments of faces. Because this model has primarily been developed and tested in Western regions, it is unclear whether these findings apply to other regions. We addressed this question by replicating Oosterhof and Todorov’s methodology across 11 world regions, 41 countries, and 11,570 participants. When we used Oosterhof and Todorov’s original analysis strategy, the valence-dominance model generalized across regions. When we used an alternative methodology to allow for correlated dimensions we observed much less generalization. Collectively, these results suggest that, while the valence-dominance model generalizes very well across regions when dimensions are forced to be orthogonal, regional differences are revealed when we use different extraction methods, correlate and rotate the dimension reduction solution.

El objetivo del presente trabajo es el de continuar con la validación del Sistema Internacional de Imágenes Afectivas (IAPS), una técnica de inducción de emociones en contexto experimental, y así aportar los datos normativos obtenidos en población argentina. En el presente trabajo se presentan los puntajes de los estímulos que forman los sets 3, 8, 9, 10, 11, 12 y 15 del IAPS, que suman un total 412 imágenes pertenecientes a diversos campos semánticos. De este modo, el presente trabajo complementa la validación de los sets 1, 2, 4, 5, 7 y 14 ya publicada (Irrazabal, Aranguren, Zaldua, & Di Giuliano, 2015).  Participaron 646 estudiantes universitarios puntuando en las tres dimensiones emocionales (valencia, activación y control) un total 412 imágenes pertenecientes a diversos campos semánticos. De manera similar a estudios anteriores, las imágenes se distribuyen en el espacio afectivo en forma de boomerang, mostrando resultados consistentes con la versión original del IAPS así como las validaciones publicadas en varios países.

Introduction. In contemporary information societies, reading digital text has become perva-

Procedural text conveys information of a series of steps to be performed. This study examined the role of verbal and visuo-spatial WM in comprehension and execution of assembly instructions, as a function of format (text, images, multimedia) and task complexity (three or five steps). One hundred and eight participants read and executed 27 instructions to assemble a LEGO TM object, in single and dual task conditions. Study times and errors during assembly were measured. Participants processed faster pictorial and multimedia instructions than text instructions, and made fewer errors in the execution of multimedia instructions. Dual task affected more text or picture-only, than multimedia presentation. A verbal secondary task caused more errors in text or picture-only presentations, and spatial secondary task also caused interference in text-only instructions. Overall, these results support the multimedia advantage, and the role of both verbal and visuo-spatial WM, when understanding instructions.