Search

The present research demonstrates a novel driver of the growing demand for counterfeit luxury goods: perceptions of income inequality. Across five studies, using different samples and counterfeit luxury goods, we find that as perceptions of income inequality increase, consumers value counterfeit luxury products for their “egalitarian value”—a value associated with counterfeits' perceived ability to restore equality in society. Consumers perceive both public and private counterfeit luxury goods to have egalitarian value, suggesting that their value manifests itself beyond consumers' attempts to signal status via consumption. Moreover, the egalitarian value increases consumers' motivation to purchase counterfeit luxury goods beyond their hedonic, utilitarian, economic, or status signaling value. Finally, the positive effect of the egalitarian value of counterfeit luxury goods on purchase preference is greater among consumers who think equality is more desirable and attainable (i.e., those low in social dominance orientation). Our results outline one psychological mechanism underlying consumers' interests in counterfeit luxury goods, explaining how egalitarian value may link two important societal issues: growing income inequality and increased demand for counterfeits. [ABSTRACT FROM AUTHOR]

Background: Parents offer a unique perspective as they may view literacy instruction through the lens of its direct impact on their child's daily life. Further, they are likely to provide insight into the interactions between the perceived effectiveness of instruction and their expectations for their child's success. The purposes of the current investigation were to explore perceptions of parents of children with intellectual disability (ID) related to their child's literacy instruction in schools and understand parental expectations for their child's literacy performance. Methods: In the current investigation, we surveyed 211 parents of children with ID in one state within the USA to identify their perceptions related to their child's literacy outcomes and instruction. The survey instrument contained 25 items including 9 multiple‐choice, 12 multiple‐selection, 2 open‐response and 2 rank order items. Results: Data indicated significant differences across grade bands related to the type of skills students engage in learning, the importance of specific literacy skills and the challenges or barriers for students to engage in literacy instruction. The overwhelming majority of parents reported their child learning to read as very important and believe there is a difference in life outcomes between children who can read written words and those who cannot. Parents of elementary school children report barriers of disruptive behaviour, the inability of children to remain seated and distractibility more so than parents of secondary students. Parents of high school students reported a lack of instructional time more often than parents of middle and elementary school. Conclusions: While parents across grade bands reported the importance of literacy skills for students with ID and instruction in reading comprehension, listening comprehension and vocabulary, some differences were noted. Only half the parents reported an increased focus on literacy instruction, including on essential skills (e.g. decoding), in the earlier grades. Problem behaviour and motivation served as barriers to literacy for elementary students, and a lack of instructional time served as a barrier to writing for high school students. [ABSTRACT FROM AUTHOR]

Abstract In six studies, we show that after experiencing a threat to their abilities, individuals who misrepresent their performance as better than it actually is boost their feelings of competence. We situate these findings in the literature on self-protection. We show that this "counterfeit competence" effect holds when threat is measured (Study 1), manipulated (Study 2), and when the opportunity to cheat is randomly assigned (Study 3). We extend our findings to a workplace context, and show that threatened individuals who lie on a job application feel more capable than those who report them honestly (Study 4). Finally, consistent with the argument that counterfeit competence is driven by self-protection, we find individuals do not predict they would experience such a boost (Study 5), and that cheating after threat offers benefits similar to those provided by other established methods of self-protection (Study 6). Together, our findings suggest that, after threat, misrepresenting one's performance can function as a mechanism that helps to restore positive self-evaluations about one's capabilities. [ABSTRACT FROM AUTHOR]

Background: Regulation of the LH surge is central to the functioning of the female ovulatory cycle. In animal models, oxytocin has been shown to alter LH activity. Oxytocin advanced the LH surge and, conversely, oxytocin receptor antagonists inhibited full production of the LH surge in rats. Few data exist on the possibility that oxytocin modulates LH in women.Methods: Ten non-pregnant women participated in this study over two menstrual cycles. One cycle was a control cycle, and the other a trial cycle; the two were separated by at least one cycle. When the diameter of an ovarian follicle was >15 mm, a subject was allocated at random into either a control or treatment group. In a control cycle, volunteers received normal saline; in a treatment cycle, volunteers received an oxytocin antagonist (atosiban).Results: For treatment cycles, the maximum LH concentration was significantly less than that in control cycles (42.1 +/- 6.2 versus 60.3 +/- 8.3 IU/l respectively; P < 0.05). Maximum FSH and estradiol concentrations were not significantly different between the two groups.Conclusions: The results indicated that inhibition of endogenous oxytocin affects the endocrinology of the ovulatory cycle in women, and strongly suggest that oxytocin has a role in the physiological processes of LH regulation. [ABSTRACT FROM AUTHOR]