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This article reflects on academic papers and what makes them interesting. The author believes academic papers are like rock and roll bands: whether an audience finds them interesting is a matter of perspective, if not taste. Subject matter is important and he finds that several kinds pique his interest in paper. The author believes that papers in graduate classes are too often celebrated for their methods but some papers are interesting because their methods are so different from the ubiquitous secondary data sets, attitude surveys, and interviews of top managers that provide most of the grist in the field. He finds methods that get close enough to behavior to show how people wittingly or unwittingly build and maintain their social worlds of particular interest.

Montreal, Canada, August 14-16th, 1996Abstract of SymposiaAbstracts of PapersAbstracts of Posters

The paper is the third part of the author’s publications cycle devoted to professional stability of future teachers. The paper deals with the analysis of one of the approaches to professional consistency of a teacher and its constituent elements (such as motivational, emotional, cognitive, professional-pedagogical and others).The paper touches upon the analysis of the reason for mixing the concepts ‘stability’ and ‘consistency’ in the scientific literature and their synonymous use; the concept ‘stability’ is studied in the field of the sciences that do not identify‘stability’ as ‘consistency’, but use them independently of each other (particularly, sociology, ecology).

In this paper I discuss John Riker's article, "A Critique of Stolorow's Erasure of Self Psychology and his Appropriation of Heigegger's Theory of Authenticity, plus the Possibility of an Intersubjective Self Psychology" a paper in which Riker sets out to evaluate Stolorow's intersubjectivity theory and its contribution to psychoanalysis. I attempt to add something to Riker's consideration of intersubjectivity especially as it relates to our shared mortality, a topic addressed by Stolorow in a lifetime of books and papers. I also comment on some of the similarities and differences between the ideas of Kohut and Stolorow, suggesting that to some extent these differences lie more in the distinctive languages coined by the two authors than in the ideas themselves. [ABSTRACT FROM AUTHOR]

The Portuguese Journal of Behavioral and Social Research requires authors to follow the recommendations of the Publication Manual of the American Psychological Association (APA, 2010) in the presentation of statistical information. One of the APA recommendations is that effect sizes should be presented along with levels of statistical significance. Since p-values from the results of the statistical tests do not indicate the magnitude or importance of a difference, then effect sizes (ES) should reported. In fact, ES give meaning to statistical tests; emphasize the power of statistical tests; reduce the risk of interpret mere sampling variation as real relationship; can increase the reporting of “non-significant"results, and allow the accumulation of knowledge from several studies using meta-analysis. Thus, the objectives of this paper are to present the limits of the significance level; describe the foundations of presentation of ES of statistical tests to analyze differences between two groups; present the formulas to calculate directly ES, providing examples of our own previous studies; show how to calculate confidence intervals; provide the conversion formulas for the review of the literature; indicate how to interpret the ES; and show that, although interpretable, the meaning (small, medium or large effect for an arbitrary metric) could be inaccurate, requiring that interpretation should be made in the context of the research area and in the context of real world variables.

Minutes of the Annual Meeting of the Council of Representatives (February 17-19, 2006, Washington, DC; and August 17 and 21, 2006, New Orleans, LA) and of the 2006 meetings of the Board of Directors (February, June, August, and December) are provided. These minutes are the official record of the actions of the American Psychological Association taken during the year by both the Board of Directors and the Council of Representatives.

Little evidence is available regarding the differential impact of reading versus reading and writing on multiple source comprehension. The present study aims to: (1) compare the inferential comprehension performance of students in reading versus reading/synthesis conditions; (2) explore the impact of performing the tasks on paper versus on screen with "Read&Answer" (R&A) software; and (3) explore the extent to which rereading, notetaking, and the quality of the written synthesis can explain student's comprehension scores. For the students in the synthesis condition, we also examined the relationship between the quality of the synthesis they produced and the comprehension they achieved. 155 psychology undergraduates were randomly assigned either to the reading (n = 78) or to the reading/synthesis condition (n = 77). From this sample, 79 participants carried out the task with the "Read&Answer" software, and 76 solved the task on paper. All the students took a prior knowledge questionnaire, and read three complementary texts about the conception of intelligence. Students in the reading condition answered an inferential comprehension test, whereas students in the synthesis condition were asked to write a synthesis before taking the same test. Results show no differences in comprehension between students in the four conditions (task and media). There was no significant association between rereading and task condition. However, students in the synthesis condition were more likely to take notes. We found that two of the categories for the quality of the synthesis, textual organization and accuracy of content had an impact on inferential comprehension for the participants who wrote it. The quality of the synthesis mediated between student's prior knowledge and inferential comprehension.

This study compared changes in cognitive, affective and postural aspects of interaction during shared mother and child book reading on screen and on paper. Readers commonly express strong preferences for reading on paper, but several studies have shown marginal, if any, effects of text medium on cognitive outcomes such as recall. Shared reading with a parent is an engaging, affective and embodied experience across time, as well as a cognitive task, so it is important to understand how paper vs. screen affects broader aspects of these shared experiences. Mid-childhood sees a steep rise in screen use alongside a shift from shared to independent reading. We assessed how the medium of paper or screen might alter children’s shared reading experiences at this transitional age. Twenty-four 7- to 9-year-old children and their mothers were videotaped sharing a story book for 8 minutes in each of 4 conditions: mother or child as reader, paper or tablet screen as medium. We rated videotapes for interaction warmth and child engagement by minute and analysed dyadic postural synchrony, mothers’ commentaries and quality of children’s recall, also interviewing participants about their experiences of reading and technology. We found no differences in recall quality but interaction warmth was lower for screen than for paper, and dropped over time, notably when children read on screen. Interactions also differed between mother-led and child-led reading. We propose that mother - child posture for paper reading supported more shared activity and argue that cultural affordances of screens, together with physical differences between devices, support different behaviours that affect shared engagement, with implications for the design and use of digital technology at home and at school. We advocate studying embodied and affective aspects of shared reading to understand the overall implications of screens in children’s transition to independent reading.

Due to their multifunctionality, tablets offer tremendous advantages for research on handwriting dynamics or for interactive use of learning apps in schools. Further, the widespread use of tablet computers has had a great impact on handwriting in the current generation. But, is it advisable to teach how to write and to assess handwriting in pre- and primary schoolchildren on tablets rather than on paper? Since handwriting is not automatized before the age of ten years, children’s handwriting movements require graphomotor and visual feedback as well as permanent control of movement execution during handwriting. Modifications in writing conditions, for instance the smoother writing surface of a tablet, might influence handwriting performance in general, and in particular those of non-automatized beginning writers.In order to investigate how handwriting performance is affected by a difference in friction of the writing surface, we recruited three groups with varying levels of handwriting automaticity: 25 preschoolers, 27 second graders and 25 adults. We administered three tasks measuring graphomotor abilities, visuomotor abilities and handwriting performance (only second graders and adults). We evaluated two aspects of handwriting performance: the handwriting quality with a visual score and the handwriting dynamics using online handwriting measures (e.g. writing duration, writing velocity, strokes and number of inversions in velocity (NIV)). In particular, NIVs which describe the number of velocity peaks during handwriting, are directly related to the level of handwriting automaticity.In general, we found differences between writing on paper compared to the tablet. These differences were partly task-dependent. The comparison between tablet and paper revealed a faster writing velocity for all groups and all tasks on the tablet which indicates that all participants – even the experienced writers – were influenced by the lower friction of the tablet surface. Our results for the group-comparison show advancing levels in handwriting automaticity from preschoolers to second graders to adults, which confirms that our method depicts handwriting performance in groups with varying degrees of handwriting automaticity.We conclude that the smoother tablet surface requires additional control of handwriting movements and therefore might present an additional challenge for learners of handwriting.

In two studies, students at California State University, Northridge wrote papers that were checked for plagiarism using plagiarism-detection software. In the first study, half of the students in two classes were randomly selected and told by the professor that their term papers would be scanned for plagiarism using the software. Students in the remainder of each class were not informed that the software would be used. The researcher predicted that students who were explicitly warned about the use of the software would plagiarize less than students who were not, but the warning had no effect. In a second study, students wrote two papers in a series. Their knowledge about plagiarism-detection software was inversely correlated with plagiarism rates on the first paper, but no correlation was found between knowledge and plagiarism on the second paper. Instead, participants were discovered to draw repeatedly from the same sources of plagiarized material across papers. (Contains 1 table.)

In this paper I discuss Magid, Fosshage and Shane's impressive overview of the contributions to Relational Self Psychology in the psychoanalytic literature, contributions they see as having emerged for the most part after Kohut's death and therefore as having been carried out almost entirely by Kohut's followers. But while the authors see Kohut's work as having hewed closely to a one-person psychology, I use my discussion to highlight what I see as the two-person themes in Kohut's own writings, suggesting that he may have been more relational in his thinking than initially meets the eye. [ABSTRACT FROM AUTHOR]

Although there is no doubt that genes’ functions influence human personality, years of studies provided no clear picture on regulation of particular traits by specific genes. In this article, an overview of the complexity of the system of genetic control of personality is presented, and the level of complications of biological processes operating in this system is underlined. The methodology of studies devoted to determine effects of genes on personality traits is discussed, and limitations of various methods in such studies are indicated. Finally, suggestions for further research are listed and commented on. It is likely that to increase the level of our understanding of genetic mechanisms that modulate human personality, researchers conducting further studies will have to focus on using large sample sizes, performing independent replications, considering experiments on animal models, integrating cross-cultural data and epigenetic measures, and performing interdisciplinary experiments which combine methods of various disciplines, such as biology and psychology.

La família, el primer espai educatiu i el més important, ha patit nombrosos canvis igual que la societat en general. Aquests canvis demanen que es qüestioni constantment sobre la funció de l’escola i el paper dels pares en el procés educatiu dels fills, sobretot en els primers anys, una tasca que comporta moltes dificultats. D’aquí que moltes escoles proposin serveis d’acompanyament a les famílies i abandonin actituds directives o substitutives. Tanmateix, es fan propostes d’actuació des de la societat per establir ponts de diàleg i d’intercanvi entre els diferents col·lectius (administració, famílies, escola, mitjans de comunicació, etc.) a fi de generar una actitud de coresponsabilitat, de confiança i d’enriquiment recíproc partint de la realitat dels infants. Aquesta orientació familiar es basa en la creació de «grups de pares de reflexió compartida», els quals segueixen una dinàmica fonamentada en l’escolta i el respecte, en l’acceptació i la valoració de l’altre, en l’ajuda mútua, sense judicis de valor o actituds de culpabilització. Paraules clau: Família, canvis socials, criteris educatius, acompanyament, orientació familiar, grups de pares de reflexió compartida.

Assessment is critical to effectively implementing interdisciplinary pedagogy in higher education. We developed an interdisciplinary project for an Introduction to Psychology and Introduction to Criminal Justice learning community at an urban community college. The semester-long project involved completing a series of lessons and assignments in both courses. The study objective was to evaluate the extent to which the interdisciplinary project supported students' learning, with attention to their academic skill development, progress on course learning outcomes, and academic progress in the psychology course. Data procedures included summative assessment of final paper submissions and collection of final paper grades and final grades in the psychology course across two cohorts of learning community students. Findings suggest the interdisciplinary project positively supported students' academic skill development, progress on course learning outcomes, and overall success in the psychology course. These findings demonstrate the value of interdisciplinary teaching and assessment. We offer the interdisciplinary project and assessment procedures presented here as models for higher education faculty interested in interdisciplinary pedagogical approaches.

Presents the 2011 reports from the Annual Meetings of the Regional Psychological Associations. The following Associations are featured: The Eastern Psychological Association, Midwestern Psychological Association, New England Psychological Association, Rocky Mountain Psychological Association, Southeastern Psychological Association, Southwestern Psychological Association, Western Psychological Association, and the Southern Society for Philosophy and Psychology.

In recent decades, the number of publications on teacher resilience has increased exponentially. Despite the numerous rich contributions, the lack of a theoretical consensus regarding the phenomenon's conceptualisation and operationalisation has hindered dialogue between the various results. This paper aims to address this problem by proposing a theoretical model of teacher resilience as a common framework for organising and articulating existing and future research results in the field. We propose two main ideas for conceptualising teacher resilience, based on Vygotskian Cultural Psychology: a) teacher resilience is a dialectical relationship between the teacher and her everyday professional adverse situations that causes a positive transformation of both the teacher and the situation; and b) this relationship is mediated by cultural artefacts that are distributed in social and professional communities. The paper presents this model and articulates some of the current research on teacher resilience accordingly. It is argued that such a model offers a comprehensive framework for understanding teacher resilience, gives new theoretical significance to current research on the phenomenon, and facilitates further development of the field.

There have been dozens of papers published on the misrepresentation of psychological studies and theories (e.g., omitting criticisms) presented in introductory textbooks. Authors of these papers have offered numerous explanations for the errors including limited space for covering criticisms and the desire among textbook authors to "sell" psychological science to an introductory audience. In the present article, several studies and theories, most of which have been identified in previous research as misrepresented in introductory psychology textbooks, are reviewed. The possibility of ideological bias contributing to the misrepresentation is considered. The bias in introductory psychology is considered in the context of wider concerns about the consequences of political homogeneity in the field. Suggestions for reducing bias in introductory psychology textbooks and courses are offered.

This paper aims to describe the core components of a cross-disciplinary team science training offered in a Communication Science and Disorders (CSD) program delivered to 17 doctoral scholars in CSD, education, special education, psychology, and social work. The team science training model is offered as one approach to consider in preparing pre-service leaders and faculty in CSD to engage in scientific collaboration with other researchers from different disciplinary backgrounds. In addition to an overview of training, the paper includes preliminary data on participants' perceptions of team science training and recommendations for future offerings.

Participating in a research activity by volunteering in a research study or by writing a short research paper as part of a course requirement relates to favorable perceptions of psychology and research, greater knowledge of procedures associated with participation, and other demographic and situational variables. College students who volunteered to participate in a research study were more satisfied with their experiences than those who wrote papers as part of their research activity. Gender, grade expected, employment status, major, class size, and number of participation events related to satisfaction with experiences and perceptions of psychology and research. The findings are relevant to academic departments implementing or evaluating the existence of a participant pool.

Lurking on the Internet aims to put a human face on psychopathology for the abnormal psychology course. Student groups are assigned major diagnostic categories and instructed to search the Internet for discussion forums, individual blogs, or YouTube videos where affected individuals discuss their symptoms and lives. After discussing the ethics of passively observing public sites, students monitor relevant sites throughout the term and evaluate what they are learning in class from the perspective of affected individuals. At the end of the term, students submit individual papers based on their observations. Periodically, individual groups are given opportunities to share their findings and, depending on the size of the class, to make formal presentations. (Contains 1 table and 2 notes.)

The folded paper-size illusion is as easy to demonstrate as it is powerful in generating insights into perceptual processing: First take two A4 sheets of paper, one original sized, another halved by folding, then compare them in terms of area size by centering the halved sheet on the center of the original one! We perceive the larger sheet as far less than double (i.e., 100%) the size of the small one, typically only being about two thirds larger—this illusion is preserved by rotating the inner sheet and even by aligning it to one or two sides, but is dissolved by aligning both sheets to three sides, here documented by 88 participants’ data. A potential explanation might be the general incapability of accurately comparing more than one geometrical dimension at once—in everyday life, we solve this perceptual-cognitive bottleneck by reducing the complexity of such a task via aligning parts with same lengths.

This article discusses how coaching and mentoring can be integrated and work together as systematic tools for leadership development. The author draws on psychotherapy as a parallel for practitioner research and posits five validation hypotheses for coaching and mentoring. Arguably coaching is not sufficient to develop leaders, but a useful toolbox within mentoring. Internal mentors in particular have cultural and industry knowledge of direct relevance to the adept. Seven domains are identified for an integrated framework: Insight from reflection and meta-learning; Working with the whole person; Competence modelling; Deep listening, beyond words; Emotional intelligence; Coaching for results; and Systemic thinking and team development.

With a sample of 228 psychology papers that failed to replicate, we tested whether the trajectory of citation patterns changes following the publication of a failure to replicate. Across models, we found consistent evidence that failing to replicate predicted lower future citations and that the size of this reduction increased over time. In a 14-y postpublication period, we estimated that the publication of a failed replication was associated with an average citation decline of 14% for original papers. These findings suggest that the publication of failed replications may contribute to a self-correcting science by decreasing scholars’ reliance on unreplicable original findings. [ABSTRACT FROM AUTHOR]

Beverly Greene, recipient of the Award for Distinguished Senior Career Contributions to Psychology in the Public Interest, has a long history of distinguished contributions in the public interest through her research, scholarship, teaching, practice, and consultation. Her work raises the visibility of many populations that have been overlooked and marginalized in the broader society as well as within psychology and offers new models for theoretical, empirical, and practical approaches. Her mentorship has reached innumerable people around the world, and her creative and influential contributions have moved the field in new directions. Provided here are a citation, biography, and selected bibliography of Greene's works. Also provided is her paper, entitled "The use and abuse of religious beliefs in dividing and conquering between socially marginalized groups: The same-sex marriage debate," a version of which she delivered at the American Psychological Association's annual convention.

This paper is the first part of the author’s publications cycle devoted to professional stability of future teachers. The article deals with analyzing the essence of the notion of stability/consistency from the position of various sciences: philosophy, mechanics, mathematics, cybernetics, physics, sociology, ecology, psychology. Stability/consistency is considered as a characteristic feature of objects, mechanical and natural systems and their conditions, as a personal characteristic.

Companion articles are a new category of articles published in the Quantitative Methods for Psychology. They are meant to provide a detailed, step-by-step, explanation of how to run a specific analysis used in a previously published article but described with fewer details.

Tradicionalmente, la psicología no ha puesto su foco en las poblaciones rurales sino en las urbanas. En consecuencia, las características y especificidades propias de los sujetos que habitan en ámbitos rurales, particularmente los campesinos, así como los procesos específicos que acontecen en tales contextos, no han recibido suficiente atención. De esta manera, buscando aportar al desarrollo de una psicología rural, el presente trabajo se ocupa de identificar, clasificar y organizar los aportes realizados por la psicología a estas cuestiones. Para hacer esto, se recuperaron y clasificaron los trabajos que abordan esta temática presentes en la base de resúmenes científicos PsycINFO de la American Psychological Association. Se concluye que la mayor parte de los trabajos realizados corresponden a las áreas 'Desarrollo y Prácticas Productivas', 'Salud y Salud Mental' y 'Psicología Social'. Igualmente, llama la atención la escasez de estudios en el área de la 'Psicología de la Educación'.Traditionally, psychology has not set its focuss on rural populations but on urban ones. Consequently, the characteristics and specificities of the people living in rural areas, particularly in the case of peasants, as well as the specific processes that occur in such contexts, have not received enough attention. Thus, striving to contribute to the development of rural psychology, this article aims to identify, classify and organize the papers related to these issues. In order to do this, we recovered and classified the scientific abstracts that address the topic in the PsycINFO database of the American Psychological Association. We conclude that the most part of the papers related to psychology and small farmers fall into three categories: 'Development and Production Practices', 'Health and Mental Health' and 'Social Psychology'. Besides, it draws attention the paucity of papers on 'Psychology of Education

The final assessment for all psychology courses in the department of interdisciplinary studies, MMU Cheshire programmes, in the past 10 years has been a presentation of project work at an undergraduate conference. It is argued that this acts as an "authentic" assessment method which helps prepare students for future experiences. Alumni who commented on their experience of the assessment noted an increased confidence in their presentation skills, communication skills, pride in their research, and a sense of professionalism. In general it was viewed retrospectively as a valuable learning experience and social event.

Academic institutions are now expected to engage in developing and assessing learning outcomes; however, responsibility outcomes, such as respect for human dignity (RFHD), can be particularly challenging. As part of our Biopsychology course and Sensation and Perception course over the past decade, we applied the scientist-educator model of learning and drew from the literature on prejudice reduction to develop our RFHD interventions, which involved face-to-face interactions with others who had sensory deficits or brain/spinal cord injuries. We iteratively created two pre-post measures to assess development of different aspects of RFHD: a Behavioral Tendencies Questionnaire and a 4-Factor RFHD Model Questionnaire. Recently, we modified the intervention and the assessments for adoption in our Class, Race, and Ethnicity in Society course. This paper reports findings from these three courses and a control course in engineering (n = 153). Findings support our two sets of hypotheses, regarding 1) the efficacy of the assessments to capture different likelihoods for interacting with others targeted by the interventions and changes over time in these factors, and 2) positive effects of the face-to-face intervention activities. This study demonstrates RFHD can be developed and assessed in a college course and provides new assessments for RFHD that are easily modified for a variety of types of others (e.g., individuals who are homeless versus blind or of a particular race).

This paper is a critical discussion about how the curriculum contributes to the sense of belonginess within Higher Education (HE), and how the ongoing aim of decolonisation needs to incorporate a more consistent intersectional lens with the curriculum within psychology. Psychology as a discipline has been criticised for its focus on primarily conducting research with people from countries that are Western, Educated, Industrialised, Rich and Democratic (WEIRD; Henrich et al., 2010). This approach has neglected a number of social groups within the wider literature and has indeed marginalised the voices and experiences of many. Through the topic of decolonisation, there has been the discussion of the importance of belonging and belongingness, but the intersectional experiences of various social groups within the curriculum has been neglected. In summary, this discussion reveals that there are several key ways in which curricula and decolonial research can contribute to belonging: 1) communication of what (who) is important; 2) consideration of student learning needs; 3) appreciation of course content that is salient to students; 4) demonstration of alignment with a wider range of philosophical approaches; 5) promotion and celebration of cultural differences which allow students to be themselves; and 6) inclusion of a wide range of factors within teaching that contribute to belonging, for example the importance of place.

This paper diffracts Deleuze and quantum physics through Winnicott's work to argue for an enrichment to playing. The roots of the play-cognitive hierarchy in Freudian psychoanalysis makes visible that progression and the stages that a child must pass en route to rationality continue to feed educational assumptions that a child must leave playing behind in order to learn. Addressing critiques of Freud's psychosexual theory of child development, I introduce Winnicott's work on playing as creative activity and transitional phenomena which cast playing in a positive light. I then turn to Deleuze's critique of Freud's foundational concepts of child development influenced by Newtonian physics to argue that a Deleuzian concept of energy aligns with quantum physics, which unsettles the binary play-cognition hierarchy. I introduce a vignette to illustrate a rich array of concepts involved in playing that are read through Winnicott. In the final step, I argue that Winnicott's transitional object provides a juncture with Deleuze's concept of the partial/virtual object paving the way to graft an alternative and more processual ontology onto Winnicott's work on playing that acts beside cognitive connections in ways that bring learning alive and liberate teachers to enter less constrained relationships with children.

This conceptual and theoretical paper seeks to analyze the dynamics and consequences of psychologization and therapization, key mechanisms of the therapeutic turn in education. In particular, it focuses, on how the pathologization of social problems occasions individualization and the production of self-reliant and inward-looking subjects trained to maximize human capital according to the tenets of neoliberalism. Second, it explains the principles of a critical approach to education that is informed by the concept of intersectionality. It shows how this concept might be helpful in interrogating and addressing structurally embedded inequalities and injustices. Informed by the insights of Kimberlé Williams Crenshaw, this approach engenders a contextualized and nuanced analysis of social forces, social identities, and ideological instruments through which power and disadvantage are expressed and legitimized. To further illustrate its importance, insurgent citizenship education, a concept drawn from the experiences of a Philippine school for displaced indigenous groups will be discussed.

Cognitive load theory has been in development since the 1980s. Much of the impetus for that development has come from firstly, replication failures using randomised controlled trials and secondly, from the incorporation of other theories into cognitive load theory. Both have led to theory expansion. The immediate cause of the so-called "replication crisis" in psychology and other disciplines is a failure to replicate previous empirical findings. Using cognitive load theory as an example, I argue that the appearance of contradictory evidence does not necessarily derive from a failure to properly collect data. Rather, it can be caused by initially insufficiently detailed theories, with increasing detail often revealing the reason for a failure to replicate. For cognitive load theory, each failure to replicate, rather than being a negative, contributed to the further development of the theory. In addition, the theory has developed over many years by closely incorporating other theories associated with human cognitive architecture and evolutionary psychology. In this paper, I discuss some of the developmental milestones associated with cognitive load theory and how they were informed by replication failures and theory integration.

Music therapists have rarely involved themselves in the discourse linking music and violence. Instead, representatives of the profession have advocated for the positive outcomes that can result from the use of music by trained therapists working with people who have experienced violence or been violent. In this position paper, we will elaborate a much-needed position that first acknowledges the ways that music can promote violence, and then focuses on different ways to work with young people involved in violence. The position paper is structured around the examination of three types of music therapy programs and our purpose is to bring to light the beliefs that underpin each program, both the viewpoints about the cause of violence, and assumptions about how potentially negative relationships between young people and music can be made positive. We conclude by describing different methods for evaluating such programs that are congruent with the assumptions that underpin them. It is hoped that the positions we delineate will support music therapists and others to be more conscious of the relationship between music and violence when designing programs for young people.

The dataset includes data from the four studies reported in our 'Embodied terror management' paper. The data was collected at either the campus or at the psychology lab at the VU University Amsterdam in 2011/2012 among Dutch-speaking student samples. The dataset consists of the measures described in the paper. The data can be used for replication purposes, meta-analyses, and exploratory analyses, as well as cross-cultural comparisons of mortality salience effects. The authors also welcome collaborative research based on re-analyses of the data.