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Children engage in reputation management to appear favorably to others. The present studies explore when children use reputational motives to predict others' behavior. Four- to 9-year-old children (N = 576; 53% female; approximately 60% White) heard stories about two kids: one who cares about being competent, and one who cares about appearing competent. Across five studies, with age, children predicted the reputationally motivated child would be more likely to lie to cover up failure (OR = 1.97) but less likely to seek help in public (vs. private; OR = 0.53) or downplay success (OR = 0.66). With age, children also liked this character less (OR = 0.56). Implications of these findings for children's reputation management and achievement motivation are discussed. [ABSTRACT FROM AUTHOR]

Whether a student wants to improve their ability (i.e., has learning goals) or demonstrate it (i.e., has performance goals) plays an important role in their learning and motivation; students focused on the latter tend to avoid taking on challenges and seeking help when they need it. In the achievement literature, these different goals are thought to result primarily from holding different mindsets about whether one's ability is malleable or fixed. We argue, however, that this traditional framework has largely overlooked the powerful role that reputational concerns play in influencing which achievement goals students pursue. Specifically, reputational concerns may drive students to pursue performance goals and "prove" their ability to others, irrespective of their mindsets. We argue that closely investigating these concerns may help uncover new mechanisms by which performance goals are fostered and maintained as well as new strategies for developing interventions aimed at encouraging learning goals. Finally, we offer suggestions for how the achievement and reputation management literatures can be productively brought to bear on one another in future research. This article is categorized under:Psychology > Reasoning and Decision MakingPsychology > Emotion and MotivationPsychology > Development and Aging [ABSTRACT FROM AUTHOR]

Aim: Delay to closure of ileostomy following anterior resection for rectal cancer may impair postoperative bowel function and quality of life. We analysed time to ileostomy closure across the UK and investigated factors delaying closure. Methods: For the retrospective cohort we assessed time to closure and incidence of non‐closure for patients who underwent anterior resection with defunctioning ileostomy during 2015. Multivariate linear/Cox regression analyses were performed. For the prospective cohort we captured patients undergoing ileostomy closure during a 3‐month period in 2018 to validate retrospective findings. Results: The retrospective cohort involved 788 patients of whom 669 (84.9%) had bowel continuity restored, median time to closure 259 days. Recognized factors associated with delay and risk of non‐closure included anastomotic leak (hazard ratio [HR] 3.65, 2.61–5.08), chemotherapy (HR 2.62, 2.17–3.15) and cancer progression (HR 2.05, 1.62–2.58). Crucially, specific aspects of the surgical pathway were associated with time to closure; for example, waiting list entry prior to outpatient clinic review/imaging was associated with an estimated 133‐day shorter interval to closure (P < 0.001). In the prospective cohort 288 patients underwent closure, at a median of 271 days. Chemotherapy use and cancer progression were associated with delay to closure while listing for surgery prior to clinic and imaging was associated with an estimated shorter interval to closure of 168 days (P = 0.008). Conclusions: Delays to closure of ileostomy are common in the UK. Listing patients for surgery only after follow‐up outpatient appointment, imaging or chemotherapy delays closure. Findings will inform consensus guidelines towards an optimum treatment pathway to reduce delay and improve post‐closure quality of life. [ABSTRACT FROM AUTHOR]

Socially savvy individuals track what they know and what other people likely know, and they use this information to navigate the social world. We examine whether children expect people to have shared knowledge based on their social relationships (e.g., expecting friends to know each other's secrets, expecting members of the same cultural group to share cultural knowledge) and we compare children's reasoning about shared knowledge to their reasoning about common knowledge (e.g., the wrongness of moral violations). In three studies, we told 4‐ to 9‐year‐olds (N = 227) about what a child knew and asked who else knew the information: The child's friend (Studies 1–3), the child's schoolmate (Study 1), another child from the same national group (Study 2), or the child's sibling (Study 3). In all three studies, older children reliably used relationships to infer what other people knew. Moreover, with age, children increasingly considered both the type of knowledge and an individual's social relationships when reporting who knew what. The results provide support for a 'Selective Inferences' hypothesis and suggest that children's early attention to social relationships facilitates an understanding of how knowledge transfers – an otherwise challenging cognitive process. [ABSTRACT FROM AUTHOR]

Condemnation is ubiquitous in the social world and adults treat condemnation as a costly signal. We explore when children begin to treat condemnation as a signal by presenting 4- to 9-year-old children (N = 435) with stories involving a condemner of stealing and a noncondemner. Children were asked to predict who would be more likely to steal as well as who should be punished more harshly for stealing. In five studies, we found that 7- to 9-year-old children treat condemnation as a signal-thinking that a condemner is less likely to steal and should be punished more harshly if caught hypocritically stealing later. We discuss the implications of these results for children's emerging understanding of signaling and moral condemnation. [ABSTRACT FROM AUTHOR]

If you are kind to me, I am likely to reciprocate and doing so feels fair. Many theories of social exchange assume that such reciprocity and fairness are well aligned with one another. We argue that this correspondence between reciprocity and fairness is restricted to interpersonal dyads and does not govern more complex multilateral interactions. When multiple people are involved, reciprocity leads to partiality, which may be seen as unfair by outsiders. We report seven studies, conducted with people from the United States, in which participants were asked to evaluate situations involving resource distribution in contexts such as economic games, government, and the workplace. Specifically, we find that equal resource distribution in multilateral interactions is seen as more fair than engaging in reciprocity. We also find that negative reciprocity is seen as more fair than positive reciprocity in these multilateral situations because positive reciprocity is perceived as based in favoritism. We rule out alternative explanations and demonstrate that there are contexts where favoritism is not viewed as unfair. These findings are important for theories of fairness and reciprocity as they demonstrate the central role of perceived partiality in the evaluation of multi-party resource allocation. [ABSTRACT FROM AUTHOR]

A novel lignocellulosic biomass pretreatment reactor has been designed and tested to investigate pretreatment efficacy of miscanthus grass. The reactor was designed to optimize the transfer of highly oxidative species produced by dielectric barrier discharge plasma to the liquid phase immediately after generation, by arranging close proximity of the plasma to the gas‐liquid interface of microbubbles. The reactor produced a range of reactive oxygen species and reactive nitrogen species, and the rate of production depended on the power source duty cycle and the temperature of the plasma. Ozone and other oxidative species were dispersed efficiently using energy efficient microbubbles produced by fluidic oscillations. A 5% (w/w) miscanthus suspension pretreated for 3 h at 10% duty cycle yielded 0.5% acid soluble lignin release and 26% sugar release post hydrolysis with accelerated pretreatment toward the latter stages of the treatment demonstrating the potential of this approach as an alternative pretreatment method. © 2018 The Authors. AIChE Journal published by Wiley Periodicals, Inc. on behalf of American Institute of Chemical Engineers. © 2018 The Authors. AIChE Journal published by Wiley Periodicals, Inc. on behalf of American Institute of Chemical Engineers. AIChE J, 64: 3803–3816, 2018 [ABSTRACT FROM AUTHOR]

Abstract: Across a variety of situations, people strongly condemn plagiarizers who steal credit for ideas, even when the theft in question does not appear to harm anyone. Why would people react negatively to relatively harmless acts of plagiarism? In six experiments, we predict and find that these negative reactions are driven by people's aversion toward agents who attempt to falsely improve their reputations. In Studies 1–3, participants condemn plagiarism cases that they agree are harmless (i.e., stealing credit from an anonymous source). This effect is mediated by the extent to which participants perceive the plagiarizer to have falsely benefitted from plagiarizing. In Studies 4–5, we demonstrate that this effect is not explained solely by participants’ negative response to lies or violations of permission. In Study 6, participants condemn a plagiarism case in which the idea's original author actually benefits, providing the strongest evidence that people condemn plagiarism for reasons beyond perceived harm. We discuss how this work connects to broader questions of intellectual property and impression management. [ABSTRACT FROM AUTHOR]

Traditional research on lay beliefs about punishment is often hampered by the complex nature of the question and its implications. We present a new intuitive jurisprudence approach that utilizes the insights of developmental psychology to shed light on the origins of punishment intuitions, along with the first empirical study to test the approach. Data from 80 child participants are presented, providing evidence that children expect punishment to serve as a specific deterrent, but finding no evidence that children expect punishment to have a general deterrent or rehabilitative effect. We also find that children understand punishment in a way that is consistent with the expressive theory of law and with expressive retributivism, and we present evidence that an understanding of the value of punishment to the social contract develops throughout childhood. Finally, we discuss the application of the intuitive jurisprudence approach to other important legal questions. [ABSTRACT FROM AUTHOR]

The present studies investigate how the intentions of third parties influence judgments of moral responsibility for other agents who commit immoral acts. Using cases in which an agent acts under some situational constraint brought about by a third party, we ask whether the agent is blamed less for the immoral act when the third party intended for that act to occur. Study 1 demonstrates that third-party intentions do influence judgments of blame. Study 2 finds that third-party intentions only influence moral judgments when the agent's actions precisely match the third party's intention. Study 3 shows that this effect arises from changes in participants' causal perception that the third party was controlling the agent. Studies 4 and 5, respectively, show that the effect cannot be explained by changes in the distribution of blame or perceived differences in situational constraint faced by the agent. [ABSTRACT FROM AUTHOR]

Six-year-old children negatively evaluate plagiarizers just as adults do (Olson & Shaw, 2011), but why do they dislike plagiarizers? Children may think plagiarism is wrong because plagiarizing negatively impacts other people's reputations. We investigated this possibility by having 6- to 9-year-old children evaluate people who shared their own or other people's ideas (stories). In Experiment 1, we found that children consider it acceptable to retell someone else's story if the source is given credit for their story (improving the source's reputation), but not if the reteller claims credit for the story (steals credit away from someone else). Experiments 2 and 3 showed that children do not consider it bad to lie by giving someone else credit for one's own good story (improving someone else's reputation), but do consider it bad to give someone else credit for one's own bad story (improving one's own reputation at the expense of someone else's). Experiment 4 demonstrated that children think it is equally bad to take credit for someone else's idea for oneself as it is to take someone else's idea and give credit to someone else, suggesting that children dislike when others take credit away from someone else, regardless of whether or not it improves the plagiarizer's reputation. Our results suggest that children dislike plagiarism because it negatively affects others' reputations by taking credit away from them. [ABSTRACT FROM AUTHOR]

Adults apply ownership not only to objects but also to ideas. But do people come to apply principles of ownership to ideas because of being taught about intellectual property and copyrights? Here, we investigate whether children apply rules from physical property ownership to ideas. Studies 1a and 1b show that children (6-8 years old) determine ownership of both objects and ideas based on who first establishes possession of the object or idea. Study 2 shows that children use another principle of object ownership, control of permission-an ability to restrict others' access to the entity in question-to determine idea ownership. In Study 3, we replicate these findings with different idea types. In Study 4, we determine that children will not apply ownership to every entity, demonstrating that they do not apply ownership to a common word. Taken together, these results suggest that, like adults, children as young as 6 years old apply rules from ownership not only to objects but to ideas as well. [ABSTRACT FROM AUTHOR]

Adults believe that plagiarizing ideas is wrong, which requires an understanding that others can have ideas and that it is wrong to copy them. In order to test when this understanding emerges, we investigated when children begin to think plagiarism is wrong. In Study 1, children aged 7, 9 and 11 years old, as well as adults, disliked someone who plagiarized compared to someone who drew an original drawing or someone who drew an identical picture by chance. Study 2 investigated the same question with younger children, focusing on children aged 3-6 years old. Children aged 5-6 years old evaluated plagiarizers negatively relative to unique drawers, but 3-4-year-olds did not. Study 3 replicated the findings from Study 2 and found that children justify their negative evaluations of plagiarizers by mentioning concerns over copying. These experiments provide evidence that, by age 5 years old, children understand that others have ideas and dislike the copying of these ideas. [ABSTRACT FROM AUTHOR]

Objectives: 1) To determine the mechanical stress generated at the root apex during different types of tooth movement using a finite element model of an ideal, human maxillary central incisor. 2) To determine the relationship of thickness of cementum and the magnitude of mechanical stress at the root apex.Design: Computer simulation.Setting and Sample Population: Not applicable, computer simulation.Experimental Variables: Tooth and investing tissue layers (enamel, dentin, cementum, pulp, periodontal ligament, and alveolar bone).Outcome Measure: Von Mises and maximum principal stresses.Results: Increasing the apical thickness of cementum increases the amount of mechanical stress.Conclusion: A finite element model incorporating all layers of a human maxillary central incisor has been developed. This model was used to determine the location and magnitude of mechanical stress generated for all regions of the tooth, PDL, and enclosed alveolar bone, when orthodontic forces are applied to the tooth. Mechanical stresses were found to increase at the root apex with increasing thickness of apical cementum. [ABSTRACT FROM AUTHOR]

The NHS Research and Development Strategy has provided fresh impetus to the traditional interest of mental health practitioners in the evaluation and development of their services. The purpose of the present analysis is to outline a comparative evaluation of two kinds of service for people with enduring mental illness so as to highlight methods that can be used to develop services in keeping with the R & D strategy. Particular attention is given to the instruments that can be used to provide topical, reliable and valid indications of the relative benefits of different services. The illustrative evaluation was based on a sample of 47 service users attending either a traditional inpatient psychiatric hospital ward or a new inpatient unit, based in the community. Measures of these users' stress, coping and strain were recorded before and after up to 3-month periods of care, in addition to information on staff perspectives, client satisfaction and other variables. Statistical analyses indicated the slight superiority of the community-based service, but the lack of a rigorous research design precludes causal inferences. Rather, the study aims to draw out some technical and interpersonal lessons for service developers, in the context of an increasingly ‘effectiveness’-conscious NHS. © 1997 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Immigration is among the most pressing issues of our time. Important questions concern the psychological mechanisms that contribute to attitudes about immigration. Whereas much is known about adults' immigration attitudes, the developmental antecedents of these attitudes are not well understood. Across three studies (N = 616), we examined US children's attitudes toward migrants by introducing them to two novel groups of people: one native to an island and the other migrants to the island. The migrants varied by (1) Migrant Status: migrants came from a resource-poor island (fleers) or a resource-rich island (pursuers); and (2) Acculturation Style: migrants assimilated to the native culture (assimilated) or retained their original cultural identity (separated). We studied a range of children's immigration attitudes: children's preferences, resource allocations, and perceptions of solidarity between groups (Experiment 1), children's conferral of voting power (Experiment 2a) and political representation (Experiment 2b), and children's beliefs about political representation when an equal government was not possible (Experiment 3). Overall, children showed a bias toward natives, but the degree of their bias depended on the type of migrant they were evaluating. Children generally favored Pursuers over Fleers, and Assimilated migrants over Separated migrants. In some cases, the intersection of these factors mattered: children expressed a specific preference for Separated Pursuers and a specific penalization of Separated Fleers. These studies reveal the early developmental roots of immigration attitudes, particularly as they relate to political power and the intersecting forces of migrant status and acculturation., (© 2024 The Author(s). Developmental Science published by John Wiley & Sons Ltd.)