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To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.chb.2008.04.003 Byline: Matthew Hunsinger (a), Christopher R. Poirier (b), Robert S. Feldman (a) Keywords: Individual response technology; Big five personality factors; College students' attitudes Abstract: The use of individual response technology (IRT) in college classrooms is becoming increasingly common. In order to understand why some students enjoy IRT use whereas others do not, we examined the relationship between personality and attitudes towards IRT use in large and small classrooms. In addition, we investigated the relationship between IRT use and classroom learning. We collected data from 452 undergraduate students (209 males and 243 females). The results show that students who are more extraverted and conscientious report more positive ratings of IRT. Furthermore, students who earn higher grades enjoy IRT use more than other students. Implications for the effective use of IRT in the classroom are discussed and future directions for research are suggested. Author Affiliation: (a) University of Massachusetts, Amherst, United States (b) Stonehill College, Psychology Department, 320 Washington Street, Easton, MA 02357, United States

The present study investigated job applicants' use of deception. The study examined applicants' deception on written applications, as well as in a job interview: whether individuals would lie to conform to job requirements: and whether extraversion and self-monitoring are related to lying. Fifty-nine candidates completed an application and interview. After the interview, candidates were informed that they were actually participating in an experiment. They then watched a videotape of their interview and indicated any lies they told. As hypothesized, it was found that applicants lied both on the job applications and during the interview, primarily to appear to conform to job requirements. Furthermore, candidate extraversion was positively correlated with number of lies told, although self-monitoring was unrelated to lying.

The study hypothesized that frequency and quality of deception influences how people perceive those who lie to them and that people subsequently increase deceptive behavior as a consequence of being lied to. The result revealed that in general, the findings are congruent with prior research and theory that support the commonly held assumption that people form negative impressions of those who lie to them.

The present study hypothesized that gender and expectation of future interaction affects the frequency and nature of lying. Male and female participants (208 undergraduates) were randomly assigned to same- or opposite-gender partners and given the expectation they either would not meet again or would meet 3 additional times. Participants engaged in a 10-min conversation that was videotaped covertly. Later, target participants evaluated the videotape identifying lies they told. During the conversation, 78% of participants lied, with females lying significantly more than males. Females, but not males, lied more when expecting future interaction than when expecting no future interaction. The nature of lies also varied between women and men. Findings suggest women and men differentially use deception as a self-presentational tactic.

This study tested the hypothesis that people with accurate beliefs about the cues that predict deception are better at detecting deception only when those beliefs are cognitively available and activated. To test the hypothesis, participants viewed video fragments of people who were being either honest or dishonest. A questionnaire assessed participants' beliefs about the cues involved in deception, and activation of participants' belief cues was accomplished by manipulating suspicion. The results provided support for the hypothesis, where participants whose beliefs were activated and had accurate beliefs were better at detecting deception compared to other participants. Gender differences were also found, where lies communicated by women were more accurately detected than were lies communicated by men.

The relationship between knowledge of American Sign Language (ASL) and the ability to encode facial expressions of emotion was explored. Participants were 55 college students, half of whom were intermediate-level students of ASL and half of whom had no experience with a signed language. In front of a video camera, participants posed the affective facial expressions of happiness, sadness, fear, surprise, anger, and disgust. These facial expressions were randomized onto stimulus tapes that were then shown to 60 untrained judges who tried to identify the expressed emotions. Results indicated that hearing subjects knowledgeable in ASL were generally more adept than were hearing nonsigners at conveying emotions through facial expression. Results have implications for better understanding the nature of nonverbal communication in hearing and deaf individuals.

High and low socially-skilled adolescents, ranging in age from 11 to 16 years, were led to be verbally deceptive or truthful about their enjoyment of a drink that either tasted good or bad. Short, silent videotaped samples of the adolescents while they were being deceptive or truthful were shown to a group of judges, who were asked to indicate how much each adolescent actually enjoyed the drink on the basis of their nonverbal behavior. Results indicated that, as predicted, adolescents with higher levels of social competence were generally better at deceiving than adolescents of lower social competence. However, these finding held primarily for younger adolescents. Furthermore, older adolescents were better at being deceptive than younger ones, and younger females were more proficient liars than younger males.

Two studies considered the way in which the magnitude of exposure to television relates to children's understanding and interpretation of others' nonverbal behavior. In the first study, 6th graders made judgments regarding other children whose nonverbal facial behavior did not match their internal emotional state. Results showed that heavier television viewers held a less differentiated, more simplistic view of the consequences of nonverbal self-presentation strategies. In the second study, children in Grades 2 through 6 made judgments of others' nonverbal expressions of emotion. As predicted, heavier television viewers were better at decoding others' nonverbal expressions than lighter viewers, presumably because of their greater exposure to nonverbal displays of emotion on television. In addition, nonverbal decoding skills improved with age.

Previous attempts to find the theoretically predicted association between nonverbal communication skills and social status have been inconsistent, especially among adults. It was hypothesized that these inconsistencies were produced by a failure of earlier research to differentiate the two genders and different emotions. Hypothesizing that various emotions may be differentially important in male and female friendships, the current study investigated the ability of 146 men and women to nonverbally communicate (encode) three emotions. Results showed that women are better able to encode happiness and that men are better able to encode anger. Additionally, ability to encode happiness is correlated with the sociometric status of women, whereas ability to encode anger is correlated with the sociometric status of men. Together, these results suggest that happiness and anger play different roles in the social lives of men and women.

The relation between knowledge of American Sign Language (ASL) and the ability to decode facial expressions of emotion was explored in this study. Subjects were 60 college students, half of whom were intermediate level students of ASL and half of whom had no exposure to a signed language. Subjects viewed and judged silent video segments of stimulus persons experiencing spontaneous emotional reactions representing either happiness, sadness, anger, disgust, or fear/surprise. Results indicated that hearing subjects knowledgeable in ASL were generally better than hearing non-signers at identifying facial expressions of emotion, although there were variations in decoding accuracy regarding the specific emotion being judged. In addition, females were more successful decoders than males. Results have implications for better understanding the nature of nonverbal communication in deaf and hearing individuals.

This study evaluated peer incidental teaching as a strategy for increasing reciprocal peer interactions by children with autism. Three typical preschoolers were trained as peer tutors for 3 young children with autism. During a classroom free-play session, peer tutors used incidental teaching to obtain verbal labels of preferred toys by children with autism. A multiple baseline across the 3 target children showed replicated positive effects of the intervention. Adult supervision and assistance were then faded systematically, with resulting maintenance of increased reciprocal interactions. Multiple measures of the extent and limits of generalization suggested that 1 child increased interactions in free-play periods throughout the day, but none of the children showed increases at lunch. Teacher and peer ratings supported the social validity of positive findings. DESCRIPTORS: peer interactions, incidental teaching, autism, preschool intervention, social skills

: The facial expressions of emotion and the circumstances under which the expressions occurred in a sample of the most popular children's television programs were investigated in this study. Fifteen-second randomly selected intervals from episodes of five television programs were analyzed for displays of happiness, sadness, anger, fear, disgust, and surprise. In addition, the contexts in which the emotions occurred were examined. Results indicted that particular emotional expressions occurred at significantly different frequencies and that there was an association between emotional displays and emotion-contexts. The high rate of emotional displays found in television shows has implications for the development of knowledge regarding emotional display rules in viewers.

A procedure for improving children's skill in decoding facial expressions of emotion was studied in this experiment. In the first phase of the study, thirty-six fifth and six grade children watched video segments showing facial expressions of stimulus persons experiencing happiness, sadness, or fear and tried to identify each stimulus person's emotion. Subjects assigned to the feedback condition were given the correct answer for each segment, and subjects assigned to the no feedback condition received no information. Results for the second phase of the experiment, in which subjects' decoding skills were assessed, showed that the feedback method was effective in improving general decoding abilities. Furthermore, differences between subjects in the feedback and no feedback conditions were affected by subjects' sex and the specific emotion being decoded.