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Social media usage has become a daily habit for the younger generation. It can have positive effects on educational processes, but it also raises concerns about harmful content, such as fake news or hate speech. Fake news is often distributed with the intention to manipulate the public opinion by propagating disinformation. This includes the manipulation of images taken from reputable news resources. In response to these concerns and manipulations, we developed a web-based learning environment with a virtual learning companion (VLC). The VLC is designed to assist students in developing their critical thinking skills while interacting with social media content. The VLC is incorporated into a controlled learning environment that resembles Instagram and contains real and manipulated content. The "Courage" companion communicates with the students through chat dialogue and knowledge-activating questions. It also links additional images from web sources discovered through reverse image search based on image similarity. Learners are provided with various textual descriptions and keywords and are prompted to reflect on this information. The system's effectiveness and assistance in identifying real or manipulated images have been evaluated in an empirical classroom study in August 2022 with 22 high school students in Germany that generated 95 conversations around five images and their texts assisted by the companion. Users' interactions with the companion in a controlled Instagram-like social media environment have been recorded in xAPI format and then analyzed using a research dashboard. The results of this evaluation demonstrate that guidance through the VLC, along with the provision of additional content sources containing similar images and their explanation through the companion, improves the learners' judgment. This corroborates the claim that the tool can help enhance learners' critical thinking, resilience, and sensitivity facing social media issues.

Social media are a popular source of information for young people, serving the purposes of not only communication but also the creation and distribution of content as well as advertising. However, that content may contain science-related information that in many cases is not based on scientifically proven sources. Content creators and/or advertisers use a specific set of strategies to make their claims more credible, and to address the strategies connected to science aspects, we created a fake product called 'HIQO--the water with conductivity extract' and claimed that it improved the conductivity of the brain to make the drinker smarter. We established a fully fledged web presence and ordered specially labelled bottles that in fact contained only ordinary mineral water. When creating the Internet resources, we made sure to consider the major manipulation strategies known from the literature. The product was embedded in a three-hour teaching sequence and has been tested with a total of 106 students from three secondary schools in northern Germany. The module was evaluated using tasks to assess civic online reasoning; the evaluation took place using a rubric with three levels (beginning/emerging/mastery), with learners who participated in the teaching sequence before attempting the tasks reaching the higher levels significantly more often than did those in the control group, who were given only the tasks.

Educational videos are becoming increasingly important for schools. More and more often, students consume videos on YouTube in order to carry out school tasks. At the same time, the digital world is increasingly influencing perceptions of history. The internet contains numerous examples of how history is instrumentalized. Counterfeiting and manipulation distort historical information and abuse it for political purposes. This article presents the results of a research project on history teaching in a seventh grade (age 12-14) class in Germany. The study's aim was to find out if creating one's own videos using the method of digital storytelling generally leads to a more critical evaluation of educational videos. Students produced short videos on the subject of 'European expansion in the early modern period'. One group was secretly commissioned to portray the Europeans as superior to the indigenous societies of America, thus creating a manipulative video. At the end of the lesson, the students rated the credibility of the videos. In addition, interviews with students were conducted. The aim was to investigate whether students trained in digital storytelling could easily identify biased information. The data were analysed using qualitative text analysis. Findings show that students primarily judge videos based on aesthetic features, rarely adopting a media-critical perspective.

Identifying correlates of aggressive behavior in children might help to find potential candidates for interventions in aggression reduction. While some previous studies found that children's Theory of Mind (ToM) and inhibitory control (IC) correlate with aggressive behavior, others did not confirm this relation. One explanation for these mixed findings may lie in the application of single measures, which might not provide a comprehensive profile of children's ToM or IC. For example, to measure children's understanding of mental states, the majority of studies investigated their understanding of false beliefs. Another explanation is that previous studies differ in the degree to which they controlled for language abilities, which are often correlated with ToM and aggression. Here, we presented 4-year-old children (N = 80) with a broad battery of ToM and IC tasks, complemented by multi-informant assessment of their aggressive behavior. Regression analyses revealed that children's delay of gratification correlated negatively with aggressive behavior as rated by their kindergarten teachers, even after controlling for language and ToM. After controlling for language and IC, there was no correlation between ToM and the children's aggressive behavior as rated by the parents. These findings highlight the importance of considering multi-measure multi-informant procedures when identifying correlates of children's aggressive behavior.

Maturity and citizenship in a democracy require that laypersons are able to critically evaluate experts' use of mathematics. Learning to critically reflect on the use of mathematics, including the acquisition of the mathematical knowledge and skills required to that end, has been repeatedly postulated as an indispensable goal of compulsory education in mathematics. However, it remained unclear in how far such reflection is possible, even for the well-educated layperson in mathematics. We use different discussions in German mass media on the pandemic policy in the SARS-CoV-2 crisis in 2020 as examples with far-reaching individual and social consequences. The selected discussions build heavily on mathematical concepts such as mortality rates, casualty numbers, reproduction numbers, and exponential growth. We identify the concepts and discuss how far they can be understood by laypersons. On the one hand, we found that some mathematical models are inappropriate, which can also be determined by laypersons. On the other hand, we found uses of mathematics where ideal concepts are intermingled with complex statistical concepts. While only the ideal concepts can be understood by laypersons, only the statistical concepts lead to actual data. The identification of both types of concepts leads to a situation where the use of mathematics evades social control and opens spaces for misconceptions and manipulation. We conclude that the evaluation of experts' use of mathematics by laypersons is not possible in all relevant cases, and we discuss possible implications of this result.

Identifying illicit behavior in survey research is inherently problematic, since self-reports are untrustworthy. We argue that fraudulent interviewers can, however, be identified through statistical deviance of the distributional parameters of their interviews. We document that a high proportion of the variation in the data is due to the interviewer. In addition, we show that the incidence of interviewer-induced anomalies is strongly associated with the perceived level of corruption across the countries participating in the European Social Survey 2010. The major implication of the findings is that the data from some countries cannot be used fruitfully for cross-national comparative research.

Two studies investigated in which situations teachers (would) investigate whether a student was lying or telling the truth and how these situations were perceived. Results of Study 1 indicate that teachers (would) interview students when it comes to use of unfair means, aggressive behavior, theft, absence without permission, bullying, and vandalism, whereat deceitful situations with rather light consequences were most frequently described. Moreover, participants perceived the frequency of occurrence of all situations as lower for themselves compared to colleagues. In both studies, the use of unfair means, absence without permission, and bullying (over a longer period) were rated as most frequently occurring in everyday school life. Further, deception detection was perceived as being mostly important in situations with severe consequences. Study 2 also demonstrates that situations with light consequences are perceived as situations where it is of relatively less importance to make accurate judgments, avoid wrongful accusation, and detect misbehavior, as compared with situations with severe consequences. Overall, teachers perceive avoiding wrong accusation as more important than detecting misbehavior. Influences of teachers' perceptions on their behavior are discussed.

The author's sixth grade teacher, Mrs. Hunter, showed him that adults who held positions of power over children could be duplicitous. After several uneventful months, she started singling him out in hurtful ways for no apparent reason. On top of the established threat of being paddled arbitrarily, Mrs. Hunter started to humiliate him in front of his classmates and give him lower grades than he had ever gotten before. The toxic combination shattered his self-esteem and his faith in the adult world for years to come. But, in the ashes of that devastating experience was the seed for his future career as critical scholar, including a life-long fascination with duplicity in public education. The more the author studied public education, the more he came to believe that duplicity was an inextricable part of it. It was as though the U.S. public schools operated according to a single Orwellian-style maxim: "no education without alienation." This "culture of duplicity" was not only invisible to most stakeholders. It seemed to reproduce itself with remarkable precision and regularity. This article is concerned with the possible philosophical origins of this culture. (Contains 3 figures and 46 footnotes.)

In face-to-face interviews, accurate work by interviewers is crucial for ensuring high-quality survey data. In a field experiment, payment of interviewers, legitimation of falsification behavior, and respondents' willingness to participate were experimentally varied. The impact of these factors on interviewers' accuracy during fieldwork was investigated. Low accuracy was operationalized, for instance, as noncompliance with the instructions concerning contacting and recruitment. In addition, falsifications by interviewers were investigated. There were fewer deviations from prescribed routines, and interviewers' work was of higher quality if the interviewers were paid per hour and when respondents belonged to the cooperative group, compared to break-offs. We conclude that high task difficulty may lead to a decrease of interviewers' accuracy. Payment per hour seems to ensure higher-quality data and should be preferred.

Manipulations that induce disfluency during encoding generally produce lower memory predictions for the disfluent condition than for the fluent condition. Similar to other manipulations of disfluency, generating lies takes longer and requires more mental effort than does telling the truth; hence, a manipulation of lie generation might produce patterns similar to other types of fluency for memory predictions. The current study systematically investigates the effect of a lie-generation manipulation on both actual and predicted memory performance. In a series of experiments, participants told the truth or generated plausible lies to general knowledge questions and made item-by-item predictions about their subsequent memory performance during encoding, followed by a free recall test. Participants consistently predicted their memory performance to be higher for truth than for lies (Experiments 1 through 4), despite their typically superior actual memory performance for lies than for the truth (Experiments 1 through 3), producing double dissociations between memory and metamemory. Moreover, lying led to longer response latencies than did telling the truth, showing that generating lies is in fact objectively more disfluent. An additional experiment compared memory predictions for truth and lie trials via a scenario about the lie-generation manipulation used in the present study, which revealed superior memory predictions of truth than of lies, providing proof for a priori beliefs about the effects of lying on predicted memory (Experiment 5). The effects of the current lie-generation manipulation on metamemory are discussed in light of experience-based and theory-based processes on making judgments of learning. Theoretical and practical implications of this experimental paradigm are also considered.

Human cooperative communication involves both an informative intention that the recipient understands the content of the signal and also a (Gricean) communicative intention that the recipient recognizes that the speaker has an informative intention. The degree to which children understand this 2-layered nature of communication is the subject of some debate. One phenomenon that would seem to constitute clear evidence of such understanding is hidden authorship, in which informative acts are produced but with the communicative intent behind them intentionally hidden. In this study, 3- and 5-year-old children were told that an adult was seeking a toy but wanted to find it on her own. Children of both ages often did something to make the toy easier for the adult to see while at the same time concealing their actions in some way. This suggests that by the age of 3, children are able to separate the multiple layers of intentionality involved in human cooperative communication.

Lay theories about the tell tale signs of deception include numerous nonverbal cues; empirically, however, a focus on message content results in better lie detection than a focus on nonverbal elements. Feelings-as-information theory (Schwarz, 1990, 2012) predicts that systematic processing of message content is more likely under sad than happy moods, whereas reliance on salient cues is more likely under happy than sad moods. If so, perceivers who are asked to evaluate the veracity of a message should (a) attend more to message content when they are in a negative mood, but (b) more to nonverbal cues when they are in a positive mood. This should (c) result in more accurate identification of true as well as false messages under sad mood, mediated by (d) mood-induced differences in processing style. Three experiments tested these predictions. In Experiments 1 and 2, participants in a negative mood achieved higher accuracy in classifying truthful as well as deceptive messages than participants in a positive mood. Experiment 3 crossed nonverbal cues (fidgety vs. calm movements) and message characteristics (low vs. high plausibility). Only the plausibility of the message influenced participants' credibility judgments under sad mood conditions, whereas only the nonverbal cues influenced participants' judgments of credibility under happy mood conditions. Implications for lie detection and the interplay of feeling and thinking are discussed. (Contains 2 tables and 4 figures.)

A substantial body of literature purports to document the growth of scientific misconduct in Northeast Asia. This article traces the apparent growth of research fraud and falsification to two distinct features of the national innovation systems common to the region: liberal research regimes adopted by developmental states and marked by freedom from government oversight, and illiberal laboratory cultures imported from Germany and marked by all-powerful lab directors and their vulnerable underlings. Based on comparative, qualitative case studies of pioneering countries in bio-medical research, as well as cross-national quantitative analyses of the permissiveness of national stem-cell research policies, we argue that Asia's scientific pathologies are the products of two institutional factors: funding and freedom offered to scientists by developmental states, and the lack of informal control prevalent in the German model of higher education. We conclude that, while Northeast Asian officials offer their biomedical researchers funding and freedom to take advantage of opportunities that rarely exist in the West, their scientists stifle open debate and criticism, and thereby hinder the growth of informal as well as formal control mechanisms that are critical for deterring and detecting scientific fraud. (Contains 1 table, 1 figure and 9 notes.)

Locus of control (LOC) is a personality variable shown to possess potential explanatory power in the study of ethical decision making. There have been, however, diverse results reported in the literature. Whenever differences on this variable are indicated by the research, individuals with an Internal LOC report the more ethical responses. This study extends the examination of the global relevance of the LOC variable to ethical decision making of university students in thirteen universities from eight countries. Using an instrument designed to elicit responses to questionable academic behaviors, this research analyzes ethical responses of university students (n=2,420) to look for differences based on the LOC variable. The behaviors examined are of a collaborative or collectivistic nature, and the students were asked to respond to how unethical they believe the academic behaviors to be. Results indicate considerable support for the global significance of LOC differences in the ethical responses of the students. (Contains 3 tables.)

Academic corruption is a hot issue in today's society. "Academic corruption" means that certain individuals in academic circles, driven by the desire for personal gain, resort to various kinds of nonnormative and unethical behavior in academic research activities. These include: academic self-piracy, academic piracy, copying and plagiarism, multiple submission of papers, impersonation, concept appropriation, footnote opportunism, academic deception, slipshod work, verbal garbage, buying and selling of writings, and other academic distortions. This article describes (1) how academic corruption harms the Party; (2) the causes of academic corruption; (3) the main problems confronting China's institutions of higher learning in the effort to control academic corruption; (4) current prevention and control of academic corruption in the United States, France, Germany, and Britain; and (5) proposals for countermeasures by academic journals in China's institutions of higher learning against academic corruption. (Contains 6 notes.) [This article was translated by Ted Wang.]

Rarely do political scandal and academe collide so publicly as they have now, in Europe. In February, Germany's education minister stepped down after Heinrich Heine University, in Dusseldorf, revoked her doctorate because her thesis lifted passages from other sources without proper attribution. Her departure came after scandals over plagiarized work took down a German defense minister, the president of Hungary, and a Romanian education minister. But it is the storied German university system, not politics, that has suffered the real body blows. The front-page news has shaken higher education in Germany, where, in addition to the two former federal ministers, several other national and local political figures have been accused of academic fraud. The incidents have left many wondering: Is there something rotten at the heart of German academe, the esteemed heir of Humboldt and Hegel? For two centuries, the German university as envisioned by the 19th-century philosopher Wilhelm von Humboldt has been the model for research institutions in Europe, the United States, and beyond. Humboldt's notions of academic freedom, the autonomy of the university, and placing scientific pursuit at the heart of higher education continue to carry weight today. But his legacy in Germany may be growing somewhat tarnished. In Germany academic titles play a role in politics far greater than they do in the United States. Doctoral and other titles, sometimes as many as three or four, are prominently displayed on the business cards, door plaques, and letterheads of politicians. Some call it posturing--a modern-day "nobleman's title"--while others defend it as a meaningful distinction based on merit. Whether one is impressed by the degree or not, the Ph.D. has become a facet of the German resume that lures ambitious politicians and professionals who have no intention of entering academe. That has led to a proliferation of Ph.D.'s--roughly 25,000 a year awarded since 2000, more per capita than any other country in the world, according to the Federal Statistical Office of Germany. By comparison, American universities award 50,000 doctorates a year, but in a country with a population four times as large as Germany's. Germany's output of Ph.D. recipients probably won't slow down, but the plagiarism cases have shined a spotlight on academe's time-honored methods for supervising and awarding doctorates, especially to candidates who are not full-time academics.

We have very little knowledge about the characteristics and consequences of false abuse accusations. Sixty-one members of a German support organisation for allegedly falsely accused individuals provided information about themselves, the accuser, the accusation, the consequences of the allegation, and their coping strategies. The majority of respondents were male (90%), accused of sexual abuse (89%), and a parent of the accuser (71%). The initial allegations were frequently (72%) associated with the accuser undergoing psychotherapy. The consequences for the accused were psychological, physiological, familial, job-related, personal, and legal in nature. These included a loss of contact (98%), altered family dynamics (92%), depressive symptoms (48%), and problems focussing at work (44%). Eleven accused (18%) faced legal prosecution, but none of them were charged. Frequent strategies to cope with the allegation included contacting the victim support organisation (100%), seeking therapy (51%), contacting counselling centres (43%) and other victim support organisations (23%). Most of the accused felt supported by their environment (84%). Supporting and elaborating upon previous studies, this study exposes the potential consequences of alleged false accusations. [ABSTRACT FROM AUTHOR]

Copyright of Soziologische Revue is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examined predictors of compliance with public health guidelines to curb transmission of COVID-19. Applying an exploratory longitudinal design, participants (N = 431) from Germany and Austria completed surveys in April/May 2020 (T1) and July/August 2020 (T2). Three outcome measures operationalised compliance with public health guidelines at T2: self-reported adherence (behavioural), agreement and opposition (attitudinal). At T1, demographics, perceived distress (PHQ-4, crisis of meaning), resources (self-control, meaningfulness), locus of control, conspiracy mentality and social media use were assessed. At T2, situational variables were added (person at risk, infection of close person, fear of infection, COVID-19 stress). Temporal shifts from T1 to T2 were examined as complementary information. An attitude-behaviour gap at T2 was identified, as agreement with and opposition to the guidelines were only modestly correlated with adherence to them. Measures of personal concern (fear of infection, person at risk) were associated with both adherence and positive attitudes towards the measures. COVID-19 stress and conspiracy mentality predicted negative attitudes, but not adherence. Age predicted adherence positively, social media use negatively. The findings support the significance of personal concern for compliance with public health guidelines and suggest a critical impact of social media use and conspiracy mentality. [ABSTRACT FROM AUTHOR]

The article analyzes the experience of counteracting the negative information and psychological influence of the enemy on the personnel of the armed forces of Nazi Germany during the Second World War, 1939– 1945. It was established that since the beginning of the conflict, propaganda companies were created at the headquarters of the Supreme Command, and in 1943 they were separated into a separate corps. The main features of Nazi propaganda were comprehensiveness and systematicity, which in turn instilled a powerful immunity against the negative informational and psychological influence of the enemy. A huge role in Nazi Germany belonged to radio propaganda, which was carried out mainly in the form of counter-propaganda and was explained by the mass distribution and availability of radio receivers. A relatively new technique was the delivery of “partial truth” to servicemen – creating the illusion of the objectivity of German propaganda and the widespread awareness of the Germans about the enemy’s mass media. Such tactics made it possible to act in advance, to instill in soldiers and officers confidence in German informational and propaganda actions and total distrust and non-acceptance of the enemy. Such tactics made it possible to act in advance, to instill in soldiers and officers confidence in German informational and propaganda actions and total distrust and non-acceptance of the enemy. Only at the final stage of the war was the “propaganda of atrocities” committed by the enemy intensified, which was designed to force Germans to refuse to lay down their arms and fight until the last opportunity. [ABSTRACT FROM AUTHOR]

Copyright of Praxis der Rechtspsychologie is the property of Hogrefe Verlag GmbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: Among basic personality traits, Honesty-Humility yields the most consistent, negative link with dishonest behavior. The theoretical conceptualization of Honesty-Humility, however, suggests a potential boundary condition of this relation, namely, when lying is prosocial. We therefore tested the hypothesis that the association between Honesty-Humility and dishonesty weakens once lying benefits someone else, particularly so if this other is needy., Methods: In two online studies (Study 1: N = 775 in Germany; Study 2: N = 737 in the UK, preregistered), we measured self-reported Honesty-Humility and dishonest behavior in incentivized cheating paradigms in which the beneficiary of participants' dishonesty was either the participants themselves, a "non-needy" other (e.g., another participant), or a "needy" other (e.g., a charity)., Results: We found support for the robustness of the negative association between Honesty-Humility and dishonesty, even if lying was prosocial., Conclusion: Individuals high in Honesty-Humility largely prioritize honesty, even if there is a strong moral imperative to lie; those low in Honesty-Humility, by contrast, tend to lie habitually and thus even if they themselves do not directly profit monetarily. This suggests that (un)truthfulness may be an absolute rather than a relative aspect of Honesty-Humility, although further systematic tests of this proposition are needed., (© 2023 The Authors. Journal of Personality published by Wiley Periodicals LLC.)

Deception is a key element of immersive undercover journalism, achieved through the omission of information, the perpetuation of misconceptions, or possibly the assumption of a false identity. Usually when proponents defend going undercover, they use the-ends-justify-the-means arguments; that despite the journalist's duplicity, public benefit outweighs the dishonesty that lies at the heart of the practice. Yet, such statements are usually made in the absence of in-depth theoretical analysis. This paper seeks to redress this by applying Standpoint Theory, testing it against the work of Günter Wallraff, Germany's lauded but controversial undercover journalist who uses disguises to report on that country's marginalized and disadvantaged. While the authors applaud Wallraff's exposure of the deplorable illegal and immoral dealings he uncovers, and do not seek to dismiss the significant results he has achieved, this paper uses the case study of his work to test the applicability of Standpoint Theory to undercover journalism, concluding that even under this accommodating theory, there may be ethical limits to journalism's most ethically contentious practice. [ABSTRACT FROM AUTHOR]

Cheating is harmful to others and society at large. Promises have been shown to increase honesty in children, but their effectiveness has not been compared between different cultural contexts. In a study (2019) with 7- to 12-year-olds (N = 406, 48% female, middle-class), voluntary promises reduced cheating in Indian, but not in German children. Children in both contexts cheated, but cheating rates were lower in Germany than in India. In both contexts, cheating decreased with age in the (no-promise) control condition and was unaffected by age in the promise condition. These findings suggest that there may exist a threshold beyond which cheating cannot be further reduced by promises. This opens new research avenues on how children navigate honesty and promise norms., (© 2023 The Authors. Child Development published by Wiley Periodicals LLC on behalf of Society for Research in Child Development.)

Job applicant faking, that is, consciously misrepresenting information during the selection process, is ubiquitous and is a threat to the usefulness of various selection tools. Understanding antecedents of faking is thus of utmost importance. Recent theories of faking highlight the central role of various forms of competition for understanding why faking occurs. Drawing on these theories, we suggest that the more applicants adhere to competitive worldviews (CWs), that is, the more they believe that the social world is a competitive, Darwinian‐type of struggle over scarce resources, the more likely they are to fake in employment interviews. We tested our hypothesis in three independent studies that were conducted in five different countries. Results show that CWs are strongly associated with faking, independently of job applicants’ cultural and economic context. More specifically, applicants’ CWs explain faking intentions and self‐reported past faking above and beyond the Dark Triad of personality (Study 1), competitiveness and the six facets of conscientiousness (Study 2). Also, when faking is measured using a response randomisation technique to control for social desirability, faking is more prevalent among applicants with strong vs. less strong CWs (Study 3). Taken together, this research demonstrates that competition is indeed strongly associated with undesirable applicant behaviors. [ABSTRACT FROM AUTHOR]

Copyright of Aufklärung is the property of Felix Meiner Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In two experiments, recent findings showing the detrimental role of regulatory depletion in decision making are extended to the field of deception detection. In both experiments, the state of ego depletion was induced by having judges inhibit versus non-inhibit a dominant response while transcribing a text. Subsequently they judged true or deceptive messages of different stimulus persons with regard to their truthfulness. In both experiments, ego-depleted judges scored significantly lower on detection accuracy than control judges. Signal detection measures showed that this effect was not due to differences in judgmental bias between the two conditions. In Experiment 2, it was shown that the lower detection accuracy in the state of ego depletion was due to a feeling of difficulty of relying on verbal content information. Practical implications of the current findings are discussed. [ABSTRACT FROM AUTHOR]

The article presents a discussion on the history of national socialist communication in Germany during World War II. Discussion focuses on the discrepancies between the published version of an industrial production census given by the German Imperial Office for Military-Economic Planning in 1936 and archival records of the census. The authors explore the published report's findings for military, agricultural, and consumer production in 1936, noting the misleading statistical ranking of expenses and profits under unexpected categories.

We explored the usefulness of eye fixation durations as a dependent measure in a concealed knowledge test, drawing on Ryan, Hannula, and Cohen (), who found eye fixations on a familiar face to be longer than fixations on an unknown face. However, in their study, participants always had to select the known face out of three faces; thus, recognition and response intention could not be differentiated. In the experimental phase of our experiment, participants saw six faces per trial and had to select one of them. We had three conditions: In the first, one of the six faces was a known face, and the participants had to conceal that knowledge and select another face (concealed display); in another, one of the six faces was a known face, and the participants had to select that face (revealed display); or finally, all six faces were unknown, and participants had to select any of the six faces (neutral display). Using fixation durations as the dependent measure, we found a pure and early recognition effect; that is, fixations on the concealed faces (known but not selected) were longer than fixations on the nonselected unknown target faces in the neutral display. In addition, we found a response intention effect; that is, fixation durations on the selected known faces were longer than those on concealed faces (known but not selected). [ABSTRACT FROM AUTHOR]

The article reports on a March 2010 conference at the Herzog August Library, in Wolfenbüttel, Germany, under the title "Dis/simulatio and the Art of the Mask, Masquerade, Disguise, and Deception in the Baroque Era." The topics of discussion included the value of role-playing, naturalness versus deception in masquerades, and masks assumed in self-portraits by such painters as Rembrandt van Rijn.

The main focus of this paper is on processes of severe suffering in the sense of the concept of trajectory as developed by Anselm STRAUSS and Fritz SCHÜTZE. A sequential analysis and a detailed analysis of verbalization processes are carried out. This was done in order to show how meaning as uttered by the informant on a propositional level had to be interpreted symptomatically or documentarily and embedded in verbalization processes and process structures of the life course. This is particularly evident in cases where major mechanisms of biography development remain opaque and cannot be formulated by the informant on the surface of narrative production as it occurs with trajectory processes of suffering. In agreement with the assignment for all contributors to the conference section and volume, the paper deals with one particular autobiographical narrative interview and presents analytical steps and insights in one particular analytical framework; in the case of this paper autobiographical narrative analysis and analysis of process structures of the life course were used. [ABSTRACT FROM AUTHOR]

Presents a critique of Ralf Ottermann's article about scientific fraud, published in this issue of the periodical "Deliberation Knowledge Ethics." Inability of Ottermann to explain the juridical and economic sides of scientific fraud; Reference to the case of Germany science history of the post-war period; Reference to the economic theory.

The authors investigated whether observers infer others' credibility from the consistency of their visible and audible characteristics, and whether such inferences are justified. In Study 1, target persons were videotaped while reading a standard text; in Study 2, target persons were videotaped while lying or telling the truth. From these videotapes, silent films and audiotapes were produced and presented to independent observers who inferred the targets' personality traits from this information. Measures of cross-modal discrepancy were derived from differences between personality descriptions based on a silent film or an audiotape. Lying resulted in cross-modal discrepancies in impressions of Agreeableness, and cross-modal discrepancies in Agreeableness were related to judgments of dishonesty. Deception detection was substantial if the judges were exposed to acoustic information on the targets, and if the targets faked their curriculum vitae. Deception detection was to some extent, but not entirely, mediated by cross-modal discrepancies in impressions of Agreeableness. [ABSTRACT FROM AUTHOR]

Research on the detection of deception, via non-verbal cues, has shown that people's ability to successfully discriminate between truth and deception is only slightly better than chance level. One of the reasons for these disappointing findings possibly lies in people's inappropriate beliefs regarding 'lying behaviour'. A 64-item questionnaire originally used in Germany, which targets participants' beliefs regarding truthful and deceptive behaviour, was used. The present study differed from previous research in three ways: (i) instead or a student population, police officers and lay people were sampled, (ii) both people's beliefs regarding others' deceptive behaviour and their beliefs regarding their own deceptive behaviour were examined, and (iii) both non-verbal cues to, and content characteristics of, deceptive statements were examined. Results were consistent with previous studies, which found significant differences between people's beliefs regarding deceptive behaviour and experimental observations of actual deceptive behaviour. Further, police officers held as many false beliefs as did lay people and finally, participants were more accurate in their beliefs regarding their own deceptive behaviour than they were in their beliefs regarding others' behaviour. [ABSTRACT FROM AUTHOR]

Background: Previous research has shown that achievement goals affect the frequency of academic dishonesty. However, mixed findings suggest that especially the effect of performance goals might depend on contextual factors., Aims: We wanted to investigate whether crucial aspects of the achievement situation influence the magnitude of the effect of performance goals (here: focused on appearance) on dishonesty. Specifically, we propose that social norms regarding the acceptance of dishonesty moderate the positive effect of performance goals on academic dishonesty., Sample: We sampled 105 German university students. They were teacher trainees, mostly in their first year at university and on average 20.6 (SD = 3.6) years old (72.4% female)., Method: We conducted a 2 (induced appearance goals vs. no goal induction) × 2 (cheating confederate vs. no observable cheating behaviour by this person) experiment. A manipulation check confirmed that the manipulation of appearance goals was successful. Cheating behaviour was observed by a confederate student and subsequently classified by two raters. Additionally, participants' dishonesty in self-presentation questions was measured using deviations from baseline measures., Results: The induction of appearance goals only led to increased cheating when the social norm suggested that cheating behaviour was an acceptable way to increase performance (i.e., cheating confederate condition). For deceiving, we found a positive main effect of appearance goals. Appearance goals mediated these effects from goal manipulation on academic dishonesty., Conclusions: Taken together, our results highlight that the mixed findings on the effect of performance goals on academic dishonesty might be due to uninvestigated moderators such as social norms. Future research should build on these findings to identify additional moderators., (© 2019 The Authors. British Journal of Educational Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.)

Cognitive theories of dishonesty revolve around an automatic activation of honest response tendencies, which is assumed to impair response selection for the intended dishonest response. Clear-cut evidence for the claim is still limited, however. We therefore present a novel approach to dishonest responding that takes advantage of psychological refractory period methodology. Four experiments yielded evidence supporting the assumption of prolonged response selection during dishonest responding. Moreover, they also showed differences in early response activation and they revealed additional downstream consequences of this behavior that are currently not sufficiently covered by common theoretical models. Notably, these downstream consequences included increased monitoring relative to honest behavior. Our results thus provide an extensive coverage of the cognitive architecture of dishonest responses, informing current theorizing while simultaneously grounding the assumed processes in the framework of sensorimotor stage models of information processing. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

The article discusses the court case, Coyne versus Great Britain, wherein the European Court of Human Rights held that there had been a violation of the European Convention on Human Rights. When Paul Matthew Coyne was serving as a non-commissioned officer in the Royal Air Force (RAF), Brüggen, Germany in August 1993, the decision was taken to charge him with various offences of forgery and deception and to try him by court-martial. The Air Officer Commanding No. 2 Group, RAF Rheindahlen, Germany, was the convening officer for the court-martial.