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Students and instructors show moderate levels of agreement about the quality of day-to-day teaching. In the present study, we replicated and extended this finding by asking how correspondence between student and instructor ratings is moderated by time of semester and student demographic variables. Participants included 137 students and 5 instructors. On 10 separate days, students and instructors rated teaching effectiveness and challenge level of the material. Multilevel modeling indicated that student and instructor ratings of teaching effectiveness converged overall, but more advanced students and Caucasian students converged more closely with instructors. Student and instructor ratings of challenge converged early but diverged later in the semester. These results extend our knowledge about the connection between student and faculty judgments of teaching.

Schadenfreude (experiencing pleasure at others' misfortune) has been found in a variety of contexts and setting. We sought to determine if it occurred in relation to COVID‐19 vaccination status given the ingroup–outgroup nature of this factor. In three experimental studies, we asked participants to read about a pro‐ or anti‐vaccine physician who reportedly died from COVID‐19 complications. In Study 1 (N = 83 US emerging adults [39.8% male]) fully vaccinated participants experienced more Schadenfreude after reading the story about an unvaccinated (vs. vaccinated) physician. In Study 2 (N = 393 US adults [37.5% male]) we sampled vaccinated and unvaccinated participants who read about the death of a vaccinated or unvaccinated doctor, and results showed higher Schadenfreude when the participants' vaccination status (e.g., vaccinated) was opposite of the hypothetical physician's (e.g., unvaccinated). Finally, results from Study 3 (N = 797 US adults [49.5% male]), which used a similar procedure to the previous study, replicated Study 2 and also showed that group identification with and perceived morality of the physician mediated the relationship between vaccination status and Schadenfreude. [ABSTRACT FROM AUTHOR]

Mindfulness is a focused attention to and acceptance of present experiences. Although several reliable and valid multi-item measures of trait mindfulness exist, researchers may sometimes want a short and quick measure of mindfulness. In this project, we developed and validated the Single-Item Mindfulness Scale (SIMS) to assess trait mindfulness. We conducted eight studies involving 3,125 adult and adolescent participants. The studies consisted of cross-sectional, short longitudinal, and daily diary designs. We first developed the wording of the SIMS in Studies 1 and 2 and then examined the validity and reliability in Studies 3–8. The SIMS was found to be reliable and valid. It correlated with several multi-item measures of mindfulness at effect sizes in the medium to large range. It also correlated in expected ways with variables known to be related to existing multi-item measures of mindfulness such as self-compassion, anxiety, negative affect, positive affect, depression, neuroticism, empathy, prosocial behavior, and self-consciousness. Furthermore, it correlated positively with daily reports of mindfulness in a two-week diary study. Although existing multi-item trait mindfulness scales should be used, when possible, the SIMS is recommended in situations when time, question quantity, or researcher focus is constrained. [ABSTRACT FROM AUTHOR]

We (Landau, Meier, & Keefer, 2010) reviewed a growing body of research demonstrating metaphors' far-reaching influence on social information processing. In their commentary, IJzerman and Koole (2011) claimed that we devoted insufficient attention to the origin of metaphors, and they reviewed research showing that bodily, social, and cultural experiences constrain metaphor development. Given the focus of our article and the tone of our admittedly cursory treatment of metaphors' origins, we view IJzerman and Koole's commentary less as a critique and more as a valuable extension of our analysis. We elaborate on this extension and address three related issues raised in the comment: metaphors and representational format, the explanatory value of a metaphor-enriched perspective over the embodied cognition perspective, and the direction of metaphoric mappings between concrete and abstract concepts.

Social cognition is the scientific study of the cognitive events underlying social thought and attitudes. Currently, the field's prevailing theoretical perspectives are the traditional schema view and embodied cognition theories. Despite important differences, these perspectives share the seemingly uncontroversial notion that people interpret and evaluate a given social stimulus using knowledge about similar stimuli. However, research in cognitive linguistics (e.g., Lakoff & Johnson, 1980) suggests that people construe the world in large part through "conceptual metaphors," which enable them to understand abstract concepts using knowledge of superficially dissimilar, typically more concrete concepts. Drawing on these perspectives, we propose that social cognition can and should be enriched by an explicit recognition that conceptual metaphor is a unique cognitive mechanism that shapes social thought and attitudes. To advance this metaphor-enriched perspective, we introduce the "metaphoric transfer strategy" as a means of empirically assessing whether metaphors influence social information processing in ways that are distinct from the operation of schemas alone. We then distinguish conceptual metaphor from embodied simulation--the mechanism posited by embodied cognition theories--and introduce the "alternate source strategy" as a means of empirically teasing apart these mechanisms. Throughout, we buttress our claims with empirical evidence of the influence of metaphors on a wide range of social psychological phenomena. We outline directions for future research on the strength and direction of metaphor use in social information processing. Finally, we mention specific benefits of a metaphor-enriched perspective for integrating and generating social cognitive research and for bridging social cognition with neighboring fields. (Contains 1 footnote and 5 tables.)

Clinical views of neuroticism-linked distress often make reference to the perseverative sorts of mental processes that reinforce such experiences. The goal of the present 7 studies, involving 488 undergraduate participants, was to directly examine such perseverative processes. Individual differences in response perseveration were operationalized in terms of choice reaction time difficulties switching (vs. repeating) responses across consecutive trials. Response perseveration interacted with neuroticism in predicting negative emotion, dissatisfaction with life, and displays of negative emotion (Studies 1-4). Specifically, neuroticism-outcome relations were quite a bit stronger at high levels of perseveration. Additional studies (Studies 5-7) provided support for the convergent and discriminant validity of response perseveration. Overall, the results highlight the manner in which response perseveration reinforces experiences of negative emotion.