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Functional fixedness involves difficulty with conceptualizing creative object uses. When it obstructs problem-solving, individuals must reframe their approach. We examined how different training techniques--chunk decomposition (i.e., considering an object's basic parts and physical properties) and constraint relaxation (i.e., considering an object's different functions)--might rely upon different routes to creative reframing. Additionally, we investigated how different forms of cognitive load interact with these dual routes. Participants learned one of three techniques. Chunk decomposition participants created object breakdown diagrams; constraint relaxation participants created object functions lists; and free association (control) participants wrote a word that they associated with each of several concrete nouns. After training, participants attempted to solve five functional fixedness problems. E1 investigated how increasing germane cognitive load via either direct or indirect prompting affected training transfer. Experiment 2 investigated how reducing extraneous cognitive load by providing no transfer instructions and using an eye-closure strategy. Across both experiments, results supported differences in accuracy and response latency by training. However, chunk decomposition and constraint relaxation did not follow the same pattern, suggesting different mechanisms of the effect. We discuss possible applications to increase innovation in real-world domains such as education, business, and engineering.

Professional screeners frequently verify photograph IDs in such industries as professional security, bar tending, and sales of age-restricted materials. Moreover, security screening is a vital tool for law enforcement in the search for missing or wanted persons. Nevertheless, previous research demonstrates that novice participants fail to spot fake IDs when they are rare (i.e., the low prevalence effect; LPE). To address whether this phenomenon also occurs with professional screeners, we conducted three experiments. Experiment 1 compared security professional and non-professionals. Experiment 2 compared bar-security professionals, access-security professionals, and non-professionals. Finally, Experiment 3 added a newly created Professional Identity Training Questionnaire to determine whether and how aspects of professionals' employment predict ID-matching accuracy. Across all three experiments, all participants were susceptible to the LPE regardless of professional status. Neither length/type of professional experience nor length/type of training experience affected ID verification performance. We discuss task performance and survey responses with aims to acknowledge and address this potential problem in real-world screening scenarios.

Few studies have investigated eyewitnesses' ability to predict their later lineup performance, known as "predecision confidence." We applied calibration analysis in two experiments comparing predecision confidence (immediately after encoding but prior to a lineup) to postdecision confidence (immediately after a lineup) to determine which produces a superior relationship with lineup decision accuracy. Experiment 1 (N = 177) featured a multiple-block lineup recognition paradigm featuring several targets and lineups; Experiment 2 featured an eyewitness identification paradigm with a mock-crime video and a single lineup for each participant (N = 855). Across both experiments, postdecision confidence discriminated well between correct and incorrect lineup decisions, but predecision confidence was a poor predictor of accuracy. Moreover, simply asking for predecision confidence weakened the postdecision confidence-accuracy relationship. This implies that police should exercise caution when interviewing eyewitnesses, as they should not be asked to predict their ability to make an accurate lineup decision.

The distance from which an eyewitness views a perpetrator is a critical factor for eyewitness identification, but has received little research attention. We presented three mock-crime videos to participants, varying distance to three perpetrators (3, 10, or 20 m). Across two experiments, increased distance reduced empirical discriminability in the form of a mirror effect, such that correct identifications decreased while false identifications increased. Moreover, high confidence identifications were associated with high accuracy at 3 m (Experiment 1 and 2) and 10 m (Experiment 2), but not at 20 m. We conclude that eyewitnesses may be less likely to identify a perpetrator viewed at a distance, and also more likely to falsely identify an innocent suspect. Furthermore, there may be certain boundary conditions associated with distance and the impact it has on the confidence-accuracy relationship. More research is needed to elucidate the effect of estimator variable manipulations on the confidence-accuracy relationship.

It is important to consider the two parameters of signal detection theory, discriminability and response bias, when evaluating eyewitness identification from simultaneous lineups. On the basis of the diagnostic feature-detection hypothesis, we tested a method for increasing discriminability that encourages eyewitnesses to carefully rank each lineup member based on match to their memory for a perpetrator. This procedure increased empirical discriminability and also eliminated a response bias that is largely overlooked in the literature: Participants were biased to choose from the top row of the six-pack (2 × 3) lineup commonly used in the United States. We argue that suspect position in the simultaneous lineup is an important variable to consider for researchers and the criminal justice system. We also encourage researchers to test the ranking procedure to determine if such a simple set of instructions could be utilized by police to help eyewitnesses correctly sort innocent versus guilty suspects.

Social comparison processes can affect academic and interpersonal outcomes for minoritized college students. However, the literature has not addressed how these processes play out for Hispanic students who attend Hispanic Majority Institutions, in which Hispanic students comprise more than 50% of the population. In this study, such students (N = 191) completed online assessments for social comparison orientation (SCO), belongingness, academic self-concept, and perceived stress. Results showed that, regarding belongingness, SCO was positively correlated to rejection/exclusion, but not acceptance/inclusion. Regarding academic self-concept, SCO was positively correlated to self-doubt, but not self-confidence. Mediation analyses showed that perceived stress fully mediated the relationship between SCO and rejection/exclusion, and partially mediated the relationship between SCO and academic self-doubt. In other words, SCO was associated with increased stress, which was then associated with increased feelings of rejection/exclusion and self-doubt about academic abilities. These findings offer additional insight into Hispanic college students' experience. [ABSTRACT FROM AUTHOR]

The weapon focus effect (WFE) occurs when a weapon distracts eyewitnesses, harming memory for the perpetrator and other details. One explanation is that weapons are unusual in most contexts, and unusual objects distract eyewitnesses. We extended this unusualness hypothesis to include typical objects used in a distinctive manner, as criminals often make use of a typical object as a weapon (e.g., tire iron, beer bottle). Undergraduates (N = 963) viewed a video depicting a man with a handgun, distinctive object, typical object and action, or typical object used as a weapon. Only the handgun reduced eyewitness identification accuracy relative to the typical object and action, replicating the WFE. Importantly, participants who reported high confidence after choosing from a lineup tended to be highly accurate, regardless of condition. [ABSTRACT FROM AUTHOR]

Lab manuals help researchers and students share a common understanding of the rules, guidelines, and expectations related to being involved with a research laboratory. However, no formal guidelines direct the creation of lab manuals in psychology.In this study, we conducted qualitative analyses of 10 psychology lab manuals to provide some broad guidelines for crafting a lab manual that would improve the research experience for undergraduate students.Taking an inductive approach, a team of researchers created codes from the contents of the manuals, and then derived themes from those codes.Themes included lab philosophy and direction, expectations and roles in the lab, communication inside and outside the lab, ethics, preparing for research, conducting research, presenting research, networking, and benefits of undergraduate research.We defined and provided specific examples of each theme for consideration by educators and discussed limitations of our approach.Ultimately, these themes could serve as a modest outline from which teacher-scholars can create their lab manuals from scratch or to revise/expand current manuals. [ABSTRACT FROM AUTHOR]