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Article 1: Bernstein, M. J., Young, S. G., Brown, C. M., Sacco, D. F., & Claypool, H. M. (2008). Adaptive responses to social exclusion: Social rejection improves detection of real and fake smiles. Psychological Science, 19(10), 981-983.

Summary: The authors examined whether experiences of rejection led to better discrimination between Duchenne (real) and non-Duchenne (fake) smiles. Participants wrote about a time they were rejected, included, or what they did that morning and then decided whether smiles were fake or real. The results revealed that experiences of rejection increased the ability to recognize real and fake smiles better than experiences of inclusion or the control.

Learning Objectives: Common Types of Between Subjects Designs

Questions to Consider

1. What is the independent variable in the study? How many groups of the independent variable are there?
2. What are the advantages of conducting the study as a between subjects design?
3. What are the disadvantages of conducting the study as a between subjects design?
    

Article 2: Taylor, S. E., Welch, W. T., Kim, H. S., & Sherman, D. K. (2007). Cultural differences in the impact of social support on psychological and biological stress responses. Psychological Science, 18 (9), 831-837.

Summary: The authors examined the difference between desire for implicit versus explicit social support among Asians and Asian Americans. Participants either wrote letters asking for explicit support from a loved one, wrote about a valued social group, or wrote about campus landmarks. Participants who wrote about a valued social group were less distressed in a subsequent stressful exercise.

Learning Objectives: Multiple Comparisons: Planned and Unplanned Comparisons

Questions to Consider

1. What are the independent variables in the study? What are the groups of the independent variable(s)?
2. The author conducted planned comparisons to examine the interactions. Why did the authors choose this type of analysis?
3. How are planned comparisons different than unplanned comparisons?
    

Article 3: Coker, A. L., Cook-Craig, P. G., Williams, C. M., Fisher, B. S., Clear, E. R., Garcia, L. S., & Hegge, L. M. (2011). Evaluation of green dot: An active bystander intervention to reduce sexual violence on college campuses. Violence Against Women, 17(6), 777-796.

Summary: The authors examine the effects of a Green Dot intervention program on bystander intervention behaviors with regards to sexual violence. Participants surveyed had heard a Green Dot speech and some had also received bystander intervention training. The researchers assessed student’s beliefs about rape, acceptance of general dating violence, and self-reported or observed bystander behaviors. Results showed that individuals who received the training had less belief in rape myths and self-reported or were observed engaging in bystander intervention behaviors.

Learning Objectives: Multiple DVs in Research Designs

Questions to consider

1. What are the dependent variables in the study? How are they related to bystander interventions?
2. Why did the researcher use a MANOVA compared to an ANOVA?
3. What are the benefits of using the MANOVA?