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Research has demonstrated a positive effect of makeup on facial attractiveness (Cash et al., 1989; Russell, 2003; Etcoff et al., 2011). AZD9291 cost Makeup has also been found to influence social perceptions (Etcoff et al., 2011; Klatt et al., 2016). While researchers have typically compared faces with makeup to faces without makeup, we propose that perceived effects will differ based on the amount of makeup that is applied. To test the effects of varying levels of makeup on perceived facial attractiveness, competence, and sociosexuality, participants assessed 35 faces with no makeup, light makeup, and heavy makeup; makeup was self-applied by participants, not applied by a makeup artist or the experimenter. Participants rated faces with makeup (either light or heavy) as more competent than those without makeup. In addition, participants rated faces with heavy makeup as significantly higher in attractiveness and sociosexuality than faces with light makeup. These results differ from previous research findings that faces with light makeup (applied by professional makeup artists) are perceived as most attractive. Our results suggest that when makeup is self-applied, faces with heavy makeup are perceived as more attractive and sociosexual than faces with light makeup, and faces with any level of makeup are rated as more competent.In laboratory-based research, children recognize who is an expert and demonstrate an interest in learning from that person. However, children prefer positive information in the moment and sometimes prioritize positivity over expertise. To what extent do these social judgments (e.g., a preference for positivity) relate to information that children remember? We investigated the relation between these judgments and memory at a local science center to better understand children’s learning outcomes in naturalistic settings. We examined the extent to which 4- to 8-year-olds accepted facts about an unfamiliar animal from a zookeeper informant (i.e., expert) and a maternal figure (i.e., non-expert) when these facts were positive, negative, or neutral. Children endorsed positive information as correct, regardless of expertise, but demonstrated the strongest memory for neutral information. We discuss the implications of this dissociation for learning outcomes in naturalistic contexts as well as theoretical frameworks regarding children’s learning from others.Studies examining individual differences in interruption recovery have shown that higher working memory capacity (WMC) attenuated the negative impact of interruption length on resumption, at least in static contexts. In continuously evolving (or dynamic) situations, however, working memory may not be as central to the effective resumption of a task, especially in the case of long interruptions. One of the main theories of task interruption suggests that dynamic task resumption could depend on a reconstruction of the primary task context, that is, a visual examination of the post-interruption environment. To better define the role of working memory and reconstruction processes in interruption recovery, the current study examined the association between (1) dynamic task resumption following interruptions of various lengths and (2) two cognitive abilities chosen to operationalize the processes under study, namely, WMC and visual search capacity. Participants performed a multiple object tracking task which could be uninterrupted or interrupted for 5, 15, or 30 s while the hidden stimuli continued their trajectory. They also completed tasks measuring the two cognitive abilities of interest. The results revealed that WMC contributed to post-interruption accuracy regardless of interruption duration. On the contrary, visual search capacity was related to faster resumption in the 15-s and 30-s interruption conditions only. Those results show that working memory plays a preponderant role in resumption not only in static, but also in dynamic contexts. However, our study suggests that this mechanism must share the limelight with reconstruction following lengthy interruptions in dynamic settings.Teaching socio-emotional skills among primary school students is the key to creating a climate of cooperation in classrooms and reducing disruptive or aggressive behaviors among students. The primary goal of this research is to present an educational proposal for imparting socio-emotional competencies among primary school students. We attempt to impart socio-emotional competencies based on (1) fostering self-knowledge, self-esteem, and respect for others among students; (2) developing behaviors that allow them to perceive and express feelings and self-regulating emotions; and (3) developing assertive communication skills aimed at improving conflict resolution. This program has been designed in such a way that it is implemented throughout the academic year by organizing bi-monthly sessions of 45 min each, held until the completion of 15 sessions. The sample consists of 100 students in the third grade, with the control and experimental groups having an equal number of students (50 each). The instruments used for this research are (a) BarOn Emotional Quotient Inventory (Youth Version [BarOn EQ-iYV]) used for measuring emotional and social functioning; (b) the Matson Evaluation of Social Skills with Youngsters (MESSY) used for assessing social skills; and (c) Questionnaire for the Assessment of School Violence in Preschool and Primary School Questionnaire. To check the effectiveness of the educational intervention, a quasi-experimental design, along with pretest-posttest control group design, is used in accordance with the general linear model. Its effectiveness is also checked using repeated measures analysis of variance. The results show that the program is useful in preventing violent behaviors in the educational field and promoting the development of socio-emotional skills among third grade students. Finally, the applicability of the program to other educational contexts is discussed to enhance students’ personal development and decrease the levels of violence found in primary school.The proliferation of protectionist sentiments and policies has raised questions about the psychological sources of trade openness among the public. The current research investigated the effects of a previously neglected factor on attitudes toward international trade conspiracy mentality. Conspiracy mentality describes the generalized belief that political and economic events are controlled by powerful malevolent forces acting in secret. Using data from a cross-sectional survey of German adults (N = 391), I hypothesized and found that conspiracy mentality is uniquely associated with the perceived threat posed by foreign trade and opposition to international trade. These findings suggest that individual differences in conspiracy mentality make an important contribution to understanding the fears associated with economic globalization.

COVID-19 broke out in China and spread rapidly in January and February 2020. Following the prevention and control measures of the Chinese government, the outbreak was gradually brought under control after March. The changes in people’s attention to the epidemic, individual prevention practice and psychological effect from the early outbreak stage to the under controlled stage need to be evaluated.

Two cross-sectional, population-based online surveys were conducted from January 28 to February 1, 2020 and from February1 to March 18, 2020. Socio-demographic information and individual protective practice were collected and the State-Trait Anxiety Inventory (STAI) was used for measuring anxiety. The range of STAI score was 5-25, and the higher the score, the more anxious it was. The respondents of the two surveys were matched on a one-to-one basis according to their province, gender, age, education, and marriage. Wilcoxon signed ranks test and Mann-Whitney

test were used to compare STAI score changes in twoy declined from the early outbreak stage to the under controlled stage, but it was still at a high level.

People’s attention to information about the epidemic has declined slightly, but a high proportion of people maintained good practices such as wearing masks, hand hygiene, and not attending parties. People’s anxiety had generally declined from the early outbreak stage to the under controlled stage, but it was still at a high level.This study aims to understand how the valence of self-disclosure (operationalized as the dominantly positive vs. balanced vs. dominantly negative social media posts of a future collaborator) influences first impression formation on social media. We also focus on trustworthiness as a mediator and perceived homophily as a moderator to specify the underlying mechanisms through which self-disclosure valence affects first impression formation. The results from an online experiment (N = 204) suggest that self-disclosure valence has a significant effect on perceived trustworthiness and likability when individuals evaluate an unknown future collaborator using the social media profile. Trustworthiness mediates the effect of self-disclosure valence on likability when the individuals feel that they are dissimilar or even slightly similar to strangers. At that time, individuals tend to seek cues from both self-disclosure valence and perceived homophily to form the trustworthiness perception, and the influence of self-disclosure depends on the level of perceived homophily.With the widespread use of mobile devices, the Apps people install and use could be closely linked to their needs. A precise profile of the needs of the user has become a vital foundation of the experience of the user. Previous studies mainly rely on self-reporting to understand the subjective attitudes of the App user toward a single App. This research combined questionnaire measurement and behavior analysis to profile the needs of the App user from a broader perspective. Based on the theoretical model of previous research studies, study 1 developed a novel needs questionnaire measurement of a Chinese App user, which showed good reliability and validity. In study 2, authorized App usage data were collected to construct the behavioral needs profile of a Chinese user. The results showed that the primary needs of the Chinese user remained a relatively high consistency between the questionnaire and the behavior data. The questionnaire-based and behavioral data-based needs profiles provide a reference for further personalized user experience design.Background Retirement is a central transition in late adulthood and requires adjustment. These processes not only affect the retired individuals but also their romantic partners. The aim of this study is to investigate the interplay of intrapersonal emotion regulation (rumination) with interpersonal regulation processes (disclosure quality). Furthermore, the associations of daily retirement-related disclosure with adjustment symptoms in disclosing and the listening partner will be investigated. It is expected that the effects of disclosure alter after providing the couples with a self-applied solitary written disclosure task in order to support their intrapersonal emotion regulation. Methods In this dyadic online-diary study, 45 couples (N = 45) with one partner perceiving the adjustment to a recent retirement as challenging reported rumination, perceived disclosure quality (repetitive, focused on negative content, hard to follow, disclosing partner open for common/authentic), retirement-related disclosure, and ICD-11 adjustment symptoms preoccupation and failure to adapt were assessed at the end of the day over 14 days.