Garciadolan9921

Our results indicated that stay-at-home orders demonstrated both immediate (i.e., intercept change) and longitudinal (i.e., slope change) effects on the public's emotion trajectories. Daily new COVID-19 case counts did not significantly change the emotion trajectories. We discuss theoretical implications for testing EST with the global pandemic and practical implications. We also make Python and R codes for fine-tuning BERT models and DGM analyses open source so that future researchers can adapt and apply the codes in their own studies. (PsycInfo Database Record (c) 2021 APA, all rights reserved).With the outbreak of COVID-19, there have been growing reports of racial harassment targeting Asian Americans. We study one such manifestation of racial harassment that Asian employees may face in the workplace Leaders' use of stigmatizing labels for COVID-19 such as the "Chinese Virus" and "Kung Flu." Integrating organizational justice theories with research on racial harassment in the workplace, we theorize that leaders' use of stigmatizing COVID-19 labels reduces employees' perceptions of interpersonal justice, which subsequently impact employees' emotional exhaustion and work engagement. We further theorize that while such effects will be stronger among Asian employees who experience both moral anger and reduced public collective self-esteem, that the effects will also be present among non-Asian employees who experience moral anger. Using one survey (Study 1) and one experiment (Study 2), we find support for our predictions. We find that leaders' use of stigmatizing language to depict COVID-19 leads to deleterious workplace experiences for employees, and especially for Asian employees. The current research thus deepens our understanding of the relatively understudied work experiences of Asian Americans and brings to light the underlying psychological mechanisms linking racial harassment and employee work outcomes for both targeted employees and employees not targeted. (PsycInfo Database Record (c) 2021 APA, all rights reserved).Research on how people process numerical order carries implications for our theoretical understanding of what a number means and our practical understanding of the foundation upon which more sophisticated mathematics is built. selleck chemical Current thinking posits that ordinal processing of numbers is linked to repeated practice with the integer count list, but the mechanisms underlying this link remain unclear. For instance, in standard ordinal verification paradigms, participants more rapidly and accurately verify that count-list sequences (e.g., 3-4-5) are "in-order" than non-count-list sequences (e.g., 2-4-6), although it remains unclear whether this is due to strong count-list processing or poor non-count-list processing. If the count list primarily facilitates ordinal processing of count-list sequences, then forcing participants to classify sequences like 3-4-5 as "not-in-order" should adversely affect ordinal verification performance. We found that it does, but only moderately in single-digit sequences (d = -.26), and not at all in the case of double-digit sequences (d = -.02). Alternatively, the count list may influence ordinal processing in an exclusionary manner, creating a tendency to view anything that does not match the count-list as not-in-order. If so, then allowing participants to classify ordered (but non-count-list) sequences like 2-4-6 as not-in-order should improve ordinal verification performance. It did, with strong effects for both single-digit (d = .74) and double-digit sequences (d = 1.04). Furthermore, we demonstrated that the reverse distance effect found in standard ordinal verification paradigms is driven primarily by poor non-count-list processing. Taken together, our results advance our understanding of the mechanisms by which the count list shapes ordinal processing, even in highly numerate adults. (PsycInfo Database Record (c) 2021 APA, all rights reserved).Current interrater reliability (IRR) coefficients ignore the nested structure of multilevel observational data, resulting in biased estimates of both subject- and cluster-level IRR. We used generalizability theory to provide a conceptualization and estimation method for IRR of continuous multilevel observational data. We explain how generalizability theory decomposes the variance of multilevel observational data into subject-, cluster-, and rater-related components, which can be estimated using Markov chain Monte Carlo (MCMC) estimation. We explain how IRR coefficients for each level can be derived from these variance components, and how they can be estimated as intraclass correlation coefficients (ICC). We assessed the quality of MCMC point and interval estimates with a simulation study, and showed that small numbers of raters were the main source of bias and inefficiency of the ICCs. In a follow-up simulation, we showed that a planned missing data design can diminish most estimation difficulties in these conditions, yielding a useful approach to estimating multilevel interrater reliability for most social and behavioral research. We illustrated the method using data on student-teacher relationships. All software code and data used for this article is available on the Open Science Framework https//osf.io/bwk5t/. (PsycInfo Database Record (c) 2021 APA, all rights reserved).In the Attentional Boost Effect (ABE), words or images encoded with to-be-detected target squares are later recognized better than words or images encoded with to-be-ignored distractor squares. The present study sought to determine whether the ABE enhanced the encoding of the item-specific and relational properties of the studied words by using the multiple recall paradigm. Previous evidence indicates that manipulations fostering item-specific encoding increased the number of item gains, whereas manipulations fostering relational encoding decreased item losses. Across three experiments, participants were presented with lists of semantically related or unrelated words paired with target (red) or distractor (green) squares, under the instructions to remember all the words and press the spacebar when the square was red. Immediately after the study phase, they were involved in four consecutive recall attempts. In all cases, the classical ABE was replicated, in that participants recalled more target- than distractor-paired words.