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AbstractAimsRecent research suggests that evaluative conditioning (EC) can change implicit evaluations of alcohol and reduce drinking behaviors among college students (Houben et al., 2010a). This research has been conceptually replicated in two previous studies. To date, however, no direct and independent replication of the original study has been performed. In this paper, we report a high-powered direct replication of Houben et al.'s (2010a) study.MethodAbout 168 French college students took part in this preregistered study. Drinking behavior was assessed before and 2 weeks after the intervention. The intervention consisted of 120 trials of words related to alcoholic beverages or soft drinks paired with neutral, positive or negative pictures. The two conditions were factually equivalent and differed only in the repeated pairing between alcohol-related words and negative pictures; in the EC condition, but not in the control condition, alcohol-related words were systematically paired with negative pictures.ResultsEC did not change participants' implicit evaluations of alcohol and drinking behaviors. However, EC reduced drinking behaviors among hazardous drinkers. Yet, further non-preregistered Bayesian analysis did not provide much support for this hypothesis.ConclusionThis high-powered preregistered direct replication of Houben et al.'s (2010a) study suggests that the original effects are more fragile than initially thought. The effect of EC on drinking behaviors may be restricted to heavy drinkers, and we found no evidence that this effect is mediated by a change in implicit attitudes. It is necessary to perform further studies to test the original effects in clinical populations.

Les effets de l'éducation, mesurés par la différence entre les attitudes sociopolitiques d'étudiants de psychologie de première et de quatrième années universitaires, sont étudiés en comparant deux universités roumaines(Bucarest et Cluj). Les étudiants de l'université de Bucarest rapportent des attitudes plus favorables envers le socialisme (l'ancien système politique)que ceux de l'université de Cluj. Ces attitudes corrèlent positivement avec les mesures classiques du conservatisme sociopolitique (autoritarisme et anti-égalitarisme) et négativement avec les attitudes envers le capitalisme. De plus, conformément aux travaux sur les effets de l'éducation, les résultats étayent l'hypothèse de socialisation : alors qu'il n'y a pas de différence entre les attitudes des étudiants de Bucarest et de Cluj en première année, des différences significatives apparaissent en quatrième année.

It is argued that an epistemic authority would induce greater influence in transmitting knowledge to students when there is a correspondence between the (authoritarian vs. democratic) style of the authority and students' perceptions of their relation to the authority (high vs. low epistemic dependence). In two studies it was predicted, and found, that students who perceived themselves in a state of low epistemic dependence towards their teachers were more influenced by a democratic than by an authoritarian teaching style. This difference in appropriation was not found for students who perceived themselves in a state of epistemic dependence towards the epistemic authority. Key words: Epistemic (In)Dependence, Democratic and Authoritarian Style, Appropriation

Drawing on data from the Organization for Economic Cooperation and Development's Program for International Student Assessment (OECD/PISA), we examined the relationship between the percentage of immigrant students and the reading and mathematics performances of native and immigrant students across nations. In line with research on cultural diversity, results indicated performance benefits as the percentage of immigrant students increased across nations. Interestingly, these effects remained significant for both native and immigrant students, once several other predictors of test performance at the national, school, and individual levels were controlled for. These findings challenge the assumption that the increasing presence of immigrant students in educational institutions represents a threat to native students' academic performance. Potential mechanisms are proposed and discussed, offering new avenues for research.

Participants (N = 567) from six countries (Belgium, Ivory Coast, Italy, Kosovo, Portugal, and Switzerland) drew borders of their own and of neighbor countries on boundary-free maps. It was predicted and found that the tendency to overestimate versus underestimate the sizes of the countries, compared to the original maps, reflects the perceiver's attitudes toward the target country, status asymmetries, and the quality of relations between the ingroup and outgroup countries. The findings are discussed with regard to the use of drawings in revealing people's attitudes toward outgroups.

Previous research has identified economic and political factors that can contribute to the outbreak and the duration of armed conflicts. However, the psychological factors that may play a role in conflict escalation and duration have received less attention. Adopting a psychological perspective, the present study aims to investigate the role of death awareness in the context of an armed conflict. To this aim, basic assumptions derived from Terror Management Theory (TMT) were examined in an African civil war context. According to TMT, people manage awareness of inevitable death by increased striving for self-esteem and increased adherence to their cultural values. Students from the University of Abidjan (Ivory Coast), located in the pro-governmental part of the country, were randomly assigned to a mortality salience or a control condition and completed measures of self-esteem and government/army support. As expected, reminding participants of their possible death during the ongoing conflict exacerbated self-esteem, as well as support for the actions of the government and its army, compared to a control condition. Given that mortality is chronically salient in the context of a civil war, these effects can lead to conflict intensification by increasing not only each side's support for their leaders, but also the value that members of confronted sides attribute to themselves. The findings are discussed in terms of the role of mortality salience in conflict escalation and the importance of carefully dealing with the past in post-conflict societies.

Frontmatter -- Contents -- Acknowledgments -- Foreword: ''Home'' Is a Four-Letter Word -- Introduction: Queering Black Studies/''Quaring'' Queer Studies -- I. DISCIPLINARY TENSIONS: BLACK STUDIES/QUEER STUDIES -- Punks, Bulldaggers, and Welfare Queens: The Radical Potential of Queer Politics? ≤ -- Race-ing Homonormativity: Citizenship, Sociology, and Gay Identity -- Straight Black Studies: On African American Studies, James Baldwin, and Black Queer Studies -- Outside in Black Studies: Reading from a Queer Place in the Diaspora -- The Evidence of Felt Intuition: Minority Experience, Everyday Life, and Critical Speculative Knowledge -- ''Quare'' Studies, or (Almost) Everything I Know about Queer Studies I Learned from My Grandmother -- II. REPRESENTING THE ''RACE'': BLACKNESS, QUEERS, AND THE POLITICS OF VISIBILITY -- Beyond the Closet as Raceless Paradigm -- Privilege -- ''Joining the Lesbians'': Cinematic Regimes of Black Lesbian Visibility -- Why Are Gay Ghettoes White? -- III. HOW TO TEACH THE UNSPEAKABLE: RACE, QUEER STUDIES, AND PEDAGOGY -- Embracing the Teachable Moment: The Black Gay Body in the Classroom as Embodied Text -- Are We Family? Pedagogy and the Race for Queerness -- On Being a Witness: Passion, Pedagogy, and the Legacy of James Baldwin -- IV. BLACK QUEER FICTION: WHO IS ''READING'' US? -- But Some of Us Are Brave Lesbians: The Absence of Black Lesbian Fiction -- James Baldwin's Giovanni's Room: Expatriation, ''Racial Drag,'' and Homosexual Panic -- Robert O'Hara's Insurrection: ''Que(e)rying History'' -- Bibliography -- Contributors -- Index

We conducted preregistered replications of 28 classic and contemporary published findings, with protocols that were peer reviewed in advance, to examine variation in effect magnitudes across samples and settings. Each protocol was administered to approximately half of 125 samples that comprised 15,305 participants from 36 countries and territories. Using the conventional criterion of statistical significance (p <.05), we found that 15 (54%) of the replications provided evidence of a statistically significant effect in the same direction as the original finding. With a strict significance criterion (p <.0001), 14 (50%) of the replications still provided such evidence, a reflection of the extremely high-powered design. Seven (25%) of the replications yielded effect sizes larger than the original ones, and 21 (75%) yielded effect sizes smaller than the original ones. The median comparable Cohen?s ds were 0.60 for the original findings and 0.15 for the replications. The effect sizes were small (<0.20) in 16 of the replications (57%), and 9 effects (32%) were in the direction opposite the direction of the original effect. Across settings, the Q statistic indicated significant heterogeneity in 11 (39%) of the replication effects, and most of those were among the findings with the largest overall effect sizes; only 1 effect that was near zero in the aggregate showed significant heterogeneity according to this measure. Only 1 effect had a tau value greater than .20, an indication of moderate heterogeneity. Eight others had tau values near or slightly above .10, an indication of slight heterogeneity. Moderation tests indicated that very little heterogeneity was attributable to the order in which the tasks were performed or whether the tasks were administered in lab versus online. Exploratory comparisons revealed little heterogeneity between Western, educated, industrialized, rich, and democratic (WEIRD) cultures and less WEIRD cultures (i.e., cultures with relatively high and low WEIRDness scores, respectively). ...