In a double-bind: Time-space distanciation, socioeconomic status, and coping with financial stress in the United States.

Psychological research has shown that lower socioeconomic status (SES) individuals experience higher levels of stress and tend to cope in more present-oriented ways. While some research in the field has sought to, for instance, increase future-oriented ways of being among lower SES individuals, we argue that such approaches may come at significant cost. We consider the construct of time-space distanciation (TSD) - the normative way in which time and space are abstracted from one another at cultural and individual levels - as a way to complicate psychological research on social class, stress, and coping.

A Distant Ally?: Mortality Salience and Parasocial Attachment.

Research in Terror Management Theory finds that close interpersonal relationships (e.g., parents, romantic partners) mitigate threat reactions to reminders of mortality.

Demonstrate values: Behavioral displays of moral outrage as a cue to long-term mate potential.

Recent findings suggest that moral outrage signals trustworthiness to others, and such perceptions play a uniquely important role in identifying social opportunities. We conducted four studies (N = 870) investigating how displays of moral outrage are perceived in the specific context of mating. Results indicated participants, particularly women, found prospective mates describing outrage-signaling activism to be more desirable for long-term mating (Study 1), and this perception of desirability was similarly inferred among same-sex raters (Study 2).

Framing plagiarism as a disease heightens students' valuation of academic integrity.

Prior research based on conceptual metaphor theory has explored how metaphorical language subtly influences how people perceive social issues. For instance, rhetoric comparing a perceived problem to a disease has been used historically to generate support for a wide array of measures proposed to "treat" the problem, and recent experimental work demonstrates the efficacy of this approach. The current paper extends this literature by looking at the use of disease metaphor in a novel domain: student perceptions of plagiarism on campus.

Can false memory for critical lures occur without conscious awareness of list words?

We examined whether the DRM false memory effect can occur when list words are presented below the perceptual identification threshold. In four experiments, subjects showed robust veridical memory for studied words and false memory for critical lures when masked list words were presented at exposure durations of 43 ms per word. Shortening the exposure duration to 29 ms virtually eliminated veridical recognition of studied words and completely eliminated false recognition of critical lures.

Metaphor and analogy in everyday problem solving.

Early accounts of problem solving focused on the ways people represent information directly related to target problems and possible solutions. Subsequent theory and research point to the role of peripheral influences such as heuristics and bodily states. We discuss how metaphor and analogy similarly influence stages of everyday problem solving: Both processes mentally map features of a target problem onto the structure of a relatively more familiar concept.

The college journey and academic engagement: how metaphor use enhances identity-based motivation.

People commonly talk about goals metaphorically as destinations on physical paths extending into the future or as contained in future periods. Does metaphor use have consequences for people's motivation to engage in goal-directed action? Three experiments examine the effect of metaphor use on students' engagement with their academic possible identity: their image of themselves as academically successful graduates. Students primed to frame their academic possible identity using the goal-as-journey metaphor reported stronger academic intention, and displayed increased effort on academic tasks, compared to students primed with a nonacademic possible identity, a different metaphoric framing (goal-as-contained-entity), and past academic achievements (Studies 1-2).

A dual-motive model of scapegoating: displacing blame to reduce guilt or increase control.

The authors present a model that specifies 2 psychological motives underlying scapegoating, defined as attributing inordinate blame for a negative outcome to a target individual or group, (a) maintaining perceived personal moral value by minimizing feelings of guilt over one's responsibility for a negative outcome and (b) maintaining perceived personal control by obtaining a clear explanation for a negative outcome that otherwise seems inexplicable. Three studies supported hypotheses derived from this dual-motive model. Framing a negative outcome (environmental destruction or climate change) as caused by one's own harmful actions (value threat) or unknown sources (control threat) both increased scapegoating, and these effects occurred indirectly through feelings of guilt and perceived personal control, respectively (Study 1), and were differentially moderated by affirmations of moral value and personal control (Study 2).

Wringing the perceptual rags: reply to IJzerman and Koole (2011).

We Landau, Meier, & Keefer (2010) reviewed a growing body of research demonstrating metaphors' far-reaching influence on social information processing. In their commentary, IJzerman and Koole (2011) claimed that we devoted insufficient attention to the origin of metaphors, and they reviewed research showing that bodily, social, and cultural experiences constrain metaphor development. Given the focus of our article and the tone of our admittedly cursory treatment of metaphors' origins, we view IJzerman and Koole's commentary less as a critique and more as a valuable extension of our analysis.

A metaphor-enriched social cognition.

Social cognition is the scientific study of the cognitive events underlying social thought and attitudes. Currently, the field's prevailing theoretical perspectives are the traditional schema view and embodied cognition theories. Despite important differences, these perspectives share the seemingly uncontroversial notion that people interpret and evaluate a given social stimulus using knowledge about similar stimuli.