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When one learns that current struggles or transgressions of an individual or group are rooted in an unfortunate history, one experiences compassion and reduced blame. Prior research has demonstrated this by having participants receive (or not) a concrete historicist narrative regarding the particular individual or group under consideration. Here, we take a different approach. We explore the possibility that everyday people show meaningful variation in a broad lay theory that we call lay historicism . Lay historicists believe that—as a general fact— people’s psychological characteristics and life outcomes are powerfully molded by their life histories . We present eight studies linking lay historicism to broad tendencies toward compassion and non-blaming. Collectively, Studies 1–5 suggest that lay historicism affects compassion and blame, respectively, via distinct mechanisms: (1) Lay historicism is associated with compassion because it creates a sense that—as a general fact—past suffering lies behind present difficulties, and (2) lay historicism is associated with blame mitigation because historicists reject the idea that—as a general fact—people freely and autonomously create their moral character. Thus, lay historicism increases compassion and decreases blame via distinct mechanisms. The remaining studies diversify our evidence base. Study 6 examines criminal justice philosophies rather than broad moral traits (as in the earlier studies) and shows that lay historicism is associated with preference for humane criminal justice philosophies. Study 7 moves from abstract beliefs to concrete situations and shows that lay historicism predicts reduced blaming of an irresponsible peer who is encountered face-to-face. One additional study—in our Supplemental Materials—shows that lay historicism predicts lower levels of blaming on implicit measures, although only among those who also reject lay controllability theories. Overall, these studies provide consistent support for the possibility that lay historicism is broadly associated with humane responding to the struggles and transgressions of others.

When one learns that current struggles or transgressions of an individual or group are rooted in an unfortunate history, one experiences compassion and reduced blame. Prior research has demonstrated this by having participants receive (or not) a concrete historicist narrative regarding the particular individual or group under consideration. Here, we take a different approach. We explore the possibility that everyday people show meaningful variation in a broad lay theory that we call lay historicism. Lay historicists believe that-as a general fact-people's psychological characteristics and life outcomes are powerfully molded by their life histories. We present eight studies linking lay historicism to broad tendencies toward compassion and non-blaming. Collectively, Studies 1-5 suggest that lay historicism affects compassion and blame, respectively, via distinct mechanisms: (1) Lay historicism is associated with compassion because it creates a sense that-as a general fact-past suffering lies behind present difficulties, and (2) lay historicism is associated with blame mitigation because historicists reject the idea that-as a general fact-people freely and autonomously create their moral character. Thus, lay historicism increases compassion and decreases blame via distinct mechanisms. The remaining studies diversify our evidence base. Study 6 examines criminal justice philosophies rather than broad moral traits (as in the earlier studies) and shows that lay historicism is associated with preference for humane criminal justice philosophies. Study 7 moves from abstract beliefs to concrete situations and shows that lay historicism predicts reduced blaming of an irresponsible peer who is encountered face-to-face. One additional study-in our Supplemental Materials-shows that lay historicism predicts lower levels of blaming on implicit measures, although only among those who also reject lay controllability theories. Overall, these studies provide consistent support for the possibility that lay historicism is broadly associated with humane responding to the struggles and transgressions of others.

Why is he poor? Why is she failing academically? Why is he so generous? Why is she so conscientious? Answers to such everyday questions--social explanations--have powerful effects on relationships at the interpersonal and societal levels. How do people select an explanation in particular cases? We suggest that, often, explanations are selected based on the individual's pre-existing general theories of social causality. More specifically, we suggest that over time individuals develop general beliefs regarding the causes of social events. We refer to these beliefs as social explanatory styles. Our goal in the present article is to offer and validate a measure of individual differences in social explanatory styles. Accordingly, we offer the Social Explanatory Styles Questionnaire (SESQ), which measures three independent dimensions of social explanatory style: Dispositionism, historicism, and controllability. Studies 1-3 examine basic psychometric properties of the SESQ and provide positive evidence regarding internal consistency, factor structure, and both convergent and divergent validity. Studies 4-6 examine predictive validity for each subscale: Does each explanatory dimension moderate an important phenomenon of social cognition? Results suggest that they do. In Study 4, we show that SESQ dispositionism moderates the tendency to make spontaneous trait inferences. In Study 5, we show that SESQ historicism moderates the tendency to commit the Fundamental Attribution Error. Finally, in Study 6 we show that SESQ controllability predicts polarization of moral blame judgments: Heightened blaming toward controllable stigmas (assimilation), and attenuated blaming toward uncontrollable stigmas (contrast). Decades of research suggest that explanatory style regarding the self is a powerful predictor of self-functioning. We think it is likely that social explanatory styles--perhaps comprising interactive combinations of the basic dimensions tapped by the SESQ--will be similarly potent predictors of social functioning. We hope the SESQ will be a useful tool for exploring that possibility.

Recently there has been a surge of interest in technology-aided teaching strategies such as the flipped classroom. Given the growing interest in these techniques it is important to critically evaluate their effectiveness. Although most existing research on the flipped classroom suggests an advantage of the flipped approach over a more traditional lecture approach, most of this research has been conducted in ways that preclude definitive conclusions about the relative effectiveness of the flipped approach. We present the results of a study that addressed many of these methodological limitations and compared the effectiveness of the flipped approach to a traditional lecture approach across two semesters in courses from two different disciplines, Finance and Psychology. We found mixed support for the effectiveness of the flipped vs. the traditional approach. In particular, in the Psychology courses the flipped approach resulted in superior performance on quizzes administered immediately after exposure to the material, but resulted in similar performance on exams administered some time after initial exposure. In contrast, in the Finance courses the flipped approach resulted in similar performance on immediately-administered quizzes, but superior performance on later-administered exams.

Recently there has been a surge of interest in technology-aided teaching strategies such as the flipped classroom. Given the growing interest in these techniques, it is important to critically evaluate their effectiveness and to begin to examine factors that might shape how effective the flipped classroom will be in a given educational setting. Although most existing research on the flipped classroom suggests an advantage of the flipped approach over a more traditional lecture approach, most of this research has been conducted in a single educational setting at a time and in ways that preclude definitive conclusions about the relative effectiveness of the flipped approach. We present the results of a study that addressed many of these methodological limitations and compared the effectiveness of the flipped approach to a traditional lecture approach across two semesters in courses from two different disciplines, finance and psychology. We found that the effectiveness of the flipped versus the traditional approach varied across the two courses. In particular, in the psychology courses the flipped approach resulted in superior performance on quizzes administered immediately after exposure to course material, but resulted in similar performance on exams administered some time after initial exposure. In contrast, in the finance courses the flipped approach resulted in similar performance on immediately administered quizzes, but superior performance on lateradministered exams. These results contribute to the burgeoning literature on the flipped classroom both by addressing methodological limitations found in previous work and by identifying some of the specific conditions under which the flipped approach may be a good pedagogical choice.

Objective Obsessive–compulsive disorder (OCD) is a severe psychiatric disorder characterized by its heterogeneous nature and by different dimensions of obsessive–compulsive (OC) symptoms. Serotonin reuptake inhibitors (SRIs) are used to treat OCD, but up to 40% to 60% of patients do not show a significant improvement with these medications. In this study, we aimed to test the impact of brain-derived neurotrophic factor (BDNF) Val66Met polymorphism on the efficacy of antidepressants in OCD overall, and in relation to the different OC dimensions. Methods In a 6-month prospective treatment study, 69 Caucasian OCD patients were treated with escitalopram for 24 weeks or with escitalopram for 12 weeks followed by paroxetine for an additional 12-week period. Patients were genotyped and assessed for treatment response. The main clinical outcomes were improvement of the Yale-Brown Obsessive–Compulsive Scale score and in different OC symptom dimension scores. Results The Val/Val group comprised 43 (62%) patients, the Val/Met and Met/Met group comprised 26 (38%) patients. Forty-two patients were classified as responders at 12 weeks and 38 at 24 weeks; no significant association was found between BDNF Val66Met and SRIs response at 12 and 24 weeks. In analyses of the different OC symptom dimensions, the Met allele was associated with a slightly reduced score in the aggressive/checking dimension at 6 months ( P = .048). Conclusions Our findings do not support the usefulness of BDNF Val66Met genotyping to predict overall response to treatment with SRIs in OCD; they did however suggest a better outcome at 6 months for the aggressive/checking symptom dimension for patients carrying the Met allele.

The present work is focused on the fundamental lay theories that structure social understanding in everyday encounters as people strive to “make sense of” the actions and outcomes of others. Below, it is argued that whereas existing approaches have focused primarily on the idea that people’s lay theories of social action contain explanatory principles relating to the idea that human action stems from unobservable mental states (i.e., Theory of Mind approaches, e.g., Flavell et al., 1986), these approaches have left under-examined other aspects of lay theories of social action. In particular, I submit that lay theories of social action also contain causal-explanatory principles relating to the causal origins of human behavior and outcomes, an idea that has its’ roots in Attribution Theory (e.g., Heider, 1958). Below, I provide some—albeit not overwhelming—evidence consistent with the idea that individuals possess Social Explanatory Styles—broad and characteristic tendencies to explain the behavioral propensities of others in terms of either internal/self-existent (e.g., “That’s just the way she is! She’s always doing that!”) or external/interconnected (e.g., “Anyone who grew up in an environment like that would behave just like her!”) qualities—and, further, that these styles function as lay theories in the sense that they exert theory-like effects on information processing. In particular, Social Explanatory Styles are shown to possess some degree of breadth: They are broadly applied to the explanation of diverse types of human action. In addition, Social Explanatory Styles are shown to guide the processing and interpretation of newly-encountered social-behavioral information.

Study design Retrospective study. Objective Spinal cord stimulation has been mainly used for the management of postsurgical persistent neuropathic. The purpose of the study was to evaluate the rate and causes for reoperation following spinal cord stimulation, and to identify risk factors for reoperation. Methods A retrospective study was conducted including patients who underwent surgical implantation of spinal cord stimulators within a 10-year period. The medical records of the included patients were reviewed for reoperations, demographics and certain clinical parameters. Demographics and clinical parameters were compared between patients with and without reoperations, and between patients with and without surgical site infections. Results Overall, 1014 index procedures and 175 reoperations were performed within the study period. At least 1 reoperation was performed in 97 (9.5%) cases. The most common cause for revision was lead migration or lead misplacement (n = 31, 3.0%). In 31 (3.1%) cases the stimulator was removed due to no pain relief. Surgical site infection that required reoperation developed in 30 cases (2.9%). Younger age was associated with a need for reoperation (Odds Ratio [OR]: .97,95% Confidence Interval [CI]:0.95-.99, P = .005), while higher Body Mass index and diabetes were associated with development of infection (OR: 1.05, 95% CI: 1.00-1.11, P = .036 and OR: 2.42, 95% CI: 1.05-5.47, P = .033 respectively). Conclusions The results of this study indicate that certain measures could improve the overall reoperation rate after spinal cord stimulation, such as accurate positioning of the spinal cord stimulators and design of smaller generators. Moreover, preoperative optimization of patients could result in lower complication rate, lower reoperations rate, and subsequently better clinical outcomes.