Patrick J Leman
Biographic Data
| ID | 5758079 |
|---|---|
| NAME | Patrick J Leman |
| GIVEN NAMES | Patrick J |
| FAMILY NAME | Leman |
| SIGNATURE | LEMAN P J |
| AFFILIATIONS | Royal Holloway University of London |
| ORCID | 0000-0003-1708-029X |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 28 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Narcissists don’t care about approval
Prior research has established that women who self-objectify seek approval from others more strongly than women who self-objectify less. Yet the boundary conditions of this link remain largely unexamined. Building on hierometer theory, which postulates that narcissism tracks social status and motivates status-optimizing behaviour, we tested whether the desire for social status (e.g., among narcissists) severed the association between self-objecti…
Women's Self-Objectification and Strategic Self-Presentation on Social Media
In four studies, we tested whether higher trait self-objectification was associated with more strategic and less authentic self-presentation on social media among cisgender women, and whether these links could be attributed to heightened approval motivation among those having higher levels of self-objectification. Study 1 ( N = 167, M age = 27.05) and Study 2 ( N = 149, M age = 29.87), using self-reported measures, found that self-objectification…
Teaching and discussing mental health among university students
Purpose Interdisciplinary approaches to health education are becoming increasingly common. Here, the authors describe an arts-based approach designed by academics and artists to both supplement the study of mental illness and support the individual mental health of undergraduate and postgraduate university students, by raising the visibility of mental illness in an innovative way. Design/methodology/approach Through workshops, university students…
How effective is peer interaction in facilitating learning? A meta-analysis
Decades of research indicate that peer interaction, where individuals discuss or work on a task collaboratively, may be beneficial children’s and adolescents’ learning. Yet we do not know which features of interaction may be related to learning from peer interaction. This meta-analysis examined results from 62 articles with 71 studies into peer interaction, involving a total of 7,103 participants aged 4 to 18 years. Peer interaction was effective…
Children's reasoning about peer and school segregation in a diverse society
This study examined children's reasoning about gender‐ and religion‐based exclusion in the context of single‐gender and single‐faith schools and play contexts. Young people (twenty‐three 8‐ to 10‐year‐olds and fifty‐three 12‐ to 14‐year‐olds) were asked to judge and reason about the acceptability of exclusion based on gender and religion by children and school principals. Participants rated exclusion based on gender as more acceptable than exclus…
Growing up with diversity
Diversity, in many parts of the world, is increasing in its prevalence and in its complexity.How do children and adolescents negotiate that complexity, and how can developmental and social psychology inform our approach to studying diversity?In this introduction to the Special Issue we outline the key themes and challenges in studying children's reactions to diversity, and consider how they meet the challenge learning about the nuances of relatio…
How do children share information in groups
Group decision making should be particularly beneficial when group members share unique information, because then a group can make a better decision than each group member alone. This study examined how elementary-school children share unique information during group decision making. Seventy-nine groups of 3 same-sex and same-age 7- and 9-year-old children (N = 237) had to decide which 1 of 2 hypothetical candidates should play the lead role in a…
Interruption in Women's Conversations
Interruption in Women's Conversations: The Effects of Context in Ethnic Majority and Minority Group Interactions The present study explored how the conversation dynamics of women from ethnic majority and minority groups varied in different conversational contexts. Sixty undergraduate students (mean age 19.5 years) engaged in unstructured, introductory talk in pairs and then discussed how they should rank a list of possible improvements to a unive…
Children's Gender‐ and Ethnicity‐based Reasoning about Foods
This article reports two studies that investigated the ways in which children use gender and ethnicity for making judgments about food choice. In Study 1, White and Asian 5‐ to 10‐year‐olds (M = 7.37) were asked to rate how much they and others would like novel non‐stereotyped foods. White children inferred that girls and White others would like the foods more than boys and Asian others would. An ‘ethnocentric’ pattern was found where children in…
Children's and Adolescents’ Decisions about Sharing Money with Others
Two hundred and ninety‐four participants aged between 7 and 17 years of age were asked to share out money between themselves and another, imaginary group. Individual responses were recorded as well as responses after discussion in a group with two other participants. The distribution task took place in two different experimental conditions that either gave participants a free choice about how much to offer to the other group or involved making a …
Gender, Gender Relations, and the Social Dynamics of Children's Conversations
The authors investigated the effects of gender on the social dynamics and outcomes of conversations involving 120 children (mean age = 8 years 7 months). Children were taught particular values for different shaped counters and placed in same-gender or mixed-gender pairs with children who were taught different values. Pairs were asked to add the counters together to make a total of 100. Conversations were coded in terms of communication acts and s…
The Influence of Gender and Ethnicity on Children's Inferences About Toy Choice
By 4–5 years of age children can make gender‐congruent inferences about toys. Not only do they respond differentially to gender labels attached to toys, even without such labels they make inferences about toy choice that reflect an awareness of and identification with their gender in‐group. However it is unclear how far inferences about toy choice extend to other aspects of a child's social identity. The present study explored the influence of bo…
Representations of authority and children's moral reasoning
This study examines the relationship between alternative sources of authority which might influence a child's moral reasoning. It returns to Piaget's (1932) work to explore features of a child's social relations which may act either to promote or constrain the communication and acceptance of moral knowledge. Children were asked to judge which of two boys was naughtier in one of Piaget's moral ‘stories’. Those who had independently given different…
Developmental differences in children's understanding of epistemic authority
An experiment was carried out to examine age differences in children's understanding of epistemic authority and its role in conversation. Two hundred and forty-six children from two age groups (6–7 and 11–12 years) were asked to make an independent judgement as to the equality or inequality of two lines in an optical illusion. Experimental conditions varied; ‘expertise’ in the task was given by training in a measurement algorithm and ‘familiarity…
Gender, Gender Relations, and the Social Dynamics of Children's Conversations
The authors investigated the effects of gender on the social dynamics and outcomes of conversations involving 120 children (mean age = 8 years 7 months). Children were taught particular values for different shaped counters and placed in same-gender or mixed-gender pairs with children who were taught different values. Pairs were asked to add the counters together to make a total of 100. Conversations were coded in terms of communication acts and s…
The Influence of Gender and Ethnicity on Children's Inferences About Toy Choice
By 4–5 years of age children can make gender‐congruent inferences about toys. Not only do they respond differentially to gender labels attached to toys, even without such labels they make inferences about toy choice that reflect an awareness of and identification with their gender in‐group. However it is unclear how far inferences about toy choice extend to other aspects of a child's social identity. The present study explored the influence of bo…
Women's Self-Objectification and Strategic Self-Presentation on Social Media
In four studies, we tested whether higher trait self-objectification was associated with more strategic and less authentic self-presentation on social media among cisgender women, and whether these links could be attributed to heightened approval motivation among those having higher levels of self-objectification. Study 1 ( N = 167, M age = 27.05) and Study 2 ( N = 149, M age = 29.87), using self-reported measures, found that self-objectification…
Children's and Adolescents’ Decisions about Sharing Money with Others
Two hundred and ninety‐four participants aged between 7 and 17 years of age were asked to share out money between themselves and another, imaginary group. Individual responses were recorded as well as responses after discussion in a group with two other participants. The distribution task took place in two different experimental conditions that either gave participants a free choice about how much to offer to the other group or involved making a …
Growing up with diversity
Diversity, in many parts of the world, is increasing in its prevalence and in its complexity.How do children and adolescents negotiate that complexity, and how can developmental and social psychology inform our approach to studying diversity?In this introduction to the Special Issue we outline the key themes and challenges in studying children's reactions to diversity, and consider how they meet the challenge learning about the nuances of relatio…
Children's Gender‐ and Ethnicity‐based Reasoning about Foods
This article reports two studies that investigated the ways in which children use gender and ethnicity for making judgments about food choice. In Study 1, White and Asian 5‐ to 10‐year‐olds (M = 7.37) were asked to rate how much they and others would like novel non‐stereotyped foods. White children inferred that girls and White others would like the foods more than boys and Asian others would. An ‘ethnocentric’ pattern was found where children in…
How do children share information in groups
Group decision making should be particularly beneficial when group members share unique information, because then a group can make a better decision than each group member alone. This study examined how elementary-school children share unique information during group decision making. Seventy-nine groups of 3 same-sex and same-age 7- and 9-year-old children (N = 237) had to decide which 1 of 2 hypothetical candidates should play the lead role in a…
Developmental differences in children's understanding of epistemic authority
An experiment was carried out to examine age differences in children's understanding of epistemic authority and its role in conversation. Two hundred and forty-six children from two age groups (6–7 and 11–12 years) were asked to make an independent judgement as to the equality or inequality of two lines in an optical illusion. Experimental conditions varied; ‘expertise’ in the task was given by training in a measurement algorithm and ‘familiarity…
Representations of authority and children's moral reasoning
This study examines the relationship between alternative sources of authority which might influence a child's moral reasoning. It returns to Piaget's (1932) work to explore features of a child's social relations which may act either to promote or constrain the communication and acceptance of moral knowledge. Children were asked to judge which of two boys was naughtier in one of Piaget's moral ‘stories’. Those who had independently given different…
The Influence of Gender and Ethnicity on Children's Inferences About Toy Choice
By 4–5 years of age children can make gender‐congruent inferences about toys. Not only do they respond differentially to gender labels attached to toys, even without such labels they make inferences about toy choice that reflect an awareness of and identification with their gender in‐group. However it is unclear how far inferences about toy choice extend to other aspects of a child's social identity. The present study explored the influence of bo…
Gender, Gender Relations, and the Social Dynamics of Children's Conversations
The authors investigated the effects of gender on the social dynamics and outcomes of conversations involving 120 children (mean age = 8 years 7 months). Children were taught particular values for different shaped counters and placed in same-gender or mixed-gender pairs with children who were taught different values. Pairs were asked to add the counters together to make a total of 100. Conversations were coded in terms of communication acts and s…
Children's Gender‐ and Ethnicity‐based Reasoning about Foods
This article reports two studies that investigated the ways in which children use gender and ethnicity for making judgments about food choice. In Study 1, White and Asian 5‐ to 10‐year‐olds (M = 7.37) were asked to rate how much they and others would like novel non‐stereotyped foods. White children inferred that girls and White others would like the foods more than boys and Asian others would. An ‘ethnocentric’ pattern was found where children in…
Children's and Adolescents’ Decisions about Sharing Money with Others
Two hundred and ninety‐four participants aged between 7 and 17 years of age were asked to share out money between themselves and another, imaginary group. Individual responses were recorded as well as responses after discussion in a group with two other participants. The distribution task took place in two different experimental conditions that either gave participants a free choice about how much to offer to the other group or involved making a …
Interruption in Women's Conversations
Interruption in Women's Conversations: The Effects of Context in Ethnic Majority and Minority Group Interactions The present study explored how the conversation dynamics of women from ethnic majority and minority groups varied in different conversational contexts. Sixty undergraduate students (mean age 19.5 years) engaged in unstructured, introductory talk in pairs and then discussed how they should rank a list of possible improvements to a unive…
How do children share information in groups
Group decision making should be particularly beneficial when group members share unique information, because then a group can make a better decision than each group member alone. This study examined how elementary-school children share unique information during group decision making. Seventy-nine groups of 3 same-sex and same-age 7- and 9-year-old children (N = 237) had to decide which 1 of 2 hypothetical candidates should play the lead role in a…
Children's reasoning about peer and school segregation in a diverse society
This study examined children's reasoning about gender‐ and religion‐based exclusion in the context of single‐gender and single‐faith schools and play contexts. Young people (twenty‐three 8‐ to 10‐year‐olds and fifty‐three 12‐ to 14‐year‐olds) were asked to judge and reason about the acceptability of exclusion based on gender and religion by children and school principals. Participants rated exclusion based on gender as more acceptable than exclus…
Growing up with diversity
Diversity, in many parts of the world, is increasing in its prevalence and in its complexity.How do children and adolescents negotiate that complexity, and how can developmental and social psychology inform our approach to studying diversity?In this introduction to the Special Issue we outline the key themes and challenges in studying children's reactions to diversity, and consider how they meet the challenge learning about the nuances of relatio…
Teaching and discussing mental health among university students
Purpose Interdisciplinary approaches to health education are becoming increasingly common. Here, the authors describe an arts-based approach designed by academics and artists to both supplement the study of mental illness and support the individual mental health of undergraduate and postgraduate university students, by raising the visibility of mental illness in an innovative way. Design/methodology/approach Through workshops, university students…
How effective is peer interaction in facilitating learning? A meta-analysis
Decades of research indicate that peer interaction, where individuals discuss or work on a task collaboratively, may be beneficial children’s and adolescents’ learning. Yet we do not know which features of interaction may be related to learning from peer interaction. This meta-analysis examined results from 62 articles with 71 studies into peer interaction, involving a total of 7,103 participants aged 4 to 18 years. Peer interaction was effective…
Women's Self-Objectification and Strategic Self-Presentation on Social Media
In four studies, we tested whether higher trait self-objectification was associated with more strategic and less authentic self-presentation on social media among cisgender women, and whether these links could be attributed to heightened approval motivation among those having higher levels of self-objectification. Study 1 ( N = 167, M age = 27.05) and Study 2 ( N = 149, M age = 29.87), using self-reported measures, found that self-objectification…
Narcissists don’t care about approval
Prior research has established that women who self-objectify seek approval from others more strongly than women who self-objectify less. Yet the boundary conditions of this link remain largely unexamined. Building on hierometer theory, which postulates that narcissism tracks social status and motivates status-optimizing behaviour, we tested whether the desire for social status (e.g., among narcissists) severed the association between self-objecti…
Psychology (13 works) · Social Psychology (13 works) · Developmental psychology (9 works) · Social Psychology (7 works) · Child and Animal Learning Development (4 works) · Sociology (4 works) · Communication (3 works) · Conversation (3 works) · Epistemology (3 works) · Ethnic group (3 works)