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Dive into the research topics where Kevin J. Apple is active.

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Featured researches published by Kevin J. Apple.


Law and Human Behavior | 2011

Attributions of Blame and Responsibility in Sexual Harassment: Reexamining a Psychological Model

Kristen M. Klein; Kevin J. Apple; Arnold S. Kahn

Kelley’s (Nebr Symp Motiv 15:192–238, 1967) attribution theory can inform sexual harassment research by identifying how observers use consensus, consistency, and distinctiveness information in determining whether a target or perpetrator is responsible for a sexual harassment situation. In this study, Kelley’s theory is applied to a scenario in which a male perpetrator sexually harasses a female target in a university setting. Results from 314 predominantly female college students indicate that consistency and consensus information significantly affect participants’ judgments of blame and responsibility for the situation. The authors discuss the importance of the reference groups used to derive consensus and distinctiveness information, and reintroduce Kelley’s attribution theory as a means of understanding observers’ perceptions of sexual harassment.


Personality and Social Psychology Bulletin | 2002

Communication Set and the Perception of Ongoing Behavior

G. Daniel Lassiter; Andrew L. Geers; Kevin J. Apple

Four studies demonstrate that communication set can affect the initial perception of ongoing behavior, which, in turn, can affect subsequent reactions to, or judgments based on, that behavior. Participants expecting to transmit information from an observed behavior sequence to another person unitized (i.e., perceptually organized) that sequence into fewer, but not qualitatively different, meaningful actions than did either participants expecting to receive information from another person or participants with no expectation (controls). In addition, transmitters (relative to receivers or controls) attributed traits to an observed actor less confidently (Study 2), recalled fewer actions from the behavior sequence (Study 3), and experienced less positive affective reactions to the sequence (Studies 3 and 4). It appears from these results that, at least in some instances, the objective of transmitters from the outset is to construct a simpler, more easily communicable summary of information, but not one that is fundamentally different in content from receivers or controls.


Anthrozoos | 2013

Painfully Aware: The Effects of Dissonance on Attitudes toward Factory Farming

Jared Prunty; Kevin J. Apple

ABSTRACT We examine the moderating effects of cognitive dissonance on the persuasiveness of a message designed to influence attitudes and behaviors supportive of intensive-production animal agriculture, or “factory farming.” Existing research on human attitudes toward nonhuman animals indicates that generic disapproval of their suffering gratuitously at human hands is a social norm. However, studies also reveal an absence of related knowledge, attitudes, and behaviors seemingly implied by this stance. Such apparent inconsistencies may persist due to lack of awareness about and/or engagement with the issue of farm animal welfare. We used a two-group, between-subjects experimental design, and the subject pool consisted of 62 non-vegetarian university students. Following random assignment to either the commitment condition or a non-commitment control group, all participants received an informational booklet arguing for the prevalence of neglect and abuse in industrial animal agriculture. Commitment participants, however, first responded privately to a dichotomous, single-item questionnaire, either agreeing or disagreeing that “animals should not suffer needlessly in the production of meat.” Given that the need to resolve or avoid self-contradiction can motivate attitudinal realignment, we hypothesized that an educational intervention would be more sympathetically received by individuals who had already volunteered support for its central premise, than by those never invited to adopt a stance. Results supporting three of four hypotheses indicated significantly heightened receptivity to an anti-factory farming message following commitment to a pro-welfare position. Commitment participants tended to be more open to eating less meat, concerned with the issue, and accepting of the messages basic claims. A fourth hypothesis was not supported: participants across groups were ambivalent about source credibility. We infer that animal advocacy efforts may more effectively generate public support for the cause by framing appeals to capitalize on what polls show most people already believe (i.e., that animal cruelty ought to be prevented).


Teaching of Psychology | 2014

Debating Curricular Strategies for Teaching Statistics and Research Methods What Does the Current Evidence Suggest

Kenneth E. Barron; Kevin J. Apple

Coursework in statistics and research methods is a core requirement in most undergraduate psychology programs. However, is there an optimal way to structure and sequence methodology courses to facilitate student learning? For example, should statistics be required before research methods, should research methods be required before statistics, or should statistics and research methods be taught in a combined, integrated fashion? In this article, we first review the current empirical evidence on whether there is a preferred format and sequencing of methodology courses to enhance student learning outcomes. Then we summarize an assessment study conducted at our own institution comparing a nonintegrated, two-course sequence that required statistics before research methods and an integrated, two-course sequence in which students shifted in an out of research methods and statistics units during each semester on short-term and long-term student outcomes. Our results revealed that students enrolled in the integrated sequence not only earned higher course grades in each of their initial methodology courses but also scored higher on senior exit assessments of their methodology skills taken at the end of their undergraduate careers.


Psychological Science | 1993

The Transmitter-Persistence Effect: A Confounded Discovery?

G. Daniel Lassiter; Mark V. Pezzo; Kevin J. Apple

In four studies, Boninger, Brock, Cook, Cruder, and Romer (1990) found that attitude change following exposure to a persuasive message persisted longer if recipients were expecting to have to transmit the message to someone else. The present experiment demonstrated that this effect obtains only if the people preparing to transmit, as was the case in the studies of Boninger et al., are denied the opportunity to do so. It is argued, then, that the findings of Boninger et al., may be attributable to a tendency toward thought perseveration triggered by the failure to complete the transmission task, rather than being a consequence of the preparation to transmit per se.


Journal of Sex Research | 2003

Pluralistic ignorance and Hooking up

Tracy A. Lambert; Arnold S. Kahn; Kevin J. Apple


Personality and Social Psychology Bulletin | 1996

Mood and Behavior Perception: Dysphoria Can Increase and Decrease Effortful Processing of Information

G. Daniel Lassiter; Linda J. Koenig; Kevin J. Apple


Journal of Experimental Social Psychology | 2000

Observational goals and behavior unitization : A reexamination

G. Daniel Lassiter; Andrew L. Geers; Kevin J. Apple; Melissa J. Beers


Archive | 2011

Online Tools to Promote Student Collaboration

Kevin J. Apple; Monica Reis-Bergan; Andrea H. Adams; Grover Saunders


Social Behavior and Personality | 1998

Need for Cognition and Thought-Induced Attitude Polarization: Examining Possible Demand Characteristics

G. Daniel Lassiter; Kevin J. Apple

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Arnold S. Kahn

James Madison University

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Jared Prunty

Colorado State University

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Mark V. Pezzo

University of South Florida St. Petersburg

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