People vary in their self-awareness of their own emotions, and this may predict psychological well-being. Evidence suggests that emotional self-awareness is diminished in autism, but these findings may be biased by self-report or confounded by verbal intelligence. To address this issue, we developed the emotional consistency (EC) task, measuring emotional self-awareness through consistency in emotional decision-making. In the EC-Task, we showed participants pairs of emotional images, asking them to judge which evoked the more intense emotional experience. The logical consistency of decision making, based on transitive relationships between stimuli, reflects precision of judgment of experience of emotional intensity, which in turn reflects emotional self-awareness. Emotional consistency significantly correlated with lower self-reported alexithymia but not autistic traits. Instead, autistic traits predicted greater discrepancy between EC-Task performance and self-reported difficulties identifying feelings. Participants with higher autistic traits were more likely to underestimate their emotional self-awareness, possibly because of greater metacognitive difficulties and negative self-beliefs. Our study suggests emotional self-awareness is not diminished in autism and provides a novel method to investigate this issue. (PsycInfo Database Record (c) 2020 APA, all rights reserved).We used insights from machine learning to address an important but contentious question Is bilingual language experience associated with executive control abilities? Specifically, we assess proactive executive control for over 400 young adult bilinguals via reaction time (RT) on an AX continuous performance task (AX-CPT). We measured bilingual experience as a continuous, multidimensional spectrum (i.e., age of acquisition, language entropy, and sheer second language exposure). Linear mixed effects regression analyses indicated significant associations between bilingual language experience and proactive control, consistent with previous work. Information criteria (e.g., AIC) and cross-validation further suggested that these models are robust in predicting data from novel, unmodeled participants. These results were bolstered by cross-validated LASSO regression, a form of penalized regression. However, the results of both cross-validation procedures also indicated that similar predictive performance could be achieved through simpler models that only included information about the AX-CPT (i.e., trial type). Collectively, these results suggest that the effects of bilingual experience on proactive control, to the extent that they exist in younger adults, are likely small. Thus, future studies will require even larger or qualitatively different samples (e.g., older adults or children) in combination with valid, granular quantifications of language experience to reveal predictive effects on novel participants. (PsycInfo Database Record (c) 2021 APA, all rights reserved).There is significant variation in lay people’s beliefs about the nature of intelligence Some believe that intelligence is relatively fixed and innate, whereas others view intelligence as more malleable and affected by experience. However, most studies in this domain do not explicitly define intelligence when probing about beliefs about intelligence and aptitude. Thus, variation in beliefs may reflect variation in how intelligence is defined. To address this issue, we conducted 3 studies examining individuals’ beliefs about fluid versus crystallized intelligence. Study 1 used a modified version of Dweck’s (1999) mindset questionnaire and found that people have more fixed views about fluid intelligence than either crystallized intelligence or intelligence in general. Study 2 used a switched-at-birth paradigm and found that individuals hold more essentialist beliefs about fluid intelligence than crystallized intelligence. Study 3 added a survey that probed participants’ beliefs about mathematics achievement. It found that when reasoning about mathematics achievements, participants’ attributions of ability and effort were differentially associated with their crystallized and fluid mindset beliefs. Specifically, mindsets of fluid intelligence were more associated with effort for professional-level mathematics achievements, whereas mindsets of crystallized intelligence were more associated with elementary-level mathematics achievements. Together, the present studies highlight the importance of considering the definition of intelligence when assessing related beliefs about malleability, inheritance, and achievement. (PsycInfo Database Record (c) 2020 APA, all rights reserved).Culture has an extraordinary influence on human behavior, unparalleled in other species. Some theories propose that humans possess learning mechanisms biologically selected specifically for social learning, which function to promote rapid enculturation. If true, it follows that information acquired via observation of another’s activity might be responded to differently, compared with equivalent information acquired through one’s own exploration, and that this should be the case in even very young children. To investigate this, we compared children’s responses to information acquired either socially or from personal experience. RG-7304 The task we used allowed direct comparison between these alternative information sources, as the information value was equivalent across conditions, which has not been true of previous methods used to tackle similar questions. Across two 18-month- to 5-year-old samples (recruited in the United Kingdom and China), we found that children performed similarly following information acquired from social demonstrations, compared with personal experience. Children’s use of the information thus appeared independent of source. Furthermore, children’s suboptimal performance showed evidence of a consistent bias driven by motivation for exploration as well as exploitation, which was apparent across both conditions and in both samples. Our results are consistent with the view that apparent peculiarities identified in human social information use could be developmental outcomes of general-purpose learning and motivational biases, as opposed to mechanisms that have been biologically selected specifically for the acquisition of cultural information. (PsycInfo Database Record (c) 2020 APA, all rights reserved).