29:T448,

Social anxiety has been linked with lower perceived social support, and there is some evidence that communication styles may explain this relationship. In addition, a body of literature has found gender differences in social anxiety, communication, and perceived social support. The purpose of this exploratory study was to investigate six communication styles as mediators of the relationship between social anxiety and perceived social support and whether such relationships vary by gender. College men and women (N = 813) completed an online survey. Among men and women, social anxiety was associated with lower social support through lower expressiveness. Among men, social anxiety was associated with lower perceived social support through lower preciseness; among women, this link was through lower verbal aggressiveness and higher emotionality. Psychotherapy may function as an environment in which socially anxious individuals can learn communication skills and acquire the confidence to use them in order to increase perceived social support.

2a:T49a,

Young adults with autism spectrum disorder (ASD) are attending university in increasing numbers. While those with ASD may be very knowledgeable within their chosen field, a range of academic-related and nonacademic challenges may hinder their success including executive functioning challenges and interpersonal issues. The purpose of this study was to conduct a preliminary investigation into the perspective of parents of high schoolers with ASD regarding their son/daughters’ transition to college. Qualitative analysis of parent interviews examined the concerns and challenges they anticipated their son/daughter might experience in a university setting, as well as supports they are seeking as they consider postsecondary options. Prominent themes that emerged as areas of concern were social skills, executive functioning, academics, campus living, and support services. These findings highlight some key potential pitfalls for students with ASD which may be useful targets for prevention and remediation, as well as informing policy for colleges and universities as they consider cost-effective interventions to improve the academic success of students with ASD.

2b:T4db,

When asked whether to sacrifice oneself or another person to save others, one might think that people would consider sacrificing themselves rather than someone else as the right and appropriate course of action—thus showing an other-serving bias. So far however, most studies found instances of a self-serving bias—people say they would rather sacrifice others. In three experiments using trolley-like dilemmas, we tested whether an other-serving bias might appear as a function of judgment type. That is, participants were asked to make a prescriptive judgment (whether the described action should or should not be done) or a normative judgment (whether the action is right or wrong). We found that participants exhibited an other-serving bias only when asked whether self- or other-sacrifice is wrong. That is, when the judgment was normative and in a negative frame (in contrast to the positive frame asking whether the sacrifice is right). Otherwise, participants tended to exhibit a self-serving bias; that is, they approved sacrificing others more. The results underscore the importance of question wording and suggest that some effects on moral judgment might depend on the type of judgment.

2c:T463,

The purpose of this study was to examine the psychophysiological effects of different restoration need-inducing methods and the changes in these effects overtime. This study adopted a randomized controlled trial to assign participants (experiment 1: n = 120, experiment 2: n = 90) to four experimental treatments: control, imagined fatigue, the Stroop task and the binary classification task, and the Markus and Peters arithmetic test. We used self-report scales (The Pleasure–Arousal–Dominance emo