School of Psychology

Previous work has examined the relative valence (positivity or negativity) of ethnophaulisms (ethnic slurs) targeting European immigrants to the United States. However, this relied on contemporary judgments made by American researchers. The present study examined valence judgments made by citizens from the countries examined in previous work. Citizens of 17 European nations who were fluent in English rated ethnophaulisms targeting their own group as well as ethnophaulisms targeting immigrants from England. American students rated ethnophaulisms for all 17 European nations, providing a comparison from members of the host society. Ratings made by the European judges were (a) consistent with those made by the American students and (b) internally consistent for raters’ own country and for the common target group of the English. Following discussion of relevant methodological issues, the authors examine the theoretical significance of their results.

For over a century, psychologists have investigated the mental processes of expert performers – people who display exceptional knowledge and/or skills in specific fields of human achievement. Since the 1960s, expertise researchers have made considerable progress in understanding the cognitive and neural mechanisms that underlie such exceptional performance. Whereas the first modern studies of expertise were conducted in relatively formal knowledge domains such as chess, more recent investigations have explored elite performance in dynamic perceptual-motor activities such as sport. Unfortunately, although these studies have led to the identification of certain domain-free generalizations about expert-novice differences, they shed little light on an important issue: namely, experts’ metacognitive activities or their insights into, and regulation of, their own mental processes. In an effort to rectify this oversight, the present paper argues that metacognitive processes and inferences play an important if neglected role in expertise. In particular, we suggest that metacognition (including such processes as “meta-attention,” “meta-imagery” and “meta-memory,” as well as social aspects of this construct) provides a window on the genesis of expert performance. Following a critique of the standard empirical approach to expertise, we explore some research on “metacognition” and “metacognitive inference” among experts in sport. After that, we provide a brief evaluation of the relationship between psychological skills training and metacognition and comment on the measurement of metacognitive processes. Finally, we summarize our conclusions and outline some potentially new directions for research on metacognition in action.