Critical Race Theory (CRT) has become a flashpoint of elite political discord, yet how Americans actually perceive CRT is unclear. We theorize that Republican elites utilized a strong framing strategy to re-define CRT as an “empty signifier” representing broader racial and cultural grievances. Using a survey and a pre-registered experiment among U.S. adults (N = 19,060), we find that this strategy worked. Republicans exhibit more familiarity with CRT and hold more negatively valenced (and wide ranging) sentiments toward CRT, relative to Democrats. Moreover, compared to teaching the legacy of racism in schools, Republicans are significantly more opposed to teaching CRT while Democrats express greater uncertainty. Our findings suggest that by framing CRT as a broad term that envelopes many grievances (including those beyond the scope of CRT), Republican elites have shaped a subset of Americans’ understanding of and attitudes toward CRT.

Two studies examined the relationship between individual differences in cognitive reflection (CRT) and the tendency to accord genuinely moral (non-conventional) status to a range of counter-normative acts — that is, to treat such acts as wrong regardless of existing social opinion or norms. We contrasted social violations that are intrinsically harmful to others (e.g., fraud, thievery) with those that are not (e.g., wearing pajamas to work and engaging in consensual acts of sexual intimacy with an adult sibling). Our key hypothesis was that more reflective (higher CRT) individuals would tend to moralize selectively — treating only intrinsically harmful acts as genuinely morally wrong — whereas less reflective (lower CRT) individuals would moralize more indiscriminately. We found clear support for this hypothesis in a large and ideologically diverse sample of American adults. The predicted associations were not fully accounted for by the subjects’ political orientation, sensitivity to gut feelings, gender, age, educational attainment, or their placement on a sexual morals-specific measure of social conservatism. Our studies are the first to demonstrate that, in addition to modulating the intensity of moral condemnation, reflection may also play a key role in setting the boundaries of the moral domain as such.

The Cognitive Reflection Test (CRT) allegedly measures the tendency to override the prepotent incorrect answers to some special problems, and to engage in further reflection. A growing literature suggests that the CRT is a powerful predictor of performance in a wide range of tasks. This research has mostly glossed over the fact that the CRT is composed of math problems. The purpose of this paper is to investigate whether numerical CRT items do indeed call upon more than is required by standard math problems, and whether the latter predict performance in other tasks as well as the CRT. In Study 1 we selected from a bank of standard math problems items that, like CRT items, have a fast lure, as well as others which do not. A 1-factor model was the best supported measurement model for the underlying abilities required by all three item types. Moreover, the quality of all these items – CRT and math problems alike – as predictors of performance on a set of choice and reasoning tasks did not depend on whether or not they had a fast lure, but rather only on their quality as math items. In other words, CRT items seem not to be a “special” category of math problems, although they are quite excellent ones. Study 2 replicated these results with a different population and a different set of math problems.

Research on judgment and decision making has suggested that the System 2 process of slow thinking can help people to improve their decision making by reducing well-established statistical decision biases (including base rate neglect, probability matching, and the conjunction fallacy). In a large pre-registered study with 1,706 participants and 23,292 unique observations, we compare the effects of individual differences and behavioral interventions to test the relative benefits of slow thinking on performance in canonical judgment and decision-making problems, compared to a control condition, a fast thinking condition, an incentive condition, and a condition that combines fast and slow thinking. We also draw on the rule-based reasoning literature to examine the benefits of having access to a simple form of the rule needed to solve a specific focal problem. Overall, we find equivocal evidence of a small benefit from slow thinking, evidence for a small benefit to accuracy incentives, and clear evidence of a larger cost from fast thinking. The difference in performance between fast-thinking and slow-thinking interventions is comparable to a one-scale point difference on the 4-point Cognitive Reflection Test (CRT). Inferential rules contribute unique explanatory power and interact with individual differences to support the idea that System 2 benefits from a combination of slower processes and knowledge appropriate to the problem.

Bar-Hillel, Noah and Frederick (2018) studied a class of riddles they called stumpers, which have simple, but curiously elusive, solutions. A canonical example is: “Andy is Bobbie’s brother, but Bobbie is not Andy’s brother. How come?” Though not discussed there, we found that the ability to solve stumpers correlates significantly with performance on items resembling the CRT (Cognitive Reflection Test) but not with performance on items from the CRAT (Compound Remote Associates Test). We report those results here.

Much research in cognitive psychology has focused on the tendency to conserve limited cognitive resources. The CRT is the predominant measure of such miserly information processing, and also predicts a number of frequently studied decision-making traits (such as belief bias and need for cognition). However, many subjects from common subject populations have already been exposed to the questions, which might add considerable noise to data. Moreover, the CRT has been shown to be confounded with numeracy. To increase the pool of available questions and to try to address numeracy confounds, we developed and tested the CRT-2. CRT-2 questions appear to rely less on numeracy than the original CRT but appear to measure closely related constructs in other respects. Crucially, substantially fewer subjects from Amazon’s Mechanical Turk have been previously exposed to CRT-2 questions. Though our primary purpose was investigating the CRT-2, we also found that belief bias questions appear suitable as an additional source of new items. Implications and remaining measurement challenges are discussed.

University staff from African, Asian and other Minoritised Groups (AAMG) are not resigned to the pervasiveness of white supremacy in the corridors, classrooms, and lecture theatres of the academy. This article articulates a self-study, where we employ our own narratives and stories, as leaders, teachers, and students on a race-specific initiative. The work presented here attempts to offer a counter-narrative to the colour-evasive discourse and policymaking throughout the English Higher Education sector that perpetuates deficit perspectives for AAMG students. In addition to this, we propose a ‘Progressive Relational Pedagogy’ that provides a strong foundation for meaningful work across the Higher Education sector. In doing so, we provide a way forward in policy and practice to sustain the cultural richness, heritages, and authenticities of AAMG students. The narrative concludes with pragmatic steps towards enhancing organisational alignment, integration and governance through a race inclusion lens, courtesy of leveraging steps from a Race Inclusion Framework that is underpinned by the LEAD Enterprise Ontology (von Rosing and Laurier, 2015; Caine and von Rosing, 2018).

It is the aim of this article to provoke debate and encourage greater scrutiny regarding the use and meaning of the expression ‘Indigenous education’ within the discursive practices, research and policy in Australian education. Drawing on Hall's (2007) development of ideas from Foucault that give rise to ‘Indigenous education’ being viewed as a ‘regime of truth’, it is my contention that the widespread and largely uncritical use of this expression is contributing to sustaining deficit assumptions regarding the engagement and outcomes of Indigenous students within Australian schools. To explore this concern, I will first ‘archaeologically’ excavate (Scheurich, 1997) the emergence of this ‘regime’ within the Australian setting. Following on from this, I will discuss and reflect upon recent debates associated with initiatives designed to ‘close the gap’ when comparing Indigenous and non-Indigenous student achievements in education. Given the changes inaugurated by the Labor-led ‘Education Revolution’ since 2007, this is a particularly pertinent line of inquiry to take up, with the focus of this article largely concerned with its impact in the Queensland setting.

Using double silent substitution, it is possible to generate L-cone and M-cone isolating electroretinograms (ERGs) on a CRT. A major limitation of the technique is that the depth of modulation of cone classes is limited by the restricted luminance of the phosphors and their spectral overlap. To address this problem we have ported the technique to a four-color LED Ganzfeld stimulus (Diagnosis ColorDome). This allows higher retinal illuminances, higher contrasts, and triple silent substitution. With careful control over the retinal area stimulated, we show that the same data can be recorded from both CRT and LED stimuli when luminance, size and cone contrast are kept constant. Importantly, the different temporal profiles of the two devices do not influence the ERG amplitude and phase plots. We present data over a much wider range of luminances (up to about 10000 trolands) and contrasts with the LED stimulator than previously reported with CRT screens. We conclude that the close resemblance between data obtained with an LED stimulator and with a CRT screen indicate that the differences have a purely physiological origin.

Video cathode ray tube (CRT) technology has proven to be extremely valuable for performing research in the visual system. However, the image on a CRT monitor is not constant, but consists of a series of brief pulses. This has implications for any study that explores the responses of neurons in the visual system on short time scales. In particular, there is no unambiguous time point at which a visual stimulus presented via CRT may be said to have ended. Recordings from single units in visual cortical area V1 of an awake primate demonstrate that, when studying changes in response timing on the order of 10 ms or less, stimuli delivered at video frame rates do not duplicate the effects seen with stimuli that have continuous functions of luminance versus time. Additionally, there does not seem to be any clear method of comparing the results obtained with video-rate stimuli with results obtained with continuous-time stimuli that holds for all conditions. These effects are especially critical when exploring the time course of the neuronal responses to the ending of a visual stimulus (off-response). Our findings cast doubt upon the recently reported result that off-responses have consistently shorter latencies than on-responses.