"Playing Hooky" Health Messages: Apprehension, Impression Management, and Deception

This study investigates playing hooky in higher education classrooms and associates this behavior with students' communicative dispositions, instructor perceptions, and language use. We define "playing hooky" as students skipping class and explaining their absence to their instructor with deceptive health messages. The purpose of Study 1, an online survey (N = 177), is to further understand the characteristics of students who engage in this type of deceptive health communication. Study 1 measures communication apprehension and perceived instructor credibility in students who had played hooky from class and those who had not. Findings reveal that students who communicate playing hooky health messages (a) reported more instructor communication apprehension and (b) perceived the instructors with whom they had played hooky to be less credible. Study 2 uses facework theory and MEH analysis to reveal the different linguistic strategies students use to communicate (a) truthful health messages (N = 165) and (b) deceptive heath messages (N = 82) to their instructor following an absence. Results demonstrate that students' facework strategies are more geared toward saving instructors' negative face in the deceptive health message condition. Implications of both studies are offered.

Deception and Cognitive Load: Expanding Our Horizon with a Working Memory Model

Recently, studies on deception and its detection have increased dramatically. Many of these studies rely on the “cognitive load approach” as the sole explanatory principle to understand deception. These studies have been exclusively on lies about negative actions (usually lies of suspects of [mock] crimes). Instead, we need to re-focus more generally on the cognitive processes involved in generating both lies and truths, not just on manipulations of cognitive load. Using Baddeley’s (2000, 2007, 2012) working memory model, which integrates verbal and visual processes in working memory with retrieval from long-term memory and control of action, not only verbal content cues but also nonverbal, paraverbal, and linguistic cues can be investigated within a single framework. The proposed model considers long-term semantic, episodic and autobiographical memory and their connections with working memory and action. It also incorporates ironic processes of mental control (Wegner, 1994, 2009), the role of scripts and schemata and retrieval cues and retrieval processes. Specific predictions of the model are outlined and support from selective studies is presented. The model is applicable to different types of reports, particularly about lies and truths about complex events, and to different modes of production (oral, hand-written, typed). Predictions regarding several moderator variables and methods to investigate them are proposed.

A computerized multidimensional measurement of mental workload via handwriting analysis

The goal of this study was to test the effect of mental workload on handwriting behavior and to identify characteristics of low versus high mental workload in handwriting. We hypothesized differences between handwriting under three different load conditions and tried to establish a profile that integrated these indicators. Fifty-six participants wrote three numerical progressions of varying difficulty on a digitizer attached to a computer so that we could evaluate their handwriting behavior. Differences were found in temporal, spatial, and angular velocity handwriting measures, but no significant differences were found for pressure measures. Using data reduction, we identified three clusters of handwriting, two of which differentiated well according to the three mental workload conditions. We concluded that handwriting behavior is affected by mental workload and that each measure provides distinct information, so that they present a comprehensive indicator of mental workload.