The target article outlines a Future-State-Maximization approach whose focus on “rewarding” actions that lead to increased action possibilities serves as an alternative to standard value-….

Law enforcement organizations invest in ongoing education of employees on various topics concerning diversity, equity and accountability. Such education is designed to ensure the highest levels of performance and to earn the trust of the public. Traditional approaches to education, however, have proved challenging. The effectiveness of what passes as “training” is unregulated, and negative attitudes and beliefs about mandatory educational programs themselves may sabotage any possible benefits for policing. Utilizing a 2-wave, pre-/post-education panel design (N = 263), we demonstrate (...) significant, even dramatic attitude and belief change among members of a police department concerning the value and importance of implicit bias education. That the program succeeded in promoting positive attitudes and beliefs offers a possible path forward given that law enforcement desires a rational, science-based approach to improving professional conduct and police-community relations, and given increased demands for implicit bias education as a component of police reform. Self-reported attitude change is most emphatically not an indication of reduction in bias in the trenches of policing. Nevertheless, positive shifts in attitudes and beliefs about bias education is a notable step forward as it likely reduces resistance to procedures and policies for individual and institutional reform that might otherwise remain elusive. (shrink)

The experienced qualities of memories of factual and fictional events have been little researched previously. The few studies that exist find no or few differences. However, one reason to expect differences in memory qualities is that processing of fact and fiction seem to involve activation of different brain areas. The present study expands earlier research by including a wider range of memory qualities, using positive and negative events, and three time-points: immediately after, after a ten-minute delay and after a five-week (...) delay. Participants (N = 52) read four short stories in English, labelled either fact or fiction, and rated memory qualities on 7-point scales. Results show no differences; however, an interaction was found between fictionality and story emotional valence, in that memories of negative fictional stories are rated as more clear. The higher clarity can be explained by previous findings that negative events from stories are in general remembered in more detail, in combination with the idea that fiction entails simulation to a higher degree than fact. The conclusion is that although a difference in memory qualities between fact and fiction was found in one case, memory qualities seem not to play an operative role when the memory system distinguishes fact from fiction. (shrink)