Mixing and Matching
Genome-Wide Heritability Estimates for Family Life Course Complexity
Zachary Van Winkle & Dalton Conley
Demography, forthcoming
Abstract:
Sequence analysis is an established method used to study the complexity of family life courses. Although individual and societal characteristics have been linked with the complexity of family trajectories, social scientists have neglected the potential role of genetic factors in explaining variation in family transitions and events across the life course. We estimate the genetic contribution to sequence complexity and a wide range of family demographic behaviors using genomic relatedness-based, restricted maximum likelihood models with data from the U.S. Health and Retirement Study. This innovative methodological approach allows us to provide the first estimates of the heritability of composite life course outcomes - that is, sequence complexity. We demonstrate that a number of family demographic indicators (e.g., the age at first birth and first marriage) are heritable and provide evidence that composite metrics can be influenced by genetic factors. For example, our results show that 11% of the total variation in the complexity of differentiated family sequences is attributable to genetic influences. Moreover, we test whether this genetic contribution varies by social environment as indexed by birth cohort over a period of rapid changes in family norms during the twentieth century. Interestingly, we find evidence that the complexity of fertility and differentiated family trajectories decreased across cohorts, but we find no evidence that the heritability of the complexity of partnership trajectories changed across cohorts. Therefore, our results do not substantiate claims that lower normative constraints on family demographic behavior increase the role of genes.
Worldwide increases in adolescent loneliness
Jean Twenge et al.
Journal of Adolescence, forthcoming
Methods: The Programme for International Student Assessment (PISA) survey of 15- and 16-year-old students around the world included a 6-item measure of school loneliness in 2000, 2003, 2012, 2015, and 2018 (n = 1,049,784, 51% female) across 37 countries.
Results: School loneliness increased 2012-2018 in 36 out of 37 countries. Worldwide, nearly twice as many adolescents in 2018 (vs. 2012) had elevated levels of school loneliness. Increases in loneliness were larger among girls than among boys and in countries with full measurement invariance. In multi-level modeling analyses, school loneliness was high when smartphone access and internet use were high. In contrast, higher unemployment rates predicted lower school loneliness. Income inequality, GDP, and total fertility rate (family size) were not significantly related to school loneliness when matched by year. School loneliness was positively correlated with negative affect and negatively correlated with positive affect and life satisfaction, suggesting the measure has broad implications for adolescent well-being.
We're Not That Choosy: Emerging Evidence of a Progression Bias in Romantic Relationships
Samantha Joel & Geoff MacDonald
Personality and Social Psychology Review, forthcoming
Abstract:
Dating is widely thought of as a test phase for romantic relationships, during which new romantic partners carefully evaluate each other for long-term fit. However, this cultural narrative assumes that people are well equipped to reject poorly suited partners. In this article, we argue that humans are biased toward pro-relationship decisions - decisions that favor the initiation, advancement, and maintenance of romantic relationships. We first review evidence for a progression bias in the context of relationship initiation, investment, and breakup decisions. We next consider possible theoretical underpinnings - both evolutionary and cultural - that may explain why getting into a relationship is often easier than getting out of one, and why being in a less desirable relationship is often preferred over being in no relationship at all. We discuss potential boundary conditions that the phenomenon may have, as well as its implications for existing theoretical models of mate selection and relationship development.
You are what you (are willing to) eat: Willingness to try new foods impacts perceptions of sexual unrestrictedness and desirability
Hannah Bradshaw et al.
Personality and Individual Differences, forthcoming
Abstract:
Here, we examine the impact of one's willingness to try new foods on others' perceptions of sexual unrestrictedness and desirability as a sexual and romantic partner. Guided by insights from past research, we hypothesized that targets who are willing to try new foods would be perceived as being more desirable sexual and romantic partners (Study 1) and as being less sexually restricted (Studies 2-4) than targets who are unwilling to try new foods. Results supported this hypothesis and further indicated that this pattern is specific to willingness to try new foods, not general willingness to try new things (Study 3). Additionally, results revealed that the relationship between willingness to try new food and inferences of sexual unrestrictedness is driven by perceptions of target's relatively lower levels of sexual disgust sensitivity and not by the belief that the target is in better health or has superior immune function (Study 4). Together, these results suggest that people's willingness to try new foods may impact how they are perceived by prospective dates and mates.
The Developmental Significance of Looks from Middle Childhood to Early Adolescence
Lilla Pivnick, Rachel Gordon & Robert Crosnoe
Journal of Research on Adolescence, forthcoming
Abstract:
Physical appearance during the transition into adolescence matters for youths' socioemotional development. This study explored these implications by adding visual data to the NICHD Study of Early Child Care and Youth Development (n = 1,049) to test how others' ratings of youths' looks (1 = very unattractive to 5 = very attractive) at the beginning (grade 3) and end (grade 9) of this transition shaped their emotional well-being, popularity/likability, and dating/sexual behavior. Results revealed recency effects of grade 9 looks on popularity/likability and dating/sexual behaviors and a lingering amplification effect of grade 3 looks on popularity/likability at the start of high school. Few associations were evident for emotional well-being. Thus, physical appearance offers an important lens for studying adolescent development.