The ViSC Social Competence Program has been implemented in Austrian schools within the scope of a national strategy plan, Together Against Violence. The program is a primary preventive program designed for grades 5 to 8. The prevention of aggression and bullying is defined as a school development task, and the initial implementation of the program lasts one school year. The program consists of universal and specific actions that are implemented through in-school teacher training and a class project for students. The program was evaluated with a randomized intervention control group design. Data were collected from teachers and students. Results suggest that the program reduces aggression in schools.

Two experiments on the process of rule discovery in groups were conducted using a card deck and Wason number triple tasks. The positive effects of incentives on the proportion of correct hypotheses could not be explained by differential testing. The variables "hypothesis vs. target testing" and "small vs. broad range of rule" did not affect this proportion. There was a preponderance of positive tests, declining during trials. Negative tests occurred more often under the target test and broad rule range conditions. The positivity heuristic diminished in importance during trials, whereas the sufficiency, necessity, and Klayman and Ha heuristics increased. Groups produced fewer false and more correct results than individuals. According to the probabilistic model of opinion change, plausibility and faction size contributed to the group process differentially, depending on the task.

The purpose of this study was to provide evidence for or against the "fakeability" of the Attitudes Toward Disabled Persons Scale: Form B. Form B of the Scale was administered to 25 women, between the ages of 19 and 24, studying at a midwestern university. Seven days later, the subjects retook the test and were instructed to fake their answers so that they would receive a higher score. The difference between the true scores and the fake scores were not found to be significant, and it was concluded that the Attitudes Toward Disabled Persons Scale: Form B is not "fakeable."

This experiment investigated the use of positive and negative hypothesis and target tests by groups in an adaptation of the 2-4-6 Wason task. The experimental variables were range of rule (small vs large), amount of evidence (low vs high), and trial block (1 vs 2). The results were in accordance with Klayman and Ha's (1987) analysis of base rate probabilities of falsification and with additional theoretical considerations. Base rate probabilities were more descriptive of participants' behaviour in target than in hypothesis tests, under low than under high amount of evidence, and at the beginning of the process than at its end. The percentage of positive tests was higher under small than large range of rule. More falsifications than verifications resulted from hypothesis tests than would be expected by a random process. When evidence is richly available, the relative importance of falsification seems to decrease. An analysis of the group compositions before and after group discussion by the PCD model (Crott, Werner, & Hoffmann, 1996) revealed that the normative weight was approximately twice as large as the informational. Groups produced fewer false answers than their members individually.