They Just Do Not Vote Like They Used To: A Methodology to Empirically Assess Election Fraud*

Objectives. In contemporary U.S. elections there is no shortage of allegations concerning election fraud. These claims are, however, based in large part on anecdotal evidence, unsubstantiated assertions, or the study of reported complaints. The absence of a general methodology to actively search for evidence of election fraud has resulted in policy arguments devoid of empirical data and systematic analyses. Methods. In this article, we present a general methodology to study contemporary election fraud based on the Knowledge Discovery in Databases (KDD) process. We then apply this approach to a case study of a particular type of fraud. Results. After examining approximately 2.1 million votes cast during the 2006 general election in Georgia, we find no evidence that election fraud was committed under the auspices of deceased registrants. Conclusion. In this article, we have introduced a general methodology for the scientific study of election fraud. We urge social scientists to make use of such a framework to investigate the prevalence of different types of fraud across varying election cycles and jurisdictions.     

For Some and Not Others: Developmental Perspectives on the Challenges of Change and Continuity

Books reviewed:
Mark Bennett, (Ed.) Developmental Psychology: Achievements and Prospects     

It's Not Just Being Popular,it's Knowing it,too: The Role of Self‐perceptions of Status in the Associations between Peer Status and Aggression

Moderators of the well‐established association between status and overt and relational aggression were tested in a four‐year longitudinal sample (N = 358) of high school students. Self‐perceptions of popularity were found to moderate the link between actual peer‐perceived popularity and aggression, with adolescents who were both popular and aware of their popular status, scoring highest on peer‐nominated aggression and showing the greatest increases in aggression over time. Self‐perceptions of liking moderated the associations between social preference and aggression as well. Adolescents who saw themselves as disliked were particularly likely to show increases in aggression over time. The moderating effect of self‐perceptions was further moderated by gender in several cases. Findings are discussed in light of Coie's theory of the development of peer status theory. The social‐cognitive elements of high peer status, particularly of perceived popularity, are also highlighted.