Rivals without a cause? Relative performance feedback creates destructive competition despite aligned incentives

Whether people compete or cooperate with each other has consequences for their own performance and that of organizations. To explain why people compete or cooperate, previous research has focused on two main factors: situational outcome structures and personality types. Here, we propose that—above and beyond these two factors—situational cues, such as the format in which people receive feedback, strongly affect whether they act competitively, cooperatively, or individualistically. Results of a laboratory experiment support our theorizing: After receiving ranking feedback, both students and experienced managers treated group situations with cooperative outcome structures as competitive and were in consequence willing to forgo guaranteed financial gains to pursue a—financially irrelevant—better rank. Conversely, in dilemma situations, feedback based on the joint group outcome led to more cooperation than ranking feedback. Our study contributes to research on competition, cooperation, interdependence theory, forced ranking, and the design of information environments.     

Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions

Social Psychology of Education - Teacher turnover has been recognized as a significant problem in the education worldwide. This study focuses on exploring reasons behind the turnover intentions,...     

Variations on the Ramsey test: More triviality results

The purpose of this note is to formulate some weaker versions of the so called Ramsey test that do not entail the following unacceptable consequenceIf A and C are already accepted in K, then if A, then C is also accepted in K. and to show that these versions still lead to the same triviality result when combined with a preservation criterion.     

Autobiographical memory impairment in chronic schizophrenia: Significance and clinical correlates

Previous studies of autobiographical memory (AM) in schizophrenia yielded a reduction of specificity, richness of details and conscious recollection, which indicate both, quantitative and qualitative AM changes. However, their associations with psychopathological symptoms and neuropsychological deficits were not resolved. Therefore, we sought to investigate AM with respect to psychopathology and neuropsychology in patients with chronic schizophrenia to rule out the influence of different courses of the disease. AM of four lifetime periods was examined in 75 patients and 50 healthy controls by using a semi-structured interview. The recalled episodes were rated for memory specificity. Subsequently, one single event of each period of life was rated for details and experiential aspects of reliving (originality, vividness/visual imagery, emotional re-experiencing and emotional valence). When contrasted with healthy controls, patients recalled a significantly reduced number of episodes and personal semantic facts; moreover, memory specificity of AM was significantly lower in patients than controls. While the richness of details calculated for single events showed only minor, non-significant group differences, vividness and emotional re-experiencing were significantly less pronounced in the patient group. Along with this, AM performance correlated significantly with negative symptoms including apathy as well as verbal memory and executive functions. Our results underline the significance of overgenerality as a key feature of AM in schizophrenia as well as a dissociation between intact number of details of single events and reduced vividness and emotional re-experiencing. The extent of negative symptoms including apathy and impairments of verbal memory/executive functions may explain AM deficits in chronic schizophrenia.     

A novel automatic procedure for measuring ocular counterrolling: A computeranalytical method to determine the eye’s roll angle while subjects work on perceptual tasks

In investigations of the perception of space, the consideration of ocular counterrolling-the movement of the eye around its visual axis in response to body movement-is crucially important. The angle of this movement must be known in order for one to determine the precise retinal coordinates of a distal object. Following transformation, this stimulus serves as a reliable cue for visual direction. The otolith organs provide information about body tilt and are responsible for ocular counterrolling. A novel, noninvasive method to measure ocular counterrolling, based on the cross-correlation of digitized video pictures of the eyes, is presented. The resolution attained was ≤ 0.1°. The computer analysis is fully automatic and fast, and it can be performed while subjects work on perceptual tasks. No direct access to the eyeballs is required. Data from 4 subjects showing the counterrolling profile in various body positions are presented.     

Input- and output-monitoring in implicit and explicit memory

Previous experiments have shown that the procedure of questioning subjects retrospectively about the input and output status of information (input and output monitoring) is a useful method for assessing the awareness states of subjects during implicit and explicit memory tasks. The main purpose of the present study was to investigate whether the previous findings could be extended to other implicit and explicit memory tasks. We were especially interested in whether differences in input- and output-monitoring performance can be observed when both the implicit and explicit memory tasks are conceptual ones. In a final test phase, the target items from the study phase and new distractor items were presented. In a recognition-like situation, subjects had to decide whether an item had been presented in the study phase (input status), as well as whether they had produced the item in the memory-test phase (output status). In all three experiments judgments about the input status - but only for those items that had been produced in the implicit or in the explicit memory test - were more precise after explicit than after implicit memory testings. This finding was not influenced by the distinction between perceptual and conceptual-memory tasks (Exp. 1), and was obtained under conditions in which the implicit and the explicit memory tasks were both conceptual and differed only in test instructions (Exps. 2 and 3). These results suggest that not only subjects performing a perceptual test of implicit memory, but also subjects in a conceptual implicit test were less aware of using information from a previous study episode than subjects who received memory instructions. It is concluded that requiring judgments about the input status of information is a good method for assessing subjects test awareness and is preferable to the use of a questionnaire (Exp. 3). In contrast, in all three experiments no differences were found with the output-monitoring measure between implicit and explicit test conditions.