Understanding customer reactions to brokered ultimatums: applying negotiation and justice theory

There has been little research examining customer reactions to brokered ultimatum game (BUG) contexts (i.e. exchanges in which 1 party offers an ultimatum price for a resource through an intermediary, and the ultimatum offer is accepted or rejected by the other party). In this study, the authors incorporated rational decision-making theory and justice theory to examine how customers' bids, recommendations, and repatronage behavior are affected by characteristics of BUG contexts (changing from an ultimatum to negotiation transaction, response timeliness, and offer acceptance or rejection). Results indicated that customers attempt to be economically efficient with their bidding behavior. However, negotiation structures, long waits for a response, and rejected bids create injustice perceptions (particularly informational and distributive injustice), negatively influencing customers' recommendations to others and their repatronage. The authors then discuss the practical and theoretical implications of their results.     

Functions for traditional and multilevel approaches to signal detection theory

In the present article, functions written in the freeware R are presented that calculate several measures from traditional signal detection theory for each individual in a sample, along with summary statistics for the sample. Bias-corrected and accelerated bootstrap confidence intervals are also produced. Arguments are made for using an alternative approach—multilevel generalized linear models—and a function is presented for it. These functions are part of the R package sdtalt, which is available on the Comprehensive R Archive Network. Recent data from memory recognition studies are used to illustrate these functions.     

Promoting social competence and preventing childhood aggression: A framework for applying social information processing theory in intervention research

Advances in social information processing (SIP) theory have contributed to the understanding of the ways in which cognitive operations lead to aggressive behavior in childhood. Despite these advances, applying SIP theory to the design of interventions to promote social competence and prevent aggressive behavior remains in a formative stage. Few programs have explicitly applied the SIP theory. Moreover, among the relatively few programs that have used SIP as a theoretical basis, the applications of the SIP theory vary widely. This article provides a general framework for applying the SIP theory to school-based interventions. We review key elements of the SIP model and distinguish SIP from the more general social problem-solving perspective. We discuss several methodological issues in conducting the SIP intervention research.     

Structure and measurement of depression in youths: applying item response theory to clinical data

Our goals in this article were to use item response theory (IRT) to assess the relation of depressive symptoms to the underlying dimension of depression and to demonstrate how IRT-based measurement strategies can yield more reliable data about depression severity than conventional symptom counts. Participants were 3,403 children and adolescents from 12 contributing clinical and nonclinical samples; all participants had received the Kiddie Schedule of Affective Disorders and Schizophrenia for School-Aged Children. Results revealed that some symptoms reflected higher levels of depression and were more discriminating than others. Furthermore, use of IRT-based information about symptom severity and discriminability in the measurement of depression severity was shown to reduce measurement error and increase measurement fidelity.     

Experience-grounded semantics: a theory for intelligent systems

An experience-grounded semantics is introduced for an intelligent reasoning system, which is adaptive, and works with insufficient knowledge and resources. According to this semantics, truth and meaning are defined with respect to the experience of the system – the truth value of a statement indicates the amount of available evidence, and the meaning of a term indicates its experienced relations with other terms. The major difference between experience-grounded semantics and model-theoretic semantics is that the former does not assume the sufficiency of knowledge and resources. This approach provides new ideas to the solution of some important problems in cognitive science.     

Precursors to a theory of mind in infancy: perspectives for research on autism

There is ample evidence for a conceptual deficit in normally developing 3-year-olds' and autistic children's understanding of the mind. Recent research using nonverbal tasks has challenged this view since even 15-month-old infants appear to base their action predictions on a representation of the agent's beliefs (Onishi & Baillargeon, 2005). Our own findings from looking-time experiments indicate, however, that 16-month-olds' action predictions depend on behavioural and situational cues, rather than on a person's access to information. Further research is reviewed that indicates that 14-month-olds understand what another person can and cannot see, and that 18-month-olds predict a person's action from what she previously saw, when supported by behavioural cues. These findings support a constructivist view of a gradual understanding of conditions for knowing during the second year. The relevance of such findings for research on autism is discussed.     

Escalation research: providing new frontiers for applying behavior analysis to organizational behavior

Decision fiascoes such as escalation of commitment, the tendency of decision makers to "throw good money after bad," can have serious consequences for organizations and are therefore of great interest in applied research. This paper discusses the use of behavior analysis in organizational behavior research on escalation. Among the most significant aspects of behavior-analytic research on escalation is that it has indicated that both the patterns of outcomes that decision makers have experienced for past decisions and the patterns of responses that they make are critical for understanding escalation. This research has also stimulated the refinement of methods by researchers to better assess decision making and the role reinforcement plays in it. Finally, behavior-analytic escalation research has not only indicated the utility of reinforcement principles for predicting more complex human behavior but has also suggested some additional areas for future exploration of decision making using behavior analysis.     

Multiple systems: A new approach to cognitive theory

Abstract

Cognitive processes turn out to be both more innate and more culturally based than we used to think. On the one hand, ecological and interpersonal perception are innately prepared, available in infancy; on the other, mental development depends critically on social support. Taken together with the emerging multiple/modular structure of the brain, these discoveries demand a new kind of cognitive theory: an ecologically grounded, developmental account of distinct systems in interaction. Three such systems, primarily perceptual in function, are described here: (1) direct perception/action establishes an immediate non-representational sense of self and environment that grounds all other cognition; (2) interpersonal perception/reactivity produces species-specific patterns of social interaction; (3) recognition/representation identifies and classifies what is perceived. These systems are distinguished by neurological as well as psychological criteria: the neuroanatomical “where/what” distinction, for example, reflects the difference between direct perception and recognition. Cooperation among these three systems, which begins near the end of the first year, is basic to language and other forms of cultural learning.     

Lessons learned: challenges in applying current constraints on research on chimpanzees to other animals

The Institute of Medicine (IOM) Committee on the Necessity of the Use of Chimpanzees in Biomedical and Behavioral Research made a series of recommendations that, as of an announcement on June 26, 2013, the National Institutes of Health (NIH) is turning into implemented guidelines. Many advocates, including some researchers and scholars, have suggested that the Committee’s recommendations could be applied successfully to other animal species. This article examines, from my perspective as the IOM Committee’s chair, some of the most important features of the Committee’s work, addresses whether chimpanzees represent a special or unique case for the purpose of research policy, and suggests an approach for evaluating the applicability of the Committee’s recommendations for other animal species used in research. I first present my perspective on the features of the Committee’s work that influenced its approach and conclusions. I then argue that despite the fact that chimpanzees represent a somewhat unique case for restricted research use, their case still offers important lessons for policy regarding the use of other species. Finally, I offer some observations regarding the recommendations and implications of the report from the NIH Working Group charged with crafting guidelines for implementing the IOM Committee’s recommendations.     

Hardiness: a review of theory and research.

Although a large body of research on hardiness (a personality construct with dimensions of commitment, control, and challenge) has accumulated, several fundamental issues remain unresolved. Although there are several hardiness scales, the properties of these scales have not been compared. There is debate as to whether hardiness is one or several characteristics. Research studying the pathways through which hardiness exerts its effects has not been comprehensively evaluated. Whereas critics have argued that hardiness does not buffer stress, others have suggested that hardiness buffers for working adults, for males, and in prospective analyses. There is also growing concern that hardiness is related to neuroticism. A review of the literature supports the following conclusions: The Dispositional Resilience Scale (DRS) has several advantages over alternative scales; DRS items form three factors that are consistent with hardiness theory; hardiness dimensions generally show low to moderate intercorrelations; the most common way of categorizing subjects as high or low in hardiness is not consistent with hardiness theory; hardiness does not buffer stress, and it does not buffer stress for working adults, for males, or in prospective analyses; both old and new hardiness scales inadvertently measure neuroticism. Recommendations for future research are provided.     

MySpace and Facebook: applying the uses and gratifications theory to exploring friend-networking sites.

The increased use of the Internet as a new tool in communication has changed the way people interact. This fact is even more evident in the recent development and use of friend-networking sites. However, no research has evaluated these sites and their impact on college students. Therefore, the present study was conducted to evaluate: (a) why people use these friend-networking sites, (b) what the characteristics are of the typical college user, and (c) what uses and gratifications are met by using these sites. Results indicated that the vast majority of college students are using these friend-networking sites for a significant portion of their day for reasons such as making new friends and locating old friends. Additionally, both men and women of traditional college age are equally engaging in this form of online communication with this result holding true for nearly all ethnic groups. Finally, results showed that many uses and gratifications are met by users (e.g., "keeping in touch with friends"). Results are discussed in light of the impact that friend-networking sites have on communication and social needs of college students.     

Contributions of longitudinal research to a cognitive theory of adjustment to aging

In agreement with Costa and McCrae (1992), the principle of ‘multiple uses’ of longitudinal studies is stressed based on a comparative review of the history of the Berkeley longitudinal studies and their different uses, and of those of the Bonn Longitudinal Study on Aging (BOLSA). Of the many uses of BOLSA, its contribution to the testing of a cognitive theory of aging is discussed. A selection of the findings of BOLSA and other studies of the Bonn Department of Psychology and the Institute of Gerontology, University of Heidelberg, is reported. These findings support three postulates of this theory: ( 1 ) the perceived rather than the objective situation directs behaviour; (2) perceptions of situations are related to dominant concerns of the person; and (3) adjustment to aging is achieved when a balance between the cognitive and motivational systems of the person has been attained.     

On the use of multilevel modeling as an alternative to items analysis in psycholinguistic research

The use of multilevel modeling is presented as an alternative to separate item and subject ANOVAs (F1 x F2) in psycholinguistic research. Multilevel modeling is commonly utilized to model variability arising from the nesting of lower level observations within higher level units (e.g., students within schools, repeated measures within individuals). However, multilevel models can also be used when two random factors are crossed at the same level, rather than nested. The current work illustrates the use of the multilevel model for crossed random effects within the context of a psycholinguistic experimental study, in which both subjects and items are modeled as random effects within the same analysis, thus avoiding some of the problems plaguing current approaches.     

The efficiency of behavior rating scales to assess inattentive-overactive and oppositional-defiant behaviors: applying generalizability theory to streamline assessment

Although the efficiency with which a wide range of behavioral data can be obtained makes behavior rating scales particularly attractive tools for the purposes of screening and evaluation, feasibility concerns arise in the context of formative assessment. Specifically, informant load, or the amount of time informants are asked to contribute to the assessment process, likely has a negative impact on the quality of data over time and the informant's willingness to participate. Two important determinants of informant load in progress monitoring are the length of the rating scale (i.e., the number of items) and how frequently informants are asked to provide ratings (i.e., the number of occasions). The purpose of the current study was to investigate the dependability of the IOWA Conners Teacher Rating Scale (Loney & Milich, 1982), which is used to differentiate inattentive-overactive from oppositional-defiant behaviors. Specifically, the facets of items and occasions were examined to identify combinations of these sources of error necessary to reach an acceptable level of dependability for both absolute and relative decisions. Results from D studies elucidated a variety of possible item-occasion combinations reaching the criteria for adequate dependability. Recommendations for research and practice are discussed.