When practice makes imperfect: debilitating effects of overlearning

It was hypothesized that as overlearning leads to "mindlessness," the individual components of a task become relatively inaccessible to consciousness and therefore unavailable to serve as evidence of task competence. This may lead to a decrement in performance if circumstances, for example, a label connoting relative inferiority, lead one to question one's ability. This was tested in the first experiment by varying practice on a task (no practice, moderate practice, and overpractice) by label assigned to subjects (no label, assistant, boss). As predicted, performance decrements resulted for the no practice and overpracticed subjects who were assigned the inferior status label but not for the moderate practice subjects for whom the task components were still salient. In a second experiment it was found that the debilitation could be prevented for an overlearned task by making components of the task salient. Implications for the vulnerability of experts to these performance debilitations are explored.     

When the method makes a difference: Antagonistic effects on “automatic evaluations” as a function of task characteristics of the measure

Researchers often employ implicit measures as dependent variables to investigate processes of attitude formation and change. In such studies, experimentally induced differences are typically interpreted as reflecting change in automatic evaluations. We argue that experimentally induced effects on implicit measures may not always reflect genuine changes in evaluative responses, but can be driven by the mechanisms underlying the measurement procedure. In line with this assumption, the present research shows that these mechanisms can produce opposite effects of the same experimental manipulation for otherwise equivalent implicit measures. These results indicate that merely observing experimental effects on implicit measures does not allow direct inferences regarding changes in automatic evaluations. Instead, psychological interpretations of such effects hinge upon the mechanics of how a given measurement procedure responds to variations in the context. Implications for research using implicit measures are discussed.     

When contributions make a difference: Explaining order effects in responsibility attribution

In two experiments, we established an order effect in responsibility attributions. In line with Spellman (Journal of Experimental Psychology: General 126: 323-348, 1997), who proposed that a person's perceived causal contribution varies with the degree to which it changes the probability of the eventual outcome, Experiment 1 showed that in a team challenge in which the players contribute sequentially, the last player's blame or credit is attenuated if the team's result has already been determined prior to her acting. Experiment 2 illustrated that this attenuation effect does not overgeneralize to situations in which the experienced order of events does not map onto the objective order of events; the level of the last person's performance is only discounted if that person knew that the result was already determined. Furthermore, Experiment 1 demonstrated that responsibility attributions remain sensitive to differences in performance, even if the outcome is already determined. We suggest a theoretical extension of Spellman's model, according to which participants' responsibility attributions are determined not only by whether a contribution made a difference in the actual situation, but also by whether it would have made a difference had things turned out somewhat differently.     

Unemployment and discrimination against youth of immigrant origin in Switzerland: When the name makes the difference

Although the percentage of foreigners residing in Switzerland is as high as 20%, it was not until the nineties that the country set up an official integration policy. Unemployment among immigrants was one of the main reasons that prompted this significant change. The policy accorded priority to newcomers. This article, which draws on two recent studies on integration of youth of immigrant descent conducted at the Swiss Forum for Migration and Population Studies, shows, however, that integration problems also concern established youth; despite holding the same qualifications as the locals, they face discrimination in entering the labour market.     

Developmental changes in inspection time: what a difference a year makes

This paper provides a partial replication and extension of a classic longitudinal study by Nettelbeck and Wilson [J. Exp. Child Psychol. 40 (1985) 1] that compared the relative influence of maturation and task experience on developmental changes in inspection time (IT). In the study reported in this paper 226 children aged between 6 and 9 were tested on an IT task in Year 1 and immediately retested to assess the importance of task familiarity. They were also retested 1 year and 2 years later. Counter to Nettelbeck and Wilson's conclusion, analyses of these data comparing the relative difference made by age maturation and by task experience revealed that task experience has a much bigger effect on children's IT than maturation. The implications of this for wider theoretical interpretations of the relationship between IT and development are discussed.     

Psychiatric prediction of dangerousness in capital sentencing: The quest for innocent authority

Eight states require the sentencer in a capital case to consider directly the question of whether a criminal defendant would pose a danger to the community in the long term. Although all available psychiatric evidence indicates that psychiatrists cannot make accurate predictions of criminal defendants' future dangerousness, sentencers rely heavily upon clinicians' predictions of long-term future dangerousness when imposing the death penalty. Legislatures and courts accept psychiatrists' predictions of dangerousness by relying on an elaborate “subterfuge” which uses powerful emotional influences to cover up painful conflicts of values and to satisfy society's desire for simultaneous innocence and authority.     

Reasoning about scientific evidence: effects of juror gender and evidence quality on juror decisions in a hostile work environment case.

This study examined whether participants were sensitive to variations in the quality of an experiment discussed by an expert witness and whether they used heuristic cues when evaluating the expert evidence. In the context of a hostile work environment case, different versions of the expert testimony varied the presence of heuristic cues (i.e., whether the expert's research was generally accepted or ecologically valid) and evidence quality (i.e., the construct validity of the expert's research). Men who heard expert testimony were more likely to find that the plaintiff's workplace was hostile than were men who did not hear the expert testimony; expert testimony did not influence women's liability judgments. Heuristic cues influenced participant evaluations of the expert testimony validity, but evidence quality did not. Cross-examination did not increase juror sensitivity to evidence quality. Implications for science in the legal system are discussed.     

The development of communication: When a bad model makes a good teacher

Five experiments were conducted on what 6-year-old children learn about communication by switching listener and speaker roles with competent and incompetent adults and peers. Experiment I demonstrated that children become better communicators to adults after listening to competent adults, competent peers, and incompetent peers, but not incompetent adults. The age of the listener was shown to have an effect in Experiment II, with children becoming less effective communicators when speaking to a peer after listening to an incompetent peer but better communicators when speaking to an adult after listening to an incompetent peer. Experiments III, IV, and V were designed to determine why children do not improve or deteriorate after listening to incompetent adults. It is not deficient memory: Children remember well the ambiguous messages of adults (Experiment IV). It is not implicit demands to be polite to an adult (Experiment III). It is that children think the ambiguous messages of an adult are competent (Experiment V). Mixing the authority and prestige of an adult with incompetent messages leads the child to ignore the adult's behavior as a standard for his or her own performance. These results suggest that social learning of communication skills might occur best when the child can learn what not to do by interacting with peers and what to do when interacting with adults.     

Receiving support as a mixed blessing: evidence for dual effects of support on psychological outcomes

Although social support is thought to boost feelings of closeness in dyadic relationships, recent findings have suggested that support receipt can increase distress in recipients. The authors investigated these apparently contrary findings in a large daily diary study of couples over 31 days leading up to a major stressor. Results confirm that daily support receipt was associated with greater feelings of closeness and greater negative mood. These average effects, however, masked substantial heterogeneity. In particular, those recipients showing greater benefits on closeness tended to show lesser cost on negative mood, and vice versa. Self-esteem was examined as a possible moderator of support effects, but its role was evident in only a subset of recipients. These results imply that models of dyadic support processes must accord a central role to between-individual heterogeneity.     

Color makes a difference: two-dimensional object naming in literate and illiterate subjects

Previous work has shown that illiterate subjects are better at naming two-dimensional representations of real objects when presented as colored photos as compared to black and white drawings. This raises the question if color or textural details selectively improve object recognition and naming in illiterate compared to literate subjects. In this study, we investigated whether the surface texture and/or color of objects is used to access stored object knowledge in illiterate subjects. A group of illiterate subjects and a matched literate control group were compared on an immediate object naming task with four conditions: color and black and white (i.e., grey-scaled) photos, as well as color and black and white (i.e., grey-scaled) drawings of common everyday objects. The results show that illiterate subjects perform significantly better when the stimuli are colored and this effect is independent of the photographic detail. In addition, there were significant differences between the literacy groups in the black and white condition for both drawings and photos. These results suggest that color object information contributes to object recognition. This effect was particularly prominent in the illiterate group.     

Predictors of subjective age before and after cataract surgery: conscientiousness makes a difference

This study contributes to research on subjective age by examining the interplay of felt age with health, functional limitations, and personality. Individuals undergoing cataract surgery (N=134; 38 to 92 years of age) provided data for an assessment period of 6 weeks surrounding their scheduled surgery. Conscientiousness and repeated measurements of health indicators, functional limitations, and felt age were included in the analyses. Results indicated that functional limitations may be more important to the construction of felt age than their underlying health-related causes. Moreover, conscientious participants felt younger before and after surgery. Their functional status was less dependent on health than the functional status of less conscientious participants. This moderator effect is discussed along with health-related pathways leading to felt age.     

When happiness makes us selfish, but sadness makes us fair: Affective influences on interpersonal strategies in the dictator game

Does temporary mood influence how fair or selfish we are in interpersonal situations? These three experiments predicted and found that when people have the power to allocate scarce resources between themselves and others in the dictator game, positive mood increased selfishness, and sad mood produced greater fairness. In a public setting (Experiment 1), happy persons kept more raffle tickets to themselves when making allocations, and Experiment 2 confirmed this effect in the laboratory. Experiment 3 showed that mood effects on selfishness were strongest when the external norms for fairness were relaxed. The results are discussed in terms recent affect-cognition theories, suggesting that positive mood recruits more assimilative, internally focused processing, while negative affect promotes more externally oriented, accommodative processing and thus greater concern with social norms. The implications of the findings for everyday interpersonal decisions are considered.     

When ideology hurts: effects of belief in the protestant ethic and feeling overweight on the psychological well-being of women.

Two studies addressed the relationship between Protestant ethic (PE) ideology and psychological well-being for self-perceived overweight and normal weight women. In Study 1, PE beliefs interacted with self-perceived weight status: For very overweight women, higher PE beliefs were related to lower psychological well-being, whereas the opposite pattern emerged for normal weight women. The relationship of PE to well-being was not mediated by beliefs about controllability of weight or dislike of the overweight. In Study 2, either a PE ideology or an inclusive ideology was primed within the context of the stigma of overweight. For overweight participants, priming PE ideology led to decreased psychological well-being, whereas priming an inclusive ideology led to increased psychological well-being. Normal weight participants were unaffected. PE ideology as a vulnerability factor for the psychological well-being of the overweight is discussed.     

When the self represents the other: a new cognitive neuroscience view on psychological identification

There is converging evidence from developmental and cognitive psychology, as well as from neuroscience, to suggest that the self is both special and social, and that self-other interaction is the driving force behind self-development. We review experimental findings which demonstrate that human infants are motivated for social interactions and suggest that the development of an awareness of other minds is rooted in the implicit notion that others are like the self. We then marshall evidence from functional neuroimaging explorations of the neurophysiological substrate of shared representations between the self and others, using various ecological paradigms such as mentally representing one's own actions versus others' actions, watching the actions executed by others, imitating the others' actions versus being imitated by others. We suggest that within this shared neural network the inferior parietal cortex and the prefrontal cortex in the right hemisphere play a special role in the essential ability to distinguish the self from others, and in the way the self represents the other. Interestingly, the right hemisphere develops its functions earlier than the left.     

Automatic processing of psychological distance: evidence from a Stroop task

A picture-word version of the Stroop task was used to test the automatic activation of psychological distance by words carrying various senses of psychological distance: temporal (tomorrow, in a year), social (friend, enemy), and hypotheticality (sure, maybe). The pictures implied depth, with the words appearing relatively close to or distant from the observer. The participants classified the spatial distance of words faster when the word's implicit psychological distance matched its spatial distance (e.g., a geographically close word was classified faster when it was "friend" than when it was "enemy"). The findings are consistent with the idea that psychological distance is accessed automatically, even when it is not directly related to people's current goals, and suggest that psychological distance is an important dimension of meaning, common to spatial distance, temporal distance, social distance, and hypotheticality.     

The locus of redundant-targets and nontargets effects: evidence from the psychological refractory period paradigm

In target detection tasks, responses are faster when displays have 2 targets (redundant-targets effect; RTE) and slower when they have no targets (nontargets effect; NTE) relative to displays with a single target. The psychological refractory period paradigm was used to localize these effects. In Experiment 1, participants classified tones as high or low and then classified letters as targets or nontargets after a short or long stimulus onset asynchrony (SOA). The magnitudes of the RTE and NTE did not depend on SOA. In Experiment 2, the order of the tasks was reversed, and at short SOAs the RTE and NTE had similar magnitudes for both tone discrimination and target detection responses. These findings suggest that the RTE and NTE arise during response selection. Interactive effects of tone pitch with the number and type of target features were also observed, and these were tentatively interpreted as synesthetic effects.     

Contrasting effects of self-schema priming on lexical decisions and interpersonal stroop task performance: evidence for a cognitive/interactionist model of interpersonal dependency

Four experiments tested a key tenet of Bornstein's (1992, 1993) cognitive/interactionist (C/I) model of interpersonal dependency: that priming the helpless self-schema (HSS) alters processing of dependency-related information in dependent--but not nondependent--individuals. Experiments 1 and 2 assessed the effects of subliminal lexical priming and an emotional priming manipulation on lexical decision (LD) judgments for dependency-related words and control words. Experiments 3 and 4 assessed the effects of these same priming procedures on Interpersonal Stroop Task (IST) performance. As predicted, priming the HSS produced contrasting effects on different outcome measures, decreasing LD latencies, but increasing IST response times. Results are discussed in the context of the C/I model, and suggestions for future studies are offered.     

When things don't add up: the role of perceived fungibility in repeated-play decisions

Previous research on repeated-play decisions has focused on choices with fungible outcomes. We investigated the perceived fungibility of outcomes over repeated plays of risky prospects in several situations, as well as the relationship between perceived fungibility and preferences for taking risks in those situations. Perceived fungibility varied substantially across participants and situations, with outcomes experienced by different people (e.g., medical outcomes for different patients) receiving lower scores than outcomes experienced by a single person. Higher perceived fungibility was associated with more favorable evaluations of repeated plays of risky prospects with positive expectations. Additionally, perceived fungibility moderated the effect of repetition, such that the increased attractiveness of repeated plays relative to a single play was diminished when perceived fungibility was low. Although evaluating the overall distribution of outcomes is arguably rational when monetary outcomes accrue to one person, treating each play as a separate event may be more appropriate when outcomes are not viewed as fungible.