A Joint Modeling Approach for Reaction Time and Accuracy in Psycholinguistic Experiments

In the psycholinguistic literature, reaction times and accuracy can be analyzed separately using mixed (logistic) effects models with crossed random effects for item and subject. Given the potential correlation between these two outcomes, a joint model for the reaction time and accuracy may provide further insight. In this paper, a Bayesian hierarchical framework is proposed that allows estimation of the correlation between time intensity and difficulty at the item level, and between speed and ability at the subject level. The framework is shown to be flexible in that reaction times can follow a (log-) normal or (shifted) Weibull distribution. A simulation study reveals the reduction in bias gains possible when using joint models, and an analysis of an example from a Dutch–English word recognition study illustrates the proposed method.     

Interpersonal and intrapersonal justice: The effect of subject and confederate outcomes on evaluations of fairness

Subjects were asked to make justice judgments based on different comparison standards—intrapersonal and interpersonal standards. The intrapersonal standard of entitlement was induced through a promise. Subjects were either given more than ($4.00), less than ($1.00), or exactly ($2.50) the reward promised for completion of an assigned task. By providing subjects access to information pertaining to a confederate co-worker's outcomes, subjects were able to evaluate the equitableness (an interpersonal standard) of the distribution. Confederates also received one of three levels of reward (i.e. $1.00, $2.50, or $4.00). It was found that evaluations of fairness depend on the criteria used in making the assessment; if intrapersonal comparisons are employed, subjects produce justice judgments quite different from those grounded on an interpersonal referent. A main effect for subject outcome was obtained when the prevailing standard was intrapersonal and an interaction between subject and confederate outcomes was found when the prevailing standard was interpersonal. One implication of these results is that it is possible for an equitable distribution to still be considered unjust.     

Regret and disappointment in taxpayer reporting decisions: An experimental study

This paper reports on experiments which test whether factors such as regret or disappointment influence taxpayer compliance decisions. Previous tests of regret and disappointment theory have been based upon the common-ratio effect in which probabilities vary while outcomes are held fixed. In contrast, our experiments involved trials in which the outcomes were allowed to vary. Previous tests had mainly found evidence of regret effects and to a lesser extent were supportive of disappointment. In contrast, we were able to reject simple theories of both regret and disappointment. A second experiment produced evidence which indicates that whether or not rejected risky alternatives are resolved has no significant influence on subjects' choices. One would expect that regret could only occur when a subject learns the outcome of a non-chosen option. Hence this result can be seen as evidence against regret theory. We shall argue that there is a possible interpretation of regret theory which is compatible with this result.     

Applying person-centred principles to teaching large classes

An analysis was carried out of final-year undergraduate responses to innovations in a seminar class of 54 students to determine whether positive learning outcomes in large classes can be made possible by increasing the range of work in which students are involved. Relatively straightforward adjustments to approach and style produced positive learning outcomes, enabling students to acquire enthusiastically and effectively not only subject knowledge, but also a range of transferable skills giving them better preparation for the world of work. While course management of this kind requires a redirection of the time and effort of the lecturer, and therefore raises issues of professional development needs, it is not subject-specific and should be readily transferable.     

Critical Appraisal of the Justification of Learning Outcome Design in the Subject Area of Religious Studies

Many studies have been carried out which suggest that students learn more effectively when introduced to teaching and learning objectives that promote deep learning over surface learning. Religious studies is a multi‐disciplinary subject concerned with promoting the study skills required for deep learning as these are innate to its approach to the wide variety of religious beliefs and practices found in the world. There are claims that learning outcomes curriculum design can promote the shift away from surface learning to a more deep approach. However, the promotion of learning outcomes can often originate from vocationalism where the specific requirements may not necessarily promote individual thought and independence. Religious studies is not perceived as a vocational subject area and needs therefore to examine very carefully the benefits of learning outcomes.     

The rapid-smoking technique: Subject characteristics and treatment outcome

There is a lack of consistency in findings regarding subject (S) characteristics and the effects of smoking-control programmes. Research workers appear to assume that abstinence and reduction in smoking rate are merely different points in the same continuum, and therefore seek to correlate S variables with percentage reductions in smoking rate. It is argued that abstinence and reduced smoking are more appropriately viewed as potentially discrete outcomes. Conceptualizing outcome in this manner, a discriminant function analysis was employed to determine whether it is possible to differentiate between Ss who do, or do not, abstain following participation in a treatment programme involving rapid-smoking. It was found that it is possible to discriminate between the two groups of Ss. Advantages deriving from this approach to the investigation of S characteristics and treatment outcome are discussed.     

Macaques can predict social outcomes from facial expressions

There is widespread acceptance that facial expressions are useful in social interactions, but empirical demonstration of their adaptive function has remained elusive. Here, we investigated whether macaques can use the facial expressions of others to predict the future outcomes of social interaction. Crested macaques (Macaca nigra) were shown an approach between two unknown individuals on a touchscreen and were required to choose between one of two potential social outcomes. The facial expressions of the actors were manipulated in the last frame of the video. One subject reached the experimental stage and accurately predicted different social outcomes depending on which facial expressions the actors displayed. The bared-teeth display (homologue of the human smile) was most strongly associated with predicted friendly outcomes. Contrary to our predictions, screams and threat faces were not associated more with conflict outcomes. Overall, therefore, the presence of any facial expression (compared to neutral) caused the subject to choose friendly outcomes more than negative outcomes. Facial expression in general, therefore, indicated a reduced likelihood of social conflict. The findings dispute traditional theories that view expressions only as indicators of present emotion and instead suggest that expressions form part of complex social interactions where individuals think beyond the present.     

An attentional analysis of children's sensitivity to artistic style in paintings

This study investigated the claim that children are not able to judge artistic style when it conflicts with subject matter cues in paintings, using stimulus and methodological controls not employed previously. 6 and 9 year old children and adults were asked to judge which member of a pair of paintings looked like it was painted by the same painter as the target in a matching to sample task. Style choices were always possible and subject matter matches were either not possible because that dimension was controlled in the stimulus set (control), or possible but in conflict with style choices (experimental). The levels of discriminability of style and subject matter differences were varied. For control conditions, we found that performance was poor for all ages when style differences were low in discriminability and subject matter varied across the three stimuli; otherwise it was high. For experimental conditions, we found that irrelevant variation of subject matter was more detrimental if differences on that dimension were highly discriminable. Even the youngest children could make style matches and could do so even when a subject matter match was also possible, suggesting that they are sensitive to artistic style and can focus on that dimension in the face of irrelevant variation on other dimensions. The results are discussed as they relate to earlier claims that children are not able to judge artistic style and to the implications for training that follow from those claims.     

EXPERIMENTAL ANALYSIS AND TREATMENT OF MULTIPLY CONTROLLED SELF-INJURY

A functional analysis of the self-injurious behavior (SIB) of 3 adults with profound developmental disabilities showed that each engaged in SIB in more than one assessment condition. Such outcomes may result from a failure to isolate the variable maintaining SIB, or they may reflect multiple sources of control over SIB. In order to identify more clearly the determinants of SIB, each subject was exposed to a series of treatments appropriate to one or both of the apparent functions of SIB. These treatments, applied sequentially on baselines appropriate to each behavioral function, identified the maintaining variables for SIB through differential outcomes across baselines. Results indicated that the SIB of 2 subjects was multiply controlled, confirming the outcomes of the functional analysis. However, the SIB of the 3rd subject was eliminated using a treatment designed for a single function, suggesting spurious results of the original assessment. Alternative interpretations of undifferentiated assessment data are discussed, as are analysis and treatment issues related to multiply determined behavior disorders.     

On the psychology of ‘if only’: Regret and the comparison between factual and counterfactual outcomes

People experience regret when they realize that they would have been better off had they decided differently. Hence, a central element in regret is the comparability of a decision outcome with the outcomes forgone. Up to now, however, the comparison process that is so essential to the experience of regret has not been the subject of psychological research. In this article, we tune in on the comparison dependency of regret. We argue that factors that reduce the tendency to compare attenuate regret, and demonstrate that uncertainty about counterfactual outcomes (Experiment 1), and incomparability of counterfactual and factual outcomes (Experiments 2 and 3) produce such effects.     

艾勒悖论再探——三结果决策的齐当别式表征:“好-坏”抑或“最好-最坏”?

艾勒悖论的第一项决策任务属于三结果决策任务,这对齐当别模型以及鉴别其不同判断任务间的优势都具有特殊意义。本研究通过3项子研究系统的探讨了不同表征方式("最好-最坏","好-坏")、不同判断任务(经典判断任务与联合判断任务)、不同数量级的结果值(万元级、百万元级以及亿元级)以及不同决策情境(迫选,非迫选)上,齐当别模型对艾勒悖论的解释力。结果显示:无论是迫选情境还是非迫选情境,经典的艾勒悖论均可被齐当别模型解释,但应基于"好-坏"而非"最好-最坏"表征维度;齐当别模型的联合判断任务在三结果决策任务上的预测力也再次被证明优于经典判断任务。     

Experiencing (Im)potentiality: Bollnow and Agamben on the Educational Meaning of School Practices

This article explores the uses of Agamben’s philosophy for understanding the educational meaning of practices that typically take/took place at school, such as the collective rehearsal of the alphabet or the multiplication tables. More precisely, I propose that these forms of ‘practising’ show what schooling, as a particular and historically contingent institution, is all about. Instead of immediately assessing the ‘practice of practising’ in terms of learning outcomes, I turn to Bollnow’s attempt to analyze this phenomenon in a substantially educational way, which for him essentially consists in opposing practising and learning. I show that his analysis is superficial and that we need Agamben’s notion of ‘potentiality’ in order to come to grips with the sense of this phenomenon. This will allow to see that practising concerns an uncommon way to relate to a subject matter that makes possible a transformation of individual and collective existence. The main objective of this investigation is not to hold a plea for reintroducing obsolete pedagogical methods, but to rethink the very meaning of education.     

The influence of status and sex-typing on assessments of occupational outcome

In order to investigate the relative strengths of status and sex-typing of occupations on evaluations of job outcomes, this study varied sex of subject, sex of stimulus person, status of occupation, sex-typing of occupation, and job outcome in a three-between, two-within factorial design. Contrary to previous research, subjects' beliefs about stimulus persons' affective reactions to job outcomes were not consistent with rigid sex-typing of jobs. Instead, the data suggest that crossing the sex-typing barrier in occupations is receiving growing acceptance, and that subjects are aware of sex segregation and discrimination in the labor force. Other data suggest that subjects' beliefs about job outcomes are influenced by belief in a just world.The authors wish to thank Walter G. Stephan for commenting on an earlier version of this article.     

What Role for Parental Attributions in Parenting Interventions for Child Conduct Problems? Advances from Research into Practice

The role of parental attributions in parenting interventions has been the subject of intense interest from clinicians and researchers attempting to optimise outcomes in treatments for children with conduct problems. Despite research articulating the many ways parental attributions can influence behavioural parent training (BPT) outcomes, and recognition that addressing parental attributions in treatment is one of the great challenges faced by BPT practitioners, parenting interventions generally do not provide components that explicitly target or focus on changing problematic parental attributions. In this paper, we ask ‘Should parental attributions be included into best practice interventions? If so, how can this be done in a way that improves outcomes without cluttering and complicating the parent training model?’ We review the theoretical and empirical status of our understanding of the role of parental attributions in BPT with reference to three questions: ‘do pre-treatment parental attributions uniquely predict treatment outcomes’; ‘do changes in parental attributions uniquely predict treatment outcomes’; and ‘does targeting parental attributions in BPT affect treatment outcomes’. Our review indicates that existing research supports the importance of focussing on parental attributions for some families in order to maximise treatment outcomes. However, clinical processes for doing this are yet to be identified and specified in a way that would allow for manualised replication and scrutiny in research designs. We finish with a discussion of how these clinical and research challenges could be approached.     

Quantifying the effects of the differential outcomes procedure in humans: A systematic review and a meta‐analysis

We present a systematic review and a meta‐analysis comparing the differential outcomes procedure to a nondifferential outcomes procedure among clinical and nonclinical populations. Sixty distinct experiments were included in the systematic review, 43 of which were included in the meta‐analysis. We calculated pooled effect sizes for accuracy (overall accuracy, test accuracy, transfer accuracy) and acquisition outcomes (latency, errors, and trials to mastery). The meta‐analysis revealed significant medium‐to‐large effect sizes for all three accuracy measures (pooled effect size range, 0.57 to 1.30). We found relatively greater effect sizes among clinical populations (effect size = 1.04). The single‐subject experimental literature included in the systematic review was consistent with the findings from the group studies, demonstrating improvements in accuracy and speed of learning for the majority of participants. Moderator and subgroup analyses suggest that discrimination difficulty may induce relatively larger differential outcomes effects. The results indicate that the differential outcomes procedure can be a valuable addition to reinforcement‐based interventions.     

Revising Benardete’s Zeno

The majority of disucssions of Benardete’s Paradox conclude that the traveller approaching the infinite series of gods will be mysteriously halted despite none of the gods erecting any barriers. Using a revision-theoretic analysis of Benardete’s puzzle, four distinct possible outcomes that might occur given Benardete’s set-up are distinguished. This analysis provides additional insight into the puzzle at hand, via identifying heretofore unnoticed possible outcomes, but it also serves as an example of how the revision theoretic framework can be used to construct exhaustive taxonomies of potential outcomes in apparently contradictory situations.

     

Better safe than sorry: Precautionary reasoning and implied dominance in risky decisions

In four studies, student and nonstudent participants evaluated the possible outcomes of binary decisions involving health, safety, and environmental risks (e.g., whether to issue a dam‐failure evacuation order). Many participants indicated that false positives (e.g., evacuation, but no dam failure) were better than true negatives (e.g., no evacuation and no dam failure), thereby implying that the more protective action dominated the less protective action. A common rationale for this response pattern was the precautionary maxim “better safe than sorry.” Participants apparently evaluated outcomes partly on the basis of the decisions that might lead to them, in conflict with consequentialist decision models. Consistent with this explanation, the prevalence of implied dominance decreased substantially when the emphasis on decisions was reduced. These results demonstrate that an initial preference for a decision alternative can alter the evaluation of possible consequences of both the preferred alternative and a competing alternative, suggesting positive feedback loops that reinforce the initial preference. The rationality of considering the decision itself as an attribute of possible outcomes is discussed. Copyright © 2009 John Wiley & Sons, Ltd.     

Individual differences for sex differences in achievement attributions?

Past research has found a self-defensive bias in males and a self-derogatory bias in female achievement attributions. Dispositional explanations for these differences were examined in the present study. Subjects completed measures of Need for Achievement, Self-Esteem, Fear of Success, Attitudes Toward Women, and Androgyny. They later competed in same- or mixed-sex pairs on an anagram task which was prearranged in difficulty so that one subject clearly defeated his/her partner. Consistent with past research, males were more likely to attribute their outcomes to ability, and less likely to attribute their outcomes to effort and luck, than were females. Achievement motivation was the most consistently successful predictor of these sex differences.     

The use of different orientation cues in vernier acuity

The role of orientation cues in vernier acuity was investigated in five experiments that varied the salience of different possible reference systems: (1) retinal, (2) subjective (vestibular), and (3) stimulus-defined (“intrinsic”). We compared the eight possible combinations of presence and absence of the three types of information about vertical by changing the orientation of the vernier stimulus, by changing the angle between the two segments of the stimulus, by reducing the stimulus to two dots rather than two lines, and/or by tilting the subject’s head or by having the subject lie in a supine position. The results show that vestibular vertical plays no important role in vernier discriminations, whereas retinal vertical and, to a lesser degree, the intrinsic reference do. A control experiment excluded the possible role of a fourth possible reference system, the frame of the monitor. Our results are compatible with a model of vernier acuity detection based on oriented receptive fields with inhibitory surrounds. They show further that observers can produce, in the case of two-dot stimuli, an internal standard for comparison and detect deviations from this standard with high precision.     

Effects of spacing and embellishment on memory for the main points of a text

An advantage has been found for acquiring textbook knowledge by studying textbook summaries rather than reading the original prose (Reder & Anderson, 1980). Three studies are presented that help to establish the cause of the summary advantage. One possible cause is that reading summaries allows the subject to reread the main points at spaced intervals, and spaced practice is superior to massed practice. A second possible cause is that the presence of details distracts the subject’s attention away from the critical ideas that should be attended to. In Reder and Anderson (1980), these two factors were confounded, but they are unconfounded in the present studies. The results indicate that both possible causes, spaced practice and the absence of details, have significant, independent, and positive effects on retention of the central ideas of a passage.