The dynamics of choice in a changing world: Effects of full and partial feedback

We explored the dynamics of choice behavior while the values of the options changed, unannounced, several times. In particular, choice dynamics were compared when the outcome values of all available options were known (full feedback) and when the outcome value of only the chosen option was known (partial feedback). The frequency of change, the values of the options, and the difference between them were also manipulated. In an experiment with N = 427, we found that the patterns of choices were different for the two levels of feedback. Whereas behavior in the full-feedback condition showed a tendency to switch choices following a missed opportunity—replicating previous findings—the behavior in the partial-feedback condition was different. It was sensitive to the outcome value of the chosen option in comparison to some memory of the last-experienced outcome value of the unchosen option. However, the comparison of these two values influenced choice behavior only when the outcome of the currently chosen option was satisfactory and the last outcome of the unchosen one was not. As expected, the other manipulated variables (change frequency, the options’ values, and the difference between them) had no effect on the dynamics of behavior.     

When and why people are comparatively optimistic about future health risks: The role of direct and indirect comparison measures

The goal of the current research was to test whether direct versus indirect measures of comparative optimism yield different results as a function of health risk severity and prevalence. A random-digit sample of community residents (N?=?259) responded to interview questions about perceived vulnerability using both direct (i.e. self-to-peer risk) and indirect comparison measures (i.e. separate questions about self and peer risk). Responses to direct comparison measures were more affected by prevalence, whereas indirect comparison measures were more affected by severity. These results may offer guidance to researchers and practitioners about when it may be more appropriate to use direct versus indirect measures of comparative health risk.     

When the strong punish: why net costs of punishment are often negligible

In small-scale societies, punishment of adults is infrequent and employed when the anticipated cost-to-benefit ratio is low, such as when punishment is collectively justified and administered. In addition, benefits may exceed costs when punishers have relatively greater physical and social capital and gain more from cooperation. We provide examples from the Tsimane horticulturalists of Bolivia to support our claims.     

When change-oriented feedback enhances motivation,well-being and performance: A look at autonomy-supportive feedback in sport

ObjectivesChange-oriented feedback (aka negative feedback) serves two important functions: it motivates athletes and guides them towards performance improvement. However, it can also lead to negative consequences such as anxiety or a decrease in athletes' self-esteem and in the quality of the coach–athlete relationship. We propose that change-oriented feedback quality is key in predicting athletes' reaction to this type of feedback. Based on SDT, we further suggest that a high quality change-oriented feedback must be autonomy-supportive. To test this hypothesis, we first define and measure an autonomy-supportive change-oriented feedback. We then investigate the relative impact of change-oriented feedback's quantity and quality on athletes' phenomenological experiences and performance.MethodIn total, 340 athletes and 58 coaches participated in this study. Coaches and athletes filled out a questionnaire after a training session. HLM analyses were used to take into consideration the hierarchical structure of the data.ResultsHLM analyses first show that an autonomy-supportive change-oriented feedback is empathic, accompanied by choices of solutions, based on clear and attainable objectives known to athletes, avoids person-related statements, is paired with tips, and given in a considerate tone of voice. Results also show that feedback quality predicts athletes' outcomes above and beyond feedback quantity and coaches' other autonomy-supportive behaviours.ConclusionResults are discussed in light of their contribution to self-determination theory, the feedback literature and the improvement of coaches' training.     

Methods of time sampling: A reappraisal of momentary time sampling and partial interval recording

We compared the accuracy of momentary time sampling (MTS) and partial interval recording (PIR) in estimating both absolute behavioral levels and relative change. A computer randomly generated runs of pseudobehavior varying in duration and rate and simulated MTS and PIR of each run. Results indicated that when estimating absolute behavioral levels, duration rather than rate should be used as the dependent measure, and MTS is more accurate than PIR. In contrast, PIR is the more sensitive method for detecting relative changes in behavioral levels, although, at high rates, PIR tends to underestimate the degree of change.     

Resistance to continuous delay of reinforcement or extinction following partial delay or partial reinforcement in acquisition: A direct comparison

Rats received either partial reward (PR) or partial delay (PD) in acquisition with one, two, or three delay or nonreward trials followed by an immediately rewarded trial or one delay or nonreward trial followed by an immediately rewarded trial. These four groups were then split in half and given either continuous delay or continuous nonreward (extinction) in a “response persistence” phase. In addition, two continuously reinforced groups, one experiencing continuous delay, and the other experiencing extinction were included. The results showed that response persistence was greater when PD groups were given continuous delay rather than extinction, but the opposite was true for PR groups. The “length” (1, 2, or 3 versus 1 nonreward or delay trial) also transferred to the response persistence phase with the length 1, 2, and 3 conditions being more persistent than the 1 length conditions. The results were discussed with respect to theoretical notions of response persistence.     

After-effects of goal shifting and response inhibition: A comparison of the stop-change and dual-task paradigms

In the present study, we tested three hypotheses that account for after-effects of response inhibition and goal shifting: the goal-shifting hypothesis, the reaction time (RT) adjustment hypothesis, and the stimulus–goal association hypothesis. To distinguish between the hypotheses, we examined performance in the stop-change paradigm and the dual-task paradigm. In the stop-change paradigm, we found that responding on no-signal trials slowed down when a stop-change signal was presented on the previous trial. Similarly, in the dual-task paradigm, we found that responding on no-signal trials slowed down when a dual-task signal was presented on the previous trial. However, after-effects of unsuccessful inhibition or dual-task performance were observed only when the stimulus of the previous trial was repeated. These results are consistent with stimulus–goal association hypothesis, which assumes that the stimulus is associated with the different task goals on signal trials; when the stimulus is repeated, the tasks goal are retrieved, and interference occurs.     

When you and I are "we," you are not threatening: the role of self-expansion in social comparison

Many theories of self-evaluation emphasize the power of social comparison. Simply put, an individual is thought to gain esteem whenever she or he outperforms others and to lose esteem when he or she is outperformed. The current research explored interdependent self-construal as a moderator of these effects. Two studies used a priming task to manipulate the level of self-construal and investigate effects of social comparison in dyadic (Study 1) and group situations (Study 2). Both studies demonstrated that when the target for comparison is construed as part of the self, his or her successes become cause for celebration rather than costs to esteem. Additionally, gender differences in chronic relational and collective self-construals moderated the patterns of social comparison in a form similar to that of priming relational and collective self-construals.     

Interpersonal comparison versus persuasive argumentation: A more direct test of alternative explanations for group-induced shifts in individual choice

One class of theories explains group induced shifts in individual choice in terms of interpersonal comparison process. By comparing himself with others a member finds out that his position is uncomfortably discrepant, e.g., he is overly “cautious” or overly “risky”. Knowledge of this discrepancy presumably is necessary and sufficient to induce him to change his initial choice. Another class of theories holds that merely knowing one is different from others is unimportant. Shifts in choice occur because during discussion a member is exposed to persuasive arguments which prior to discussion were not available to him. Thus, if in a factorial design one independently varied (a) the number of others' choices available for comparison and (b) the number of arguments others presented in support of these choices, interpersonal comparison theories would predict the magnitude of the shift to be a function of (a) and not of (b), while theories of persuasive argumentation would predict the opposite. When such an experiment was performed the only reliable main effects were based on the number of arguments, (b), as predicted by persuasive arguments. In no instance did effects involving (a) approach significance.     

A defence of epistemic responsibility: why laziness and ignorance are bad after all

It has been suggested, by Michael Bishop, that empirical evidence on human reasoning poses a threat to the internalist account of epistemic responsibility, which he takes to associate being epistemically responsible with coherence, evidence-fitting and reasons-responsiveness. Bishop claims that the empirical data challenges the importance of meeting these criteria by emphasising how it is possible to obtain true beliefs by diverging from them. He suggests that the internalist conception of responsibility should be replaced by one that properly reflects how we can reliably obtain true beliefs. In this paper I defend the internalist account by arguing that Bishop has misinterpreted the relevance of the empirical evidence to the philosophical theory. I argue that the empirical data actually provides support for the idea that, if we want to obtain true beliefs by being responsible, we should aim to meet the criteria that internalists associate with epistemic responsibility.     

When low-warmth targets are liked: the roles of competence, gender, and relative status

Previous research has shown that people use warmth and competence as basic dimensions to evaluate others and to interpret their behavior, but little research has examined the conditions under which low-warmth targets are liked. A series of 3 experiments involving 4 vignettes showed, in general, that low-warmth targets were better liked when they exhibited higher competence and that high-status persons displayed greater tolerance toward the low-warmth person of low status. Exceptions to these patterns were predicted and found as a function of the type of organizational context in which evaluations were made: groups that place priority on individual goals over common goals and groups that are performance oriented rather than relationship oriented. Target gender interacted with competence and relative status.     

Learning and retention in 3- and 6-month-old infants: A comparison of different experimental paradigms

Learning and retention effects in 3- and 6-month-old infants were analysed for the habituation, the novelty preference, and the visual expectation paradigm that are assumed to indicate processing speed. A total of 119 infants participated in the study. The tasks related to the different paradigms were presented on three different days within a week and were repeated two weeks later to analyse retention effects. The results showed clear learning effects in all paradigms. The learning effects shown for different tasks were interrelated for 6-month-old infants, thus supporting the assumption of a shared latent dimension like processing speed. Moreover, retention effects over an interval of two weeks could be shown for visual expectation (in both 3- and 6-month-old infants) and for novelty preference (only for 6-month-old infants). The comparably high retention rates especially in the visual expectation paradigm are discussed.     

Instructive feedback: A comparison of simultaneous and alternating presentation of non-target stimuli

Instructive feedback involves presenting extra, non-target stimuli in the consequent events for children's responses. Two methods of presenting instructive feedback during direct instruction were compared. These methods involved presenting two extra stimuli on all trials, and presenting the two extra stimuli separately on alternating trials. Preschool students were taught coin combinations using a constant time delay procedure with instructive feedback stimuli added to both praise and correction statements. An adapted alternating treatments design was used to evaluate the two methods of presenting instructive feedback. The students were assessed to determine the extent to which instructive feedback stimuli were learned. The results indicate that students learned some of the instructive feedback stimuli and no consistent differences in the effectiveness of the two presentation methods were noted. Further, relationships between the two instructive feedback stimuli appeared to be established. Implications for instruction and future research are discussed.     

A game-theoretic comparison of the utilitarian and maximin rules of social choice

I will characterize the utilitarian and maximin rules of social choice game-theoretically. That is, I will introduce games whose solutions are the utilitarian and maximin distributions respectively. Then I will compare the rules by exploring similarities and differences between these games. This method of comparison has been carried out by others. But I characterize the two rules using games that involve bargaining within power structures. This new characterization better highlights the ethical differences between the rules.     

Binary choice, subset choice, random utility, and ranking: A unified perspective using the permutahedron

The d-permutahedron Π_d−1⊂R^d is defined as the convex hull of all d-dimensional permutation vectors, namely, vectors whose components are distinct values of a d-element set of integers [d]≡{1,2,…,d}. By construction, Π_d−1 is a convex polytope with d! vertices, each representing a linear order (ranking) on [d], and has dimension dim(Π_d−1)=d−1. This paper provides a review of some well-known properties of a permutahedron, applies the geometric-combinatoric insights to the investigation of the various popular choice paradigms and models by emphasizing their inter-connections, and presents a few new results along this line.Permutahedron provides a natural representation of ranking probability; in fact it is shown here to be the space of all Borda scores on ranking probabilities (also called “voters profiles” in the social choice literature). The following relations are immediate consequences of this identification. First, as all d! vertices of Π_d−1 are equidistant to its barycenter, Π_d−1 is circumscribed by a sphere S^d−2 in a (d−1)-dimensional space, with each spherical point representing an equivalent class of vectors whose components are defined on an interval scale. This property provides a natural expression of the random utility model of ranking probabilities, including the condition of Block and Marschak. Second, Π_d−1 can be realized as the image of an affine projection from the unit cube of dimension d(d−1)/2. As the latter is the space of all binary choice vectors describing probabilities of pairwise comparisons within d objects, Borda scores can be defined on binary choice probabilities through this projective mapping. The result is the Young's formula, now applicable to any arbitrary binary choice vector. Third, Π_d−1 can be realized as a “monotone path polytope” as induced from the lift-up of the projection of the cube onto the line segment [0,d]⊂R¹. As the 2^d vertices of the d-cube are in one-to-one correspondence to all subsets of [d], a connection between the subset choice paradigm and ranking probability is established. Specifically, it is shown here that, in the case of approval voting (AV) with the standard tally procedure (Amer. Pol. Sci. Rev. 72 (1978) 831), under the assumption that the choice of a subset indicates an approval (with equal probability) of all linear orders consistent with that chosen subset, the Brams-Fishburn score is then equivalent to the Borda score on the induced profile. Requiring this induced profile (ranking probability) to be also consistent with the size-independent model of subset choice (J. Math. Psychol. 40 (1996) 15) defines the “core” of the AV Polytope. Finally, Π_d−1 can be realized as a canonical projection from the so-called Birkhoff polytope, the space of rank-position probabilities arising out of the rank-matching paradigm; thus Borda scores can be defined on rank-position probabilities. To summarize, the many realizations of a permutahedron afford a unified framework for describing and relating various ranking and choice paradigms.