Perspective-Taking Judgments of Medication Acceptance: Inferences from Relative Importance about the Impact and Combination of Information

Perspective-taking judgments of medication acceptance were studied for hypothetical mental health treatment scenarios. Three types of information were manipulated in all possible subsets: level of trust in the medication prescriber, severity of the hypothetical mental health condition being experienced, and the potential side effects of the medication. Subjects made judgments from four perspectives: self perspective and that of three other hypothetical people who were each said to place the most importance on one of the three cues. The results showed individual differences in self-reports of the relative importance of the cues which, in turn, predicted differences in judgment patterns. Subjects modified their cue use when making judgments from the perspectives of hypothetical others. The interaction patterns and rank orders of the perspective-taking judgments resembled the individual differences in judgments made from subjects’ own perspectives, but the perspective-taking judgments showed extreme effects of the most important cue. There was also some influence of subjects’ own perspectives on their perspective-taking judgments. When only a subset of the three cues was given, the judgment pattern depended on the importance of the cue that was omitted. The relative weight averaging model accounted for the judgments of only a minority of the subjects. Models which propose that subjects infer the value of missing information were also unsuccessful in explaining the data of the majority. Modifications of those models are proposed.     

The benefits of being disadvantaged: performance‐related circumstances and consequences of intergroup comparisons

People are likely to evaluate their group's standing on an ability dimension by comparing the performance level of their own group with that of an outgroup. However, in addition to contrasting performance outcomes, they may also compare the specific circumstances under which both groups have performed. From a related attributes perspective, we argue that the outcome of such a comparison is a crucial determinant of the extent to which the relative success or failure of one's group can be ascribed to its superior or inferior ability respectively, and hence of the degree to which the relative position of one's group on the performance dimension in question can be perceived as legitimate and stable (i.e. as justified and unlikely to change). Accordingly, the present research shows that information concerning performance‐related circumstances has an impact on a wide range of reactions to the relative performance of one's group, varying from the experience of positive and negative affect, to motivational responses such as changes in collective efficacy beliefs for performance improvement, individual effort on behalf of the ingroup, and the tendency to hinder the future performance of an outgroup. Copyright © 2002 John Wiley & Sons, Ltd.     

An assessment of needed sales management skills

The skills required of sales managers are vitally important to the success of the firm's selling effort; however, there has not been a recent review that identifies these needed skills. Based on a survey of sales executives from 145 companies, this research develops a taxonomy of key sales management skills. The perceived importance of these skills is reported based on the level of management, gender and the performance level of the firm. In addition to identifying the relative importance of the various sales management skills, they were found to group into three conceptual dimensions relating to interpersonal, technical and strategic skills. The results also indicate that significant differences in the perceived level of skill importance exist based on level of management, years managing salespeople, gender and on three dimensions of the respondent's firm performance.     

Embodied Information in Cognitive Tasks: Haptic Weight Sensations Affect Task Performance and Processing Style

Research in the field of embodied cognition showed that incidental weight sensations influence peoples’ judgments about a variety of issues and objects. Most studies found that heaviness compared to lightness increases the perception of importance, seriousness, and potency. In two experiments, we broadened this scope by investigating the impact of weight sensations on cognitive performance. In Experiment 1, we found that the performance in an anagram task was reduced when participants held a heavy versus a light clipboard in their hands. Reduced performance was accompanied by an increase in the perceived effort. In Experiment 2, a heavy clipboard elicited a specific response heuristic in a two-alternative forced-choice task. Participants showed a significant right side bias when holding a heavy clipboard in their hands. After the task, participants in the heavy clipboard condition reported to be more frustrated than participants in the light clipboard condition. In both experiments, we did not find evidence for mediated effects that had been proposed by previous literature. Overall, the results indicate that weight effects go beyond judgment formation and highlight new avenues for future research.     

Causal explanations for school performance: Contrasts between mothers and children

This study investigated the causal attributions given by mothers and their fifth and sixth grade children to explain the children's success in a school subject of relatively high achievement as well as their failure in an area of low performance. Participants were asked to weight the importance of four attributions: ability, effort, personality, and training. Analyses of variance revealed significant differences between mothers' and children's weightings. Mothers cited children's ability as the main cause of success, while lack of effort was viewed as the reason for failure. Children, in contrast, gave effort as the explanation for success and lack of ability as the reason for failure. The apparent lack of concordance between mothers' and children's causal beliefs is discussed in terms of three explanatory possibilities: (a) actor/observer differences, (b) the effects of the affective bond between mother and child, and (c) the tendency toward self-presentational bias.     

Individual differences in sensitivity to reward and punishment predict moral judgment

Dual process models of moral judgment propose that such judgments are produced by interacting neural systems: a controlled cognitive system and an automatic affective system. Individual differences in moral judgment may therefore arise from variation in cognitive control ability and/or from variation in affective sensitivity. Previous research indicates that individual differences in cognitive control, indexed by working memory capacity, predict moral judgment (Moore, Clark, & Kane, 2008). Here we replicate group level findings from Moore et al. (2008) and demonstrate that individual differences in sensitivity to reward and punishment are strong predictors of moral judgment. Higher reward sensitivity positively correlates with willingness to sacrifice one life to save multiple others and moderates the impact of self-interest on participants’ judgments. Higher punishment sensitivity negatively correlates with willingness to kill, particularly when negative affective information is present. These results help to revise current dual process models of moral judgment.     

Information Displays and Choice Processes: Differential Effects of Organization,Form, and Sequence

This paper examines the differential influence of three features of information display on decision makers′ choice processes: (1) the organization of individual items of information into patterns or structures (matrices or lists), (2) the form of individual items (numbers or words), and (3) the sequence in which items or groups of items appear within the organization (sorted or random). Sixty MBA students chose the best alternative from sets of eight loan applications described on four relevant attributes. Subjects′ decision processes were inferred from verbal protocols and decision times. Each display feature had a distinctive influence on choice processes: Organization strongly influenced information acquisition, while form strongly influenced information combination and evaluation. Sequence had only a limited effect on information acquisition. All three display features influenced the effort expended by decision makers, with the largest effect due to organization. While organization also influenced decision makers′ self-reports of effort, there were inconsistencies between perceived and actual effort expenditure. These results have implications for understanding how decision makers respond adaptively to differences in information displays.     

Gender differences in attributions for triathlon performance

Causal attributions given by athletes for performance can influence performance satisfaction, expectation of future success, and persistence in training and competition. Young and inexperienced athletes often show gender differences in sport attribution, with males attributing success to controllable or stable factors like ability and effort, and females attributing success to uncontrollable or unstable factors like luck and social support. Would older, more experienced female triathletes also show a self-defeating attribution style and see themselves with little control over sport performance? Using questionnaires, 624 triathletes (mostly white, 443 males, 181 females) rated the importance of 13 attributions for triathlon performance. Unlike past research, female triathletes attributed more importance than males to factors they can attempt to control (psychological state, diet, and weight). After a recent success, female triathletes downplayed the importance of luck and social support.     

Individual Differences in Attentional Strategies in Multitasking Situations

This study compared attentional strategies in prioritized and unprioritized multitasking situations using individual differences in the Type A behavior pattern (TABP) as predictors. The study expanded previous studies by using a triple task situation that presented two visual tasks and one auditory task simultaneously. One hundred and eighteen undergraduate students were utilized. One group received instructions for all tasks and their relative importance to each other for achieving a full performance score. The other group received instructions for the visual tasks only, and no information about their relative importance was given, creating ambiguity about priorities among the tasks. Global TABP and its subcomponents (i.e., time urgency, achievement strivings, impatience or irritability, polychronicity) were utilized as predictors of task performance. Significant correlations were found between the TABP subcomponents and different performance indexes, but such a relation was not found between global TABP and performance. Applied implications of these findings and directions for the future research are discussed.     

The “magic” paradigm revisited

The “magic” paradigm was devised to assess conservation of number in young children. Previous results with the paradigm have suggested that children acquire the ability to conserve number by 3 years of age. Because these results indicate a very precocious development of number conservation relative to performance on the classic conservation task, a comparison of these two procedures was made. Several differences which might account for the superior performance with the magic paradigm were noted: The arrays are presented successively rather than simultaneously, the arrays are presented side by side rather than parallel to one another, and the displacement is performed surreptitiously rather than openly. In the present research the magic paradigm was modified in several steps so that these differences between procedures were removed. None of the changes had an impact on the performance of 3-year-olds. It was concluded that insofar as small numbers are concerned, young children treat displacement as irrelevant to number. In regard to the question of whether young children are capable of conserving small numbers, it was concluded that no answer can be given. Basically, the problem is that we lack sufficient information on how young children solve the magic paradigm.     

Effects of wording and stimulus format on the use of contingency information in causal judgment

There are four kinds of contingency information: occurrences and nonoccurrences of an effect in the presence and in the absence of a cause. Previous studies have shown that these four kinds are not given equal weight in causal judgment. The present research was designed to test two hypotheses about this unequal weighting: that weightings are influenced by the form of the question and other features of the stimulus materials and that unequal weightings occur, in part, because individual differences in the use of contingency information are not evenly distributed across the four kinds of information. Support was found for both hypotheses. However, the effects of question wording were not always as had been predicted, indicating that more needs to be learned about how people interpret the task, instructions, and materials they are given.     

Local dominance in health risk perception

Local comparisons with a few people displace the influence of general comparisons with many people during self-evaluation of performance and ability. The current research examined whether this local dominance effect obtains in the domain of health risk perception, an outcome of critical importance given its direct relation to preventative health behaviours. Participants received manipulated feedback indicating that their risk of diabetes (Study 1) or a serious car accident (Study 2) ranked above average or below average relative to numerous peers. Additionally, some participants were told that their risk ranked highest or lowest relative to a few peers. Participants evaluated their risk as significantly higher when they only knew that it ranked above average than below average. However, this effect was eliminated among participants who received additional local comparison information. These findings highlight the potential biasing influence of local comparison on everyday health judgment and behaviour.     

DERIVATION AND IMPLICATIONS OF A META-ANALYTIC MATRIX INCORPORATING COGNITIVE ABILITY, ALTERNATIVE PREDICTORS, AND JOB PERFORMANCE

A variety of recent articles in the personnel selection literature have used analyses of meta-analytically derived matrices to draw general conclusions for the field. The purpose of this article is to construct a matrix that incorporates as complete information as possible on the relationships among cognitive ability measures, three sets of alternative predictors, and job performance, We build upon a starting matrix used by Schmitt, Rodgers, Chan, Sheppard, and Jennings (1997). Mean differences, by race, for each of the measures and the potential for adverse impact of predictor composites are also considered. We demonstrate that the use of alternative predictors alone to predict job performance (in the absence of cognitive ability) lowers the potential for adverse impact. However, in contrast to recent claims, adverse impact continues to occur at many commonly used selection ratios. Future researchers are encouraged to use our matrix and to expand upon it as new primary research becomes available. We also report and reaffirm many methodological lessons along the way, including the many judgment calls that appear in an effort of this magnitude and a reminder that the field could benefit from even greater conceptual care regarding what is labeled an "alternative predictor." Directions for future meta-analyses and for future primary research activities are also derived.     

How Judgments Change Following Comparison of Current and Prior Information

Although much observed judgment change is superficial and occurs without considering prior information, other forms of change also occur. Comparison between prior and new information about an issue may trigger change by influencing either or both the perceived strength and direction of the new information. In four experiments, participants formed and reported initial judgments of a policy based on favorable written information about it. Later, these participants read a second passage containing strong favorable or unfavorable information on the policy. Compared to control conditions, subtle and direct prompts to compare the initial and new information led to more judgment change in the direction of a second passage perceived to be strong. Mediation analyses indicated that comparison yielded greater perceived strength of the second passage, which in turn correlated positively with judgment change. Moreover, self-reports of comparison mediated the judgment change resulting from comparison prompts.     

权力感对道德判断的影响及其理论解释:基于CNI模型的视角

权力感指个体对控制他人和自身的能力的感知。现有权力对道德判断的影响研究主要使用传统两难困境范式,围绕权力感影响主体道德判断的功利论倾向与道义论倾向展开,且研究观点尚未达成共识。由于传统两难困境范式的局限性,研究者开发了道德判断CNI模型探究权力感对道德判断的影响,该模型为两者之间的关系提供了新的解释路径。未来研究可关注CNI模型视角下不同类型权力感对道德判断的影响以及探讨特质性权力感与情境性权力感对个体道德判断差异的联合作用。     

Do monocular time-to-collision estimates necessarily involve perceived distance?

Motivated by the debate between indirect and direct theories of perception, a large number of researchers have attempted to determine whether judgments of time to collision are based on the ratio of perceived distance to perceived speed or on the ratio theta/(d theta/dt), i.e. tau. Despite the considerable research effort devoted to this question there seems to be no clear resolution. We used a staircase tracking procedure to estimate errors in estimating time to collision for a simulated approaching object. To investigate the role of perceived distance in the judgment of time to collision, we asked observers to alternate between two viewing distances (100 and 500 cm). For the 500 cm viewing distance, we magnified the visual display by a factor of five so that the retinal images [and the values of theta/(d theta/dt) through time] were identical for the two viewing distances. All visual cues to distance were available. There were no significant differences between estimates of time to collision made at the two viewing distances. We conclude that our observers ignored perceived distance when estimating time to collision and based their responses on theta/(d theta/dt). We concur with recent proposals that, in the future, time-to-collision research should move away from the either/or analysis of different information sources that has dominated previous studies towards investigations of how different information sources are integrated.     

Subjective cognitive effort: a model of states, traits, and time

Self-regulation theories were used to develop a dynamic model of the determinants of subjective cognitive effort. The authors assessed the roles of malleable states and stable individual differences. Subjective cognitive effort and perceived difficulty were measured while individuals performed an air traffic control task. As expected, Conscientiousness moderated the effort trajectory. Individuals with high Conscientiousness maintained subjective cognitive effort at high levels for longer than their counterparts. There were also individual differences in reactions to perceptions of task difficulty. The intra-individual relationship between perceived difficulty and subjective cognitive effort was stronger for individuals with low ability or low Conscientiousness than for their counterparts. A follow-up study showed that the measures of perceived difficulty and subjective cognitive effort were sensitive to a task difficulty manipulation as well as that the relationship between perceived difficulty and subjective cognitive effort held after controlling for self-set goal level. These findings contribute to the self-regulation literature by identifying factors that influence changes in subjective cognitive effort during skill acquisition.     

Processes That Mediate the Relationship Between a Group Goal and Group Member Performance

The impact of a group goal on the performance of anonymous and nonin- teracting group members performing an additive group task was tested. Pro- cesses believed to mediate the effect, the role of self-set individual goals, the impact of information about the group's previous performance on the task (group knowledge of results; GRPKR) on goal commitment, and the motiva- tional basis of the goal were also assessed. Seventeen groups of three to five people performed two trials of an idea generation task. In the GOAL/GRPKR condition, group members were assigned a group goal for Session 2 and received information about the group's performance for Session 1. In the goal without knowledge of results (GOAL/NOKR) condition, group mem- bers were assigned a group goal for Session 2 without GRPKR. In the NO- GOAL condition, group members worked without a goal and without GRPKR. In each condition, group members worked on the task without talk- ing to other group members and individual contributions to the group prod- uct were unknown to others. Self-reports of effort, changes in individual performance strategies from Rial 1 to Rial 2, self-set individual goals, goal commitment, and personal challenge were collected. Results showed that (a) group members working toward a performance goal outperformed those working without a goal, b) information about the group's previous perfor- mance on the task did not influence commitment to the goal or performance, (c) changes in individual performance strategies mediated the group goal ef- fect but self-reports of effort invested in the task did not, (d) g m ~ p members working toward a group goal felt more personal challenge than group mem- bers working without a goal, and (e) self-set individual goals can not account for the group goal effect. The implications of these results for models of group goals and group performance are discussed.     

Reasons for Studying: Motivational Orientations and Study Strategies

This study explored the relationship among (a) individual differences in three motivational or goal orientations and (b) valuing and use of study strategies by eighth graders reading expository passages. Task orientation (the goal of learning or understanding for its own sake) was positively correlated with both perceived value and use of strategies requiring deep processing of information. To a lesser degree, task orientation correlated with valuing and use of strategies requiring only surface-level processing. Ego orientation (the goal of demonstrating high ability relative to others) was positively related to use and perceived value of surface-level strategies only. Work avoidance (academic alienation) was negatively related to use and valuing of both kinds of strategies. A path analysis indicated that task orientation, more than perceived ability or knowledge of the value of deep-processing strategies, predicts the spontaneous use of these strategies. That the prediction held over an interval of 4 to 6 weeks suggests the importance of individual differences in motivational orientation. The findings are discussed in terms of their implications for strategy training and teaching practice.