Commitment to a developing preference and predecisional distortion of information

People tend to distort their evaluation of decision-relevant information in favor of the currently preferred alternative. We test whether this predecisional distortion of information is amplified by increased commitment to that current preference. We manipulated commitment, without changing the preferred option’s content, by requiring participants to indicate their preference either by circling or by darkening a sizable box (cf. feature-positive effect). Experiment 1 revealed that the effort to darken substantially increased predecisional distortion. Experiment 2 ruled out elaboration as an explanation for the effect of darkening. Experiment 3 showed that, among participants who attributed the darkening effort to an external source, predecisional distortion decreased when the source was believed to summon effort. These findings suggest that the developing commitment to a tentatively preferred alternative is one driver of predecisional distortion.     

Education as a moderator of goal setting effectiveness

The majority of empirical support for Locke's (1968) goal setting theory is based on a series of well designed and rigorous laboratory experiments with educated college students performing rather simple arithmetic and memorization tasks. There is little known about what role educational attainment plays in responsiveness to goal setting in a field setting. A sample of 128 skilled technicians working under an assigned goal setting program were studied in order to learn about the moderating impact of education on the relationship between performance and six goal setting properties. Speculation is advanced as to why education is an important moderator variable for specific types of goal setting properties.     

Investigating goal conflict as a source of mixed emotions

This research investigated whether (1) the experience of mixed emotions is a consequence of activating conflicting goals and (2) mixed emotions are distinct from emotional conflict. A preliminary experiment (Study 1, N = 35) showed that an elicited goal conflict predicted more mixed emotions than a condition where the same goals were not in conflict. The second experiment was based on naturally occurring goal activation (Study 2, N = 57). This illustrated that mixed emotions were experienced more following conflicting goals compared with a facilitating goals condition—on both a direct self-report measure of mixed emotions and a minimum index measure. The results also showed that mixed emotions were different to emotional conflict. Overall, goal conflict was found to be a source of mixed emotions, and it is feasible that such states have a role in resolving personal dilemmas.     

Cross-response mode consistency in risk taking as a function of self-reported strategy and self-perceived consistency

Earlier work (Slovic, Journal of Personality and Social Psychology, 1972, 22, 128–134) has found that consistency in preference for the same stimuli across two response modes, selling price and choice, is only moderate. The present study followed the same procedure and also asked subjects to report the strategies they used to determine their preferences and to state how consistent they usually were in gambling tasks. Greater consistency was found for those (1) who reported strategies for both response modes, (2) whose strategy type matched across response modes, and (3) who perceived themselves as consistent. Strategy differences were also found across response modes. The results were discussed in terms of the usefulness of assessing subjective task interpretation in predicting consistency and for the general desirability of greater idiographic assessment for increased predictability.     

Need for closure and compensatory rule-based perception: The role of information consistency

When making comparisons, people tend to use routinized standards, rules, and knowledge structures. Compensatory rules (e.g., “if competent, then cold”, “if incompetent, then warm”) allow for the quick and easy evaluation of groups when they are compared. We claim that the application of these rules is especially attractive for people who are motivated to seek quick and firm answers (people high in the need for closure—NFC). However, we assume that when people are confronted with expectancy-inconsistent information, higher levels of NFC lead to a lower reliance on these rules. This is because the inconsistency may serve as a signal that the rules no longer provide guidance on how to act. We demonstrated these effects in three studies set in different group contexts, where we manipulated expectancy-consistent and expectancy-inconsistent information. These findings allow for a more comprehensive view of the dynamic and diverse effects of NFC.     

Goal attainment as a resource: The cushion effect in risky choice above a goal

Goals are a ubiquitous part of life and have been shown to change behavior in many domains. This research studied the influence of goal attainment on risky choice behavior. Previous research has shown that goals tend to increase risk‐seeking behavior when potential outcomes fall below a goal. We examined a new problem: Choice behavior when all potential outcomes in a choice set achieve or exceed the goal. Two studies show a “cushion effect” of goal attainment on choice under risk. When all possible outcomes of all options are above a salient and specific goal, decision makers are more likely to choose a risky option over a certain outcome with equal expected value (EV). We hypothesized that the attainment of a goal serves as a cushion that softens the negative emotions associated with receiving a gamble's low outcome. This allows risk taking that would otherwise be unattractive. Copyright © 2009 John Wiley & Sons, Ltd.     

The kinematics of locomotion toward a goal

A mathematical model is developed that treats rats in runways as uniformly accelerated bodies. The purpose of the model is to permit conversion of the continuously varying measures of runway speeds at different points in the alley into three invariant parameters of performance: start latency, acceleration, and brakepoint. This simple model fits most of the data examined, and changes in the parameters throw new light on phenomena such as the partial reinforcement acquisition effect. In particular, it is shown that partially reinforced rats accelerate faster but cease accelerating earlier in the runway than do continuously reinforced rats. This explains the qualitative differences often found between start and goal speed measures. The analysis takes as its unit patterns of terminal behavior rather than the rate of the responses that constitutes them, and thus may permit coherent treatment of instrumental and operant behavior.     

Motor performance and response consistency as a function of age

The specificity versus generality of motor performance and motor response consistency ws investigated as a function of age. 120 Ss, 30 each at age 7, 11, 15 and 19 yr., were given 120 practice trials (60 trials per session with 24 hr. interpolated between sessions) on both simple and choice RT tasks. For motor performance the reliability of individual differences were high in both tasks at all ages, while the amount of generality was moderately high in the two younger groups but diminished with age. The reliability coefficients for motor response consistency were low for both tasks but, with two exceptions, statistically significant. There was no evidences for generality in motor response consistency at any age.     

The tenacious goal pursuit and flexible goal adjustment scales: a validation study

The flexible goal adjustment (FLEX) and tenacious goal pursuit (TEN) scales are used regularly in aging research. The current study examined their validity in a sample of 517 women (30-75 years) in multiple ways. Overall, the findings show that the scales do not clearly distinguish between FLEX and TEN. The direction in which the items were formulated was just as important as what was being measured. Moreover, face validity of the inversely phrased items in particular appeared to be weak. On the basis of these findings, the authors recommend a revision of the concept definitions as well as of the items.     

Time as a guide to cause

How do people learn causal structure? In 2 studies, the authors investigated the interplay between temporal-order, intervention, and covariational cues. In Study 1, temporal order overrode covariation information, leading to spurious causal inferences when the temporal cues were misleading. In Study 2, both temporal order and intervention contributed to accurate causal inference well beyond that achievable through covariational data alone. Together, the studies show that people use both temporal-order and interventional cues to infer causal structure and that these cues dominate the available statistical information. A hypothesis-driven account of learning is endorsed, whereby people use cues such as temporal order to generate initial models and then test these models against the incoming covariational data.     

Effect of information feedback upon intertrial consistency of time judgment

Male college students made verbal estimations of time intervals ranging from five to 80 sec on six blocks of five trials. Some subjects were given information feedback (IF) about judgment errors after each trial and the remaining subjects were given no IF. Judgments of the no-IF group changed from initial overestimations to final underestimations of the intervals across blocks of trials. Judgments of the IF group did not significantly change across blocks. In the no-IF group, each block of trials correlated strongest with immediately adjacent blocks; i.e., the correlation matrix had a superdiagonal form. Interblock correlations were weakened by IF, and the superdiagonal form was not obtained in the matrix of the IF group. Previous theories of the superdiagonal form are considered inadequate to explain these results. An alternative hypothesis, based on changing decision criteria with blocks, which IF attenuates, is proposed to explain these data.     

Amount of information about the attitude object and attitude-behavior consistency

The synthesis of two separate lines of inquiry--research on information integration and longitudinal studies of attitudes--prompted the hypothesis that the degree of consistency between attitudes and behavior will increase as a function of the amount of information available about the attitude object. The hypothesis was tested in three separate longitudinal studies, ranging in length from 4 days to 4 months, that investigated the following behaviors: voting for candidates for political office, voting for two social policy election initiatives, and having an influenza vaccination. In support of the hypothesis, in each study, amount of information moderated the consistency between attitudes and behavior; and the significance of this relation remained even after controlling for the effects of a number of other potential moderators, including prior direct behavioral experience with the attitude object and attitude certainty. Consistent with previous research, direct behavioral experience was also a determinant of attitude-behavior consistency, and for the behavior of having an influenza vaccination, this relation was independent of the effect of amount of information. The discussion focuses on the interrelation among moderators of attitude-behavior consistency and on the theoretical implications of the findings.