The self: Your own worst enemy? A test of the self-invoking trigger hypothesis

The self-invoking trigger hypothesis was proposed by Wulf and Lewthwaite [Wulf, G., & Lewthwaite, R. (2010). Effortless motor learning? An external focus of attention enhances movement effectiveness and efficiency. In B. Bruya (Ed.), Effortless attention: A new perspective in attention and action (pp. 75–101). Cambridge, MA: MIT Press] as a mechanism underlying the robust effect of attentional focus on motor learning and performance. One component of this hypothesis, relevant beyond the attentional focus effect, suggests that causing individuals to access their self-schema will negatively impact their learning and performance of a motor skill. The purpose of the present two studies was to provide an initial test of the performance and learning aspects of the self-invoking trigger hypothesis by asking participants in one group to think about themselves between trial blocks—presumably activating their self-schema—to compare their performance and learning to that of a control group. In Experiment 1, participants performed 2 blocks of 10 trials on a throwing task. In one condition, participants were asked between blocks to think about their past throwing experience. While a control group maintained their performance across blocks, the self group's performance was degraded on the second block. In Experiment 2, participants were asked to practice a wiffleball hitting task on two separate days. Participants returned on a third day to perform retention and transfer tests without the self-activating manipulation. Results indicated that the self group learned the hitting task less effectively than the control group. The findings reported here provide initial support for the self-invoking trigger hypothesis.     

The laterality effect: myth or truth?

Tzelgov and colleagues [Tzelgov, J., Meyer, J., and Henik, A. (1992). Automatic and intentional processing of numerical information. Journal of Experimental Psychology: Learning, Memory and Cognition, 18, 166-179.], offered the existence of the laterality effect as a post-hoc explanation for their results. According to this effect, numbers are classified automatically as small/large versus a standard point under autonomous processing of numerical information. However, the genuinity of the laterality effect was never examined, or was confounded with the numerical distance effect. In the current study, I controlled the numerical distance effect and observed that the laterality effect does exist, and affects the processing of automatic numerical information. The current results suggest that the laterality effect should be taken into account when using paradigms that require automatic numerical processing such as Stroop-like or priming tasks.     

The default self: feeling good or being right?

The medial prefrontal cortex exhibits a higher resting metabolic rate than many other brain regions. This physiological default mode might support a psychological default state of chronic self-evaluation that helps people consider their strengths and weaknesses when planning future actions. However, a recent imaging study that relates medial prefrontal cortex activity to self-evaluation raises new questions about whether the psychological default mode of self-evaluation is best characterized by accurate self-evaluations or by feeling good about yourself.     

Person perception from changing emotional expressions: primacy,recency, or averaging effect?

ABSTRACT

Dynamic changes in emotional expressions are a valuable source of information in social interactions. As the expressive behaviour of a person changes, the inferences drawn from the behaviour may also change. Here, we test the possibility that dynamic changes in emotional expressions affect person perception in terms of stable trait attributions. Across three experiments, we examined perceivers’ inferences about others’ personality traits from changing emotional expressions. Expressions changed from one emotion (“start emotion”) to another emotion (“end emotion”), allowing us to disentangle potential primacy, recency, and averaging effects. Drawing on three influential models of person perception, we examined perceptions of dominance and affiliation (Experiment 1a), competence and warmth (Experiment 1b), and dominance and trustworthiness (Experiment 2). A strong recency effect was consistently found across all trait judgments, that is, the end emotion of dynamic expressions had a strong impact on trait ratings. Evidence for a primacy effect was also observed (i.e. the information of start emotions was integrated), but less pronounced, and only for trait ratings relating to affiliation, warmth, and trustworthiness. Taken together, these findings suggest that, when making trait judgements about others, observers weigh the most recently displayed emotion in dynamic expressions more heavily than the preceding emotion.     

The Bransford-Franks linear effect: Integration or artifact?

It was hypothesized that the Bransford-Franks linear effect is an artifact of the method of presentation of stimulus sentences and is unrelated to semantic processes. Ss were given sentences containing the same information in one of two ways. In a control condition, which was identical to the procedure used in earlier research, overlapping combinations of ideas were presented during learning and recognition; in an experimental condition, ideas were presented one at a time. Results demonstrated that one-idea sentences received significantly higher recognition confidence ratings in the experimental condition, thus supporting the artifact interpretation. It was proposed that Ss assign recognition confidence ratings based on the probability that a sentence containing a certain number of ideas could have occurred in acquisition.     

The unattended speech effect: perception or memory?

Broadbent (1983) has suggested that the influence of unattended speech on immediate serial recall is a perceptual phenomenon rather than a memory phenomenon. In order to test this, subjects were required to classify visually presented pairs of consonants on the basis of either case or rhyme. They were tested both in silence and against a background of continuous spoken Arabic presented at 75 dB(A). No effect of unattended speech was observed on either the speed or accuracy of processing. A further study required subjects to decide whether visually presented nonwords were homophonous with real words. Again, performance was not impaired by unattended speech, although a clear effect was observed on an immediate serial memory task. Our results give no support to the perceptual interpretation of the unattended speech effect.     

The list-strength effect: Strength-dependent competition or suppression?

If several items are associated with a common cue, the cued recall of an item is often supposed to decrease as a function of the increase in strength of its competitors' associations with the cue. Evidence for such a list-strength effect has been found in prior research, but this effect could have been caused both by the strength manipulations and by retrieval-based suppression, because the strengthening and the output order of the items were confounded. The experiment reported here employed categorizable item lists; some categories in each list contained strong items only, some contained weak items only, and some contained both strong and weak items. Strengthening was accomplished by varying the exposure time of the items. The testing sequence of the items from each category was controlled by the use of category-plus-first-letter cues. When the typical confounding of strengthening and output order was mimicked, list-strength effects were found, which is consistent with prior research. However, when this confounding was eliminated, the list-strength effects disappeared: The recall of neither strong nor weak items varied with the strengths of the other category exemplars. This pattern of results indicates that the list-strength effect is not the result of strength-dependent competition, but is caused by output-order biases and a process of suppression.     

The bilateral effect: callosal inhibition or intrahemispheric competition?

The magnification of visual field asymmetry observed with bilateral compared to unilateral tachistoscopic presentation of homologous stimuli (bilateral effect) can be explained by two hypothetical processes: homologous activation with subsequent inhibition of callosal information transfer or intrahemispheric competition for processing resources. A lexical decision task with unilateral and bilateral stimulation and response with the right or left hand was used in an attempt to decide between these hypotheses. Analysis of response time data revealed a bilateral effect, superimposed on a right visual field advantage, and no interaction between visual field and response hand. Results are consistent with the hypothesis of intrahemispheric competition in the left hemisphere.     

The word-detection effect: Sophisticated guessing or perceptual enhancement?

Subjects discriminate letters in words better than letters in nonwords. The sophisticated guessing hypothesis attributes this word advantage to a guessing strategy. In words, the possible letters at each letter position are constrained by letters at other positions, whereas letters in nonwords are not restricted in this manner. A critical test of this hypothesis is that if subjects are givenexplicit knowledge of the letters in nonwords before the trial, the word advantage would disappear. We investigated the effect of preknowledge of the alternatives in the word-detection effect. In the word-detection effect, subjects decide which of two character strings contains letters and which contains pseudoletters. In four experiments, subjects were more accurate with words than with nonwords, and subjects were more accurate when they were told the word or nonword before the trial. However, even with foreknowledge of the alternatives, subjects were more accurate with words than with nonwords.     

The plausibility effect: Lexical priming or sentential processing?

Five experiments are reported that investigated whether the plausibility effect is caused by lexical priming resulting from the higher proportion of related words in plausible than in implausible sentences. In Experiment 1, a plausibility effect was demonstrated that was entirely attributable to the way in which lexical items were combined rather than to the properties of individual lexical items. In Experiment 2, the content words from the sentences used in Experiment 1 were shown to produce a similar reaction-time difference in a task in which syntactic processing was disrupted, supporting a lexical priming explanation of the plausibility effect. However, Experiments 3 and 4 demonstrated that, in another task less prone to task-specific strategies but sensitive to plausibility, the disruption of syntactic processing eliminated the effect. In Experiment 5, it was shown that when lexical priming was eliminated, a plausibility effect still occurred. Thus, two separate lines of evidence suggested that the plausibility effect cannot be fully explained in terms of lexical priming.     

A motivational hierarchy within: Primacy of the individual self,relational self,or collective self?

The individual self, relational self, and collective self are important and meaningful aspects of identity. However, they plausibly differ in their relative importance such that one self lies closer to the motivational core of the self-concept, better represent the “home base” of selfhood, or, simply stated, is motivationally primary. Four multi-method studies tested the relative motivational-primacy of the selves. Despite their disparate methods, the studies yielded consistent evidence of a three-tiered hierarchy with the individual self at the top, followed by the relational self, and trailed at the bottom by the collective self. The same hierarchy emerged in the Eastern culture of China and the Western cultures of the US and UK. Such pancultural consistency suggests that the motivational hierarchy is a fundamental pattern of the human self.     

The SNARC effect: an instance of the Simon effect?

Our aim was to investigate the relations between the Spatial-Numerical Association of Response Codes (SNARC) effect and the Simon effect. In Experiment 1 participants were required to make a parity judgment to numbers from 1 to 9 (without 5), by pressing a left or a right key. The numbers were presented to either the left or right side of fixation. Results showed the Simon effect (left-side stimuli were responded to faster with the left hand than with the right hand whereas right-side stimuli were responded to faster with the right hand), and the SNARC effect (smaller numbers were responded to faster with the left hand than with the right hand, whereas larger numbers were responded to faster with the right hand). No interaction was found between the Simon and SNARC effects, suggesting that they combine additively. In Experiment 2 the temporal distance between formation of the task-relevant non-spatial stimulus code and the task-irrelevant stimulus spatial code was increased. As in Experiment 1, results showed the presence of the Simon and SNARC effects but no interaction between them. Moreover, we found a regular Simon effect for faster RTs, and a reversed Simon effect for longer RTs. In contrast, the SNARC effect did not vary as a function of RT. Taken together, the results of the two experiments show that the SNARC effect does not simply constitute a variant of the Simon effect. This is considered to be evidence that number representation and space representation rest on different neural (likely parietal) circuits.     

Friendly or just polite? The effect of self-esteem on attributions

Studied the effect of a person's self-esteem on his inferences about another person's feelings toward him. Fifty-six mule and female college student subjects of high or low chronic self-esteem (median split; modified version of Janis and Field's ‘Feelings of Inadequacy Scale’) received either a negative or a positive evaluation of themselves. They were told that the evaluation had been written by another subject who had acted either under ‘sincere’ instructions, which allowed him to give his own opinion, or under ‘role-playing’ instructions, which assigned him to write either a positive or a negative evaluation. The subject's take was to decide under which instruction his evaluation had been written. It was predicted from a self-concistency logic that low self-esteem subjects would attribute negative evaluations to ‘sincere’ and positive evaluations to ‘role-playing’ instructions, while high self-esteem subjects would make the reverse attributions. A significant self-esteem × evaluation positivity interaction (p <.01) supported this prediction.     

The auditory redundant signals effect: An influence of number of stimuli or number of percepts?

In two experiments, we examined simple reaction times (RTs) for detection of the onsets and offsets of auditory stimuli. Both experiments assessed the redundant signals effect (RSE), which is traditionally defined as the reduction in RT associated with the presentation of two redundant stimuli, rather than a single stimulus. In Experiment 1, with two identical tones presented via headphones to the left ear, right ear, or both, no RSE was found in responding to tone onsets, but a large RSE was found in responding to their offsets. In Experiment 2, with a pure tone and white noise as the two stimulus alternatives, RSEs were found for responding to both onsets and offsets. The results support the notion that the occurrence of an RSE depends on the number of percepts, rather than the number of stimuli, and on the requirement to respond to stimulus onsets versus offsets. The parallel grains model (Miller & Ulrich, 2003) provides one possible account of this pattern of results.     

The stereotype rebound effect: Universal or culturally bounded process?

Stereotype rebound occurs when people experience an increase in stereotype use following attempts to suppress them. Two studies were conducted to examine cultural variability in the rebound effect. We hypothesized that, due to their experience suppressing unwanted thoughts, people from collectivist cultures would be less likely to experience the rebound effect than would people from individualist cultures. In both studies, U.S. and Chinese participants wrote two stories about gay men that were coded for stereotype use. Participants in the suppression condition were instructed to not to use stereotypes in their first story. As predicted, in both studies, U.S. participants in the suppression condition showed an increase in stereotype use in the second story, but Chinese participants did not. Potential explanations for cultural differences in the stereotype rebound effect are discussed.     

The instinct to teach: Altruism or aggression?

In this paper, the term ‘teaching’ means activities which induce a specific change in the behavior of a member of the same species, and are adapted until the pupil reaches a certain standard of performance. Teaching in this sense is confined to man, with one group of exceptions. Other forms of social learning are observed among the mammals and even the buds. The most important is imitation, or learning by observation. Teaching by other species always involves punishment, and always leads to the separation or spacing out of individuals. It occurs 1) at weaning, 2) in maintaining status within a group, and 3) in territorial behavior. In each case an animal is punished for approaching another. Man is distinguished by using punishment not only as a deterrent but also in the teaching of skills. Such conduct is sometimes called aggressive. To give it this name is to put teaching (by punishment) in the same class as socially undesirable acts. Such a usage obscures questions that can profitably be asked. Children learn much by imitation, and are encouraged to do so. But teaching of skills (usually not by punishment) and of customs seems to be universal in human communities, both primitive and advanced. To say that there is an instinct or drive to teach adds, however, nothing to this statement. Some teaching, especially the formal process in schools, is by adults and is confined to particular societies. But, in addition, children teach younger children, sometimes evidently without prompting by elders. This is one aspect of the nurturant behavior which is perhaps a feature of all societies. Some traditions seem to be maintained solely by children. Such conduct is probably at times altruistic in the traditional sense of the term. “Altruism” in biological writings today has, however, a different meaning, and is therefore becoming a source of confusion. In many communities, both primitive and advanced, nurturant behavior and the teaching of young children by older children are reported to be more prominent among girls than among boys. Teaching, considered as a type of behavior, has been neglected as a subject of study. It would repay multidisciplinary investigation, especially as it appears in the conduct of children.     

The picture superiority effect in categorization: visual or semantic?

Two experiments are reported whose aim was to replicate and generalize the results presented by Snodgrass and McCullough (1986) on the effect of visual similarity in the categorization process. For pictures, Snodgrass and McCullough's results were replicated because Ss took longer to discriminate elements from 2 categories when they were visually similar than when they were visually dissimilar. However, unlike Snodgrass and McCullough, an analogous increase was also observed for word stimuli. The pattern of results obtained here can be explained most parsimoniously with reference to the effect of semantic similarity, or semantic and visual relatedness, rather than to visual similarity alone.