Effects of fear and anger on perceived risks of terrorism: a national field experiment

The aftermath of September 11th highlights the need to understand how emotion affects citizens' responses to risk. It also provides an opportunity to test current theories of such effects. On the basis of appraisal-tendency theory, we predicted opposite effects for anger and fear on risk judgments and policy preferences. In a nationally representative sample of Americans (N = 973, ages 13–88), fear increased risk estimates and plans for precautionary measures; anger did the opposite. These patterns emerged with both experimentally induced emotions and naturally occurring ones. Males had less pessimistic risk estimates than did females, emotion differences explaining 60 to 80% of the gender difference. Emotions also predicted diverging public policy preferences. Discussion focuses on theoretical, methodological, and policy implications.     

Effects of color on perceptual and conceptual tests of implicit memory

Two experiments are reported that explore why recent investigations of implicit memory failed to find any effects of color information on test performance. In the first experiment, participants studied colored pictures as well as words printed in colored ink without any memory instructions. During the test phase, a verbal and a pictorial version of a color-choice task (a conceptual priming test) were compared to two perceptual tests (word-stem completion and picture-fragment identification). Similar and significant amounts of priming to color occurred in both color-choice tasks. The perceptual tests were found to be sensitive to changes in the stimulus-presentation mode from study to test, but stimuli remaining the same color and those changed to black-and-white did not differ in the priming scores. In the second experiment, a mild division of attention was introduced in the study phase. Once again, priming to color was observed only in the verbal version of a color-choice test and not in the word-stem completion test. Dividing attention did not decrease performance on both implicit tests, whereas an explicit test of color recall for studied pictures suffered from dividing attention at encoding. It is concluded that a perceptual attribute such as color may be represented and coded by conceptual processing. Furthermore, automatic (or not attention-demanding) encoding processes may suffice for later conceptual tests of implicit memory. Previous failures to find any effects of color information on implicit performance are attributed to the use of perceptual priming tests. Received: 30 June 1997 / Accepted: 20 April 1998     

Associative priming in perceptual identification: Effects of prime-processing requirements

Three experiments assessed the effects of prime-processing instructions on associative-priming in word identification and episodic memory for primes. In Experiment 1, groups instructed to read the prime silently or generate silently an associate of the prime showed a larger accuracy benefit for related over unrelated targets than did a group that decided whether an asterisk was to the right or left of the prime. The asterisk-search group showed a weaker repetition effect on a subsequent identification test of primes, indicating that the weaker priming in this group was a result of poorer perceptual processing. On a cued-recall test for primes, the generate group was superior to the other groups. In Experiment 2, we found that with weak prime-target associations, priming was comparable for read and generate groups and stronger than estimated for a guessing strategy, on the basis of single predictions made from each prime by an additional group. In Experiment 3, we demonstrated that the read and generate instructions produced similar mispriming and inhibitory effects. The results suggest that the depths of prime-processing manipulations do not have parallel effects on priming and episodic memory, and that associative priming in word identification, as in other tasks, may involve an expectancy process.     

Letter identification as a function of type of perceptual limitation and type of attribute

It is argued that the distribution of errors in letter identification depends on two factors: (a) whether the set of letters is defined by features that exist or do not exist or by dimensions that exist at some positive value, and (b) whether errors are produced by process limitation in which the letter patterns are distorted or by state limitation in which there is inadequate energy. A specific hypothesis tested was that error distributions reflect the attribute structure under both types of limitation if dimensions define the letter set, but only under a process limitation if features define the letter set. Under a state limitation, feature set errors are primarily produced by a loss of features, so that a letter with more features is called a letter with fewer features more often than conversely. An experiment completely validated the hypothesis under test. In addition, the relative discriminabilities of two dimensions defining a dimension set of letters was reversed from state to process limitation. Thus the attribute structure derived from error distributions is not invariant across types of perceptual limitation, nor are distances between letter pairs always symmetric.     

Testing the counter model for perceptual identification: Effects of repetition priming and word frequency

The counter model for perceptual identification (Ratcliff & McKoon, 1997) differs from alternative views of word recognition in two important ways. First, it assumes that prior study of a word does not result in increased sensitivity but, rather, in bias. Second, the effects of word frequency and prior study are explained by different mechanisms. In the present experiment, study status and word frequency of target and foil were varied independently. Using a forced-choice task, we replicated the bias effect. However, we also found several interactions between frequency and prior study that are in direct conflict with the counter model. Most important, prior study of both alternatives resulted in an attenuation of the frequency effect and an increase in performance for low-frequency targets, but not for high-frequency targets. These findings suggest that the effects of frequency and prior study are not mediated by completely independent mechanisms.     

Dutch adolescents' tolerance of Muslim immigrants: the role of assimilation ideology,intergroup contact,and national identification

This study set out to examine native Dutch adolescents' tolerance (N = 1,139) of Muslim immigrants in relation to the endorsement of assimilation, national identification, and contact with ethnic minority peers. The focus was on two dimensions of tolerance: the acceptance of practices by Muslim actors, and Muslims persuading co‐believers to engage in the same practices. Tolerance was found to be higher for the practices than for persuading others. Higher endorsement of assimilation was related to lower levels of tolerance, and this relation was stronger for higher compared to lower national identifiers. Assimilation mediated the positive relationship between intergroup contact and tolerance. These effects did not differ for the two dimensions of tolerance. The implications of these findings are discussed.     

Biases in the perceived timing of perisaccadic perceptual and motor events

Subjects typically experience the temporal interval immediately following a saccade as longer than a comparable control interval. One explanation of this effect is that the brain antedates the perceptual onset of a saccade target to around the time of saccade initiation. This could explain the apparent continuity of visual perception across eye movements. This antedating account was tested in three experiments in which subjects made saccades of differing extents and then judged either the duration or the temporal order of key events. Postsaccadic stimuli underwent subjective temporal lengthening and had early perceived onsets. A temporally advanced awareness of saccade completion was also found, independently of antedating effects. These results provide convergent evidence supporting antedating and differentiating it from other temporal biases.     

Acquisition of categorical color perception: a perceptual learning approach to the linguistic relativity hypothesis

Color perception can be categorical: Between-category discriminations are more accurate than equivalent within-category discriminations. The effects could be inherited, learned, or both. The authors provide evidence that supports the possibility of learned categorical perception (CP). Experiment 1 demonstrated that observers' color discrimination is flexible and improves through repeated practice. Experiment 2 demonstrated that category learning simulates effects of "natural" color categories on color discrimination. Experiment 3 investigated the time course of acquired CP. Experiment 4 found that CP effects are acquired through hue- and lightness-based category learning and obtained interesting data on the dimensional perception of color. The data are consistent with the possibility that language may shape color perception and suggest a plausible mechanism for the linguistic relativity hypothesis.     

Applying the concept of national character to states within a nation: an extension of Lynn's methodology

Eleven social characteristics of the states of America in 1990 were used to derive factor scores which, following Lynn, appear to measure extraversion and neuroticism.     

The limits of perceived magnitude: Comparison among individuals and among perceptual continua

Two models of perceived magnitude that focus on the concept of dynamic range (DR) for sensory systems are summarized and compared. The first asserts that, whereas the size of DR varies physically from one perceptual continuum to another, all are subjectively equal. The other asserts that, for any given continuum, whereas the size of DR varies over individual observers, the subjective range does not.A test of the second model is reported for perceived effort for a range of loads on a bicycle ergometer. Both DR and judgmental (magnitude estimation) range estimates were obtained for 30 subjects. The former exhibited the expected variability over subjects, but there was no support for the predicted invariance of the latter. However, it is concluded, first, that the finding constitutes disconfirming evidence for the second model only if it is assumed that magnitude estimates are proportional to perceived magnitude, an issue which itself remains in dispute, and second, that the testability of the second model is doubtful unless a measure can be identified that is a stateable function of perceived magnitude.     

Explanation for neon color effect of chromatic configurations on the basis of perceptual ambiguity in form and color

Under reflected light conditions, we observed a neon color effect in a van Tuijl-type pattern for 30 combinations by pairing CMY inks. The results cannot be fully explained by Bressan's proposal as follows: (1) the illusory colors for the six configurations contradicted her predictions, (2) strong effects were not presented for complementary color pairs, and (3) for four configurations, the colors of line segments assimilated into those of the inducing patterns. Thus, the author proposes an hypothesis that the visual system treats neon color displays as ambiguous figures in form and color. This proposal can explain both illusory colors of the illusory area and those of the line segments themselves.     

Combined effects of perceptual grouping cues on object representation: Evidence from motion-induced blindness

We investigated the combined effects of perceptual grouping cues (proximity and contour closure/proximity and orientation similarity) on object representation, using motion-induced blindness, a phenomenon in which salient visual stimuli perceptually disappear when surrounded by moving patterns. We presented as visual targets two stimuli in which a solid square was embedded in an outlined square. Participants reported whether the targets disappeared independently or simultaneously. The results showed that a relatively high proximity cue (with a 0.2-deg separation between the targets) modulated the perceptions of the independent or simultaneous disappearances of targets, regardless of other grouping cues. The contour closure cue modulated these disappearances in the 0.4- to 0.8-deg separations. Finally, the orientation similarity cue began to modulate these disappearances in the 0.6- to 0.8-deg separations. We suggest that the separation between the visual stimuli modulates the combined effects of perceptual grouping cues on complete object representation.     

Extracurricular activities of Dutch University students and their effect on employment opportunities as perceived by both students and organizations

Research on biographical data suggests that recruiters draw inferences about candidates' abilities and attributes based on résumé information. However, few studies have explored students' attributions with regard to the experiences that are relevant in enhancing employment opportunities. The aim of the present study is to fill this gap by analyzing the effect of university students' extracurricular activities (ECAs) on their perceived employment opportunities. Specifically, we combine a large sample of students with recruiters from a wide range of sectors in the Netherlands. Students completed a questionnaire, while recruiters participated in an experiment and semi‐structured interviews. Students' expectations about the value of ECAs for their employment opportunities were found to be misaligned with recruiters' viewpoints. Students expected academic performance to be more relevant for employment opportunities than ECAs, whereas recruiters stated the opposite. Students expected an internship to be the most valued ECA, whereas most recruiters prioritized a board year and emphasized students' motivation and ability to demonstrate the learning gained from ECAs in general. Implications for further biodata research are discussed.     

The effects of perceptual pretraining on concept identification and preference

The effects of perceptual pretraining on preferences and concept identification performance in five- and eight-year-old Ss were investigated. The results indicated that perceptual pretraining facilitated performance on a concept identification task with a non-preferred relevant cue for the five-year-olds, but not for the eight-year-olds. However, perceptual pretraining did not affect preference in either age group and Ss were as consistent in their preference responding before and after perceptual pretraining as was a control group that had not received perceptual pretraining. Preferences were highly consistent in both age groups over a one week period. Perceptual pretraining was interpreted to increase the usability of the less preferred dimensions for the younger Ss, and to leave the affective preference response unaltered in both groups.     

The influence of national culture on the perceived fairness of grading procedures: a comparison of the United States and China

Although the desire to be treated fairly is a fundamental human preference, perceptions of fair treatment can be influenced by cultural beliefs and values. For this article, the author used a scenario-based experimental study to examine students' fairness perceptions of grading procedures in 2 countries with distinct national cultures, China and the United States. The results suggest that culture can influence students' perceptions of the fairness of 2 aspects of procedural justice: voice and interpersonal justice. Chinese students were more likely to value interpersonal justice (i.e., being treated with dignity and respect, and being provided with explanations of grading procedures) and perceived the lack of interpersonal justice as less fair than did U.S. participants. In contrast, U.S. students were more likely to perceive voice (i.e., the opportunity to discuss and appeal a grading decision) as fair. These findings are connected to differences in the cultural values of the United States and China.     

A comparison of regression and standard score discrepancy methods for learning disabilities identification: Effects on racial representation

Learning-disabled (LD) children are often identified for services on the basis of a discrepancy between their IQ and achievement scores. Comparisons between regression and standard score difference methods for determining IQ-achievement discrepancies have not considered the comparative effects of these methods on the racial composition of LD classes. A comparison of these methods shows that the standard score difference method produces disproportionate racial representation, whereas the regression method produces proportionate racial representation in LD classes. In addition, the regression method demonstrates advantages in measurement of discrepancies, LD program planning, and conformity with constitutional guarantees of equal protection under the law.