Emotional responses to objective and normative performance feedback

The effect of objective and normative feedback on emotional responses to tasks was assessed in kindergarten age and 2nd- and 4th-grade children. Children completed a task on which they received objective (few errors vs. many errors) and normative (superior vs. inferior to same-aged peers) feedback. After receiving the feedback they were asked to rate the intensity of their emotional responses (global affect, good, bad, proud, and embarrassed), and their competency on the task. Both objective and normative feedback affected most emotional responses. The effect of the evaluation feedback generally did not vary as a function of the child's grade. Girls' comptency ratings were more affected by normative feedback than boys', but boys were more embarrassed following objective failure than girls.     

Learning style and medical students' performance on objective examinations

Whether convergers perform better than other learning styles (measured on Kolb's Learning Style Inventory) on an objective medical school examination was investigated. Convergers were more likely than nonconvergers to achieve an outstanding (A) score on a biometrics examination.     

College students' responses to content-specific advisories regarding television and movies

Extending Ingold's research on adult viewers' responses to mature content advisories, this study examined the likelihood of viewing television programs and of viewing theatrical movies with general and content-specific advisories. The results show that among the 63 undergraduate men, viewing likelihood was increased significantly with the provision of all types of mature content advisories, whereas among the 122 undergraduate women viewing interest increased with the 'sexuality' advisory but decreased with the 'violence' advisory.     

Primary process patterning in college students' inkblot responses

Holzman Inkblots were administered under standard instructions and under instructions to respond imaginatively. Protocols were scored according to Holt's system for scoring primary process. Subcategories of primary process proved to be reliable and to differ in prominence. A stable pattern of primary process, characterizing college students' inkblot responses, appears to represent students' intuition of what it means to be imaginative.     

Context and structure: The nature of students' knowledge about three spatial diagram representations

The authors investigated whether college students possess abstract rules concerning the applicability conditions for three spatial diagrams that are important tools for thinking—matrices, networks, and hierarchies. A total of 127 students were asked to select which type of diagram would be best for organising the information in each of several short scenarios. The scenarios were written using three different story contexts: (a) neutral, presenting a real-life situation but not cueing a particular representation; (b) abstract, presenting only variable names and relations; and (c) incongruent, in which the context and informational structure cued different representations. The results indicated above-chance performance on the abstract scenarios, as well as comparable performance on the abstract and neutral context scenarios. In a follow-up study in which eight students thought out loud while selecting diagrams for the abstract scenarios, there were almost no references to concrete examples. The results of these studies suggest that students possess abstract rules concerning the applicability conditions for matrices, networks, and hierarchies.     

The nature and basis of age-related changes in dynamic visual acuity

The ability of observers to resolve moving targets, or dynamic visual acuity (DVA), was determined for a group of young adults (M age = 19.6 years) and a group of older adults (M age = 67.6 years). Targets were presented at two luminance levels over a range of velocities (30, 60, 90, and 120 deg/s) and at 2 durations (200 and 600 ms). The younger subjects exhibited superior DVA under nearly all conditions, but this effect was essentially eliminated by the luminance adjustment. These results are interpreted in terms of decreased retinal illumination in the older subjects rather than in terms of age-related changes in the underlying eye movement systems. Practical and theoretical implications are discussed.     

The impact of changes in spatial distance on emotional responses

Drawing on motivational approaches to emotion, the authors propose that the perceived change in spatial distance to pictures that arouse negative emotions exerts an influence on the significance of these pictures. Two experiments induced the illusion that affective pictures approach toward the observer, recede from the observer, or remain static. To determine the motivational significance of the pictures, emotional valence and arousal ratings as well as startle responses were assessed. Approaching unpleasant pictures were found to exert an influence on both the valence and the arousal elicited by the pictures. Furthermore, movement of pleasant or neutral pictures did not influence startle responses, while the second experiment showed that approaching unpleasant pictures elicited enhanced startle responses compared to receding unpleasant pictures. These findings support the view that a change of spatial distance influences motivational significance and thereby shapes emotional responses.     

Masked blindsight in normal observers: Measuring subjective and objective responses to two features of each stimulus

Recent visual masking studies that have measured visual awareness with graded subjective scales have often failed the show any evidence for unconscious visual processing in normal observers in a paradigm similar to that used in studies on blindsight patients. Without any reported awareness of the target, normal observers typically cannot discriminate target’s features better than chance. The present study examined processing of color and orientation by measuring graded awareness and forced-choice discriminations for both features in each trial. When no awareness for either feature was reported, discrimination of each feature succeed better than expected by chance, even when the other feature was incorrectly discriminated in the same trial. However, the characteristics of the mask determined whether or not masked blindsight was observed. We conclude that when the processing channels are free from intra-channel interference, unbound or weakly bound features can guide behaviour without any reported awareness in normal observers.     

Age-related changes of phasic heart rate responses to affective pictures

This study examined age differences in phasic heart rate in response to neutral, negative and positive pictures. Heart rate changes and subjective ratings were analyzed in 22 middle-aged (40-55 years) and 30 older (56-78 years) participants. The effects of valence on the HR pattern across time were similar to that obtained by Bradley and co-workers. Conversely to previous studies, we did not report any age-related reduction in cardiac reactivity. Instead, when viewing positive pictures, the triphasic wave form appeared in the group of older adults, but for younger participants, it was replaced by a sustained deceleration. These results were interpreted in the light of the socioemotional selectivity theory.     

Developmental changes in the responses of preterm infants to a painful stressor

The purpose of this investigation was to examine longitudinally gestational age and developmental differences in preterm infants' self-regulatory abilities in response to a painful stressor, as well as associations between behavioral and cardiovascular responses. Participants included 49 healthy premature infants. Behavioral and cardiovascular responses to a heel stick blood draw were compared between infants of 28-31 and 32-34 weeks' gestation age at birth. Both gestational age groups displayed behavioral and cardiovascular indications of stress in response to the blood draw. However, both shortly after birth and several weeks later, infants born at younger gestational ages (28-31 weeks) were more physiologically reactive. Evidence that the behavioral stress responses of 28-31 weeks' gestation age group preterm infants do not reflect their physiological responses suggests that evaluation of preterm infants' experiences and risk require assessments of both physiology and behavior. The greater stress vulnerability of the 28-31 weeks' gestation group relative to the 32-34 weeks' gestation group and the implications of this for subsequent development are discussed.     

Assessing changes in performance and monitoring processes in individual and collaborative tests according to students' metacognitive skills

This study assessed students' test performances and metacognitive processes in real classroom settings. Psychology undergraduates were categorised according to their metacognitive skills (high vs. low) and had their test performances and monitoring processes in two different types of tests (multiple-choice and short-answer tests) compared in individual and collaborative test conditions. Students' test preparation practices, attributions, and regulatory processes during test-taking were also compared by using open-ended questions. In the collaborative tests, three types of metacognitive pairings were made (high/high vs. high/low vs. low/low). Results showed that: (1) in individual tests, high-metacognitive students presented better performance and higher confidence levels due to their more effective test preparation practices and regulatory skills; (2) Differences in performance and confidence levels due to metacognitive skills disappear when students take tests collaboratively; (3) Over time, collaborative testing had particular positive effects on the low/low metacognitive pairings. Results are discussed focusing on their educational implications.     

Reactions to objective self-awareness

In order to determine reactions to objective self-awareness, 96 female undergraduates received either positive or negative feedback on a “creativity” task prior to being given an opportunity to write a response to a visual cue. Half of the subjects were made objectively self-aware, via a mirror, during the visual cue task; half were not. In addition, half of the subjects were led to believe that the visual cue task was highly related to creativity, while half learned that the task was low in relevance. A “longer the response, the better” standard of correctness was established for all subjects. As predicted, the results indicated that when made objectively self-aware, subjects who received negative feedback wrote more in response to the visual cue than did those who received positive feedback, a difference which was not obtained for the subjectively self-aware subjects. The task relevance manipulation also produced a significant main effect. A similar pattern of results was obtained on a measure of the time spent on the task. The implications of the results for objective self-awareness theory are considered.     

The role of text representation in students' ability to identify fallacious arguments

Informal reasoning fallacies are arguments that, though they may seem persuasive, are not valid. The psychological aspect of informal reasoning fallacies, specifically the identification of factors that influence students' ability to identify fallacies, has not been the subject of empirical study. The aim of this study was to test the hypothesis that subjects' ability to identify fallacious arguments is associated with the representation of the argumentative text in the cognitive system. In the first experiment, we tested the hypothesis through a recall task. In the second experiment, we tested the hypothesis through a classification task. The results of the experiments confirm the research hypothesis and point to the role of argumentative structures in argumentation tasks.     

The nature of humor in human nature: Cross-cultural commonalities

It is contended that humor is a universal, pan-cultural phenomenon. Humor theory is examined on superiority, psychoanalytic, and incongruity-resolution dimensions. Cross-cultural humor commonalities are derived from the literature; and genetic, biological, and social dynamics of humor are explored. Intercultural differences in the content domain of humor are noted. It is concluded that humor is an appropriate intervention for ethnically diverse clients, when used sensitively in the counselling process.     

Religious responses to social changes in Russia: Traditional and new religions compared

Recent developments have brought about rapid changes in Russian society which in turn have reshaped the religious landscape in that country. Looking at traditional religion as well as new forms of religiosity the author argues that Russia is experiencing a continuing religious renewal rather than a revival. He examines the diversity of religious groups in relation to pluralism and social inequality.