Action,inaction, and factors influencing perceived decision making

Two studies examined factors hypothesized to be related to the subjective perception of decision making. A total of 302 introductory psychology students read four hypothetical scenarios that varied on two dimensions: frequency of the behavior and whether the behavior was an action or an inaction (a 2 × 2 design). Subjects rated the scenarios on whether the actor made a decision. In Experiment 1, the frequency of behavior was unrelated to decision making. In addition, actions were given higher decision ratings than inactions in two scenarios, but lower ratings in the other two scenarios. In Experiment 2 the latter discrepancy was explained by ratings of whether the actor behaved thoughtfully rather than reflexively, in that these ratings mediated the action–decision rating relationship. Copyright © 2001 John Wiley & Sons, Ltd.     

Individual response differences in spider phobia: Comparing phobic and non-phobic women of different reactivity levels

Abstract

In contrast to previous stress research, studies concerning phobic disorders have never systematically investigated individual response differences between phobic participants integrating numerous different response measures. The aim of this article is to clarify the existence of significant individual response differences in psychophysiological responses (e.g., heart rate, skin conductance responses (SCR), corrugator, cortisol), subjective ratings (e.g., valence, arousal), and avoidance behavior in 46 spider phobic and 44 non-phobic women when exposed to 20 phobic and 20 neutral pictures. Previous studies that did not attend to individual response differences showed that, during phobic stimulation, phobic individuals have increased psychophysiological responses (heart rate, SCR, and corrugator responses), more negative valence rating, and more subjective arousal than non-phobic individuals. These results were confirmed by our data. With regard to individual response uniqueness, 1/3–2/3 of spider-phobic women with low responsiveness in heart rate, cortisol, and avoidance behavior were indistinguishable from non-phobic women during phobic stimulation. With SCR, corrugator EMG, and subjective ratings, no individual response uniqueness was found. Based on the findings, exposure therapy might be improved by tailoring interventions to individuals with a therapeutic focus on those psychophysiological measures that show the highest individual responsivity.     

责任归因对“做效应”的调控及其ERP证据

“做效应(action effect)”是指决策中由“做(action)”与“不做(inaction)”行为引起的相同决策后果, 却诱发了不同强度的情绪体验。本研究使用ANSIE量表筛选了责任归因不同倾向的两类被试(极端内控者、极端外控者), 运用ERP技术, 在一项简单赌博实验任务中考察了这两类被试的“做效应”差异及其电生理证据, 旨在探讨责任归因对“做效应”的调控作用。行为结果表明, 无论结果输赢, 极端内控被试的“做”与“不做”行为结果诱发的情绪强度和责任感强度都没有差异, 而极端外控被试的“做”行为诱发的情绪强度和责任感强度都比“不做”行为诱发的明显大; 脑电结果表明, 在FRN和P300上, 极端内控被试的“做”与“不做”行为诱发的FRN和P300波幅之间都没有差异, 而极端外控被试的“做”行为诱发的这两种脑电成分波幅都比“不做”诱发的较大。简言之, “做效应”在极端内控被试身上表现不明显, 而在极端外控被试身上表现明显。“做效应”很可能是由于个体对不同行为导致的相同决策后果的责任归因不同引起的。     

The Awareness of Consequences Scale: An Exploration,Empirical Analysis,and Reinterpretation

The value–belief–norm model assumes that egoistic, social‐altruistic, and biospheric value orientations causally influence how people cognitively structure beliefs regarding adverse environmental consequences. Empirical studies have administered the Awareness of Consequences (AC) scale to differentiate between these 3 orientations. We report an analysis that challenges previous work in the field. Evidence is presented that indicates the AC scale should be reinterpreted as a measure of beliefs supporting environmental action and beliefs supporting environmental inaction. The beliefs supporting environmental action appear to be differentiable according to beliefs in the positive consequences from environmental protection and the seriousness of environment harm. This has major implications for the value–belief–norm model and its application.     

Omission bias, individual differences, and normality

Omission bias is the preference for harm caused by omissions over equal or lesser harm caused by acts. Recent articles (Connolly & Reb, 2003; Patt & Zeckhauser, 2000; Tanner & Medin, in press) have raised questions about the generality of this phenomenon and have suggested that the opposite bias (action bias) sometimes exists. Prentice and Koehler (2003) have suggested that omission bias is sometimes confounded with a bias toward what is normal, a bias they find. We review this literature and report new data showing omission bias with appropriate methods, as well as a small normality bias that cannot explain the omission bias. The data suggest that the bias is largely based on the distinction between direct and indirect causation, rather than that between action and inaction as such. We report substantial individual differences: some subjects show action bias. We argue, though, that concern about omission bias is justified if only a substantial minority of people show it.     

Hedonic arousal, time intervals, and excitation transfer

Zillmann’s (1978, 1983) excitation transfer theory was tested in relation to arousal processes opposite in hedonic valence. Sixty female subjects, randomly assigned to six experimental conditions, were initially exposed either to arousal stimulation positive in hedonic valence (sexual humor), or to arousal stimulation negative in hedonic valence (insulting remarks), or to a neutral unarousing task. In each condition, half of the subjects rated mildly arousing positively valenced male models’ photographs on several scales either immediately or with a 4 minute delay following prior arousal. In support of Zillmann’s theory, subjects in the positive hedonic arousal condition gave significantly lower photograph ratings on the arousal-related scales at the immediate, than at the delayed, rating time. However, contrary to Zillmann’s theory, the pattern of these ratings was reversed in the negative hedonic arousal condition, with the significantly higher ratings at the immediate, rather than delayed, rating time. Also, there were significant differences in these ratings among all three conditions both at the immediate and at the delayed rating time, but, as predicted, no significant differences were obtained for these ratings between the rating times in the control unarousing condition. The differences in excitation transfer between arousal processes positive and negative in hedonic valence may be due to their differences on a temporal dimension with regard to the speed of accumulation and the speed of dissipation of each arousal type.     

Support and Nonsupport for Nationalist Rebellion: A Prospect Theory Approach

Prospect theory has been advanced as one way to link intentional rebellious action and the influence of social conditions on individual decisions to support such action. This study extends the application of prospect theory by explaining tendencies toward action or inaction among individuals within identical social contexts. Put simply, the way in which people define reference points has an effect on how they perceive violent options. These perceptions may invoke inaction biases among members of a constituent community. This explanation is explored with illustrative examples drawn from interviews with individuals who supported or did not support rebellious action in Northern Ireland (in 1998) and in the West Bank and Gaza Strip (in 1999). The interview data suggest that territorial demands are an important factor in how rebellious options are perceived.     

Positive mood + action = negative mood + inaction: effects of general action and inaction concepts on decisions and performance as a function of affect

General action and inaction concepts have been shown to produce broad, goal-mediated effects on cognitive and motor activity irrespective of the type of activity. The current research tested a model in which action and inaction goals interact with the valence of incidental moods to guide behavior. Over four experiments, participants' moods were manipulated to be positive (happy), neutral, or negative (angry or sad), and then general action, inaction, and neutral concepts were primed. In Experiment 1, action primes increased intellectual performance when participants experienced a positive (happy) or neutral mood, whereas inaction primes increased performance when participants experienced a negative (angry) mood. Including a control-prime condition, Experiments 2 and 3 replicated these results measuring the number of general interest articles participants were willing to read and participants' memory for pictures of celebrities. Experiment 4 replicated the results comparing happiness with sadness and suggested that the effect of the prime's adoption was automatic. Overall, the findings supported an interactive model by which action concepts and positive affect produce the same increases in active behavior as inaction concepts and negative affect.     

A comparison of dimensional models of emotion: Evidence from emotions,prototypical events,autobiographical memories,and words

The intensity and valence of 30 emotion terms, 30 events typical of those emotions, and 30 autobiographical memories cued by those emotions were each rated by different groups of 40 undergraduates. A vector model gave a consistently better account of the data than a circumplex model, both overall and in the absence of high-intensity, neutral valence stimuli. The Positive Activation – Negative Activation (PANA) model could be tested at high levels of activation, where it is identical to the vector model. The results replicated when ratings of arousal were used instead of ratings of intensity for the events and autobiographical memories. A reanalysis of word norms gave further support for the vector and PANA models by demonstrating that neutral valence, high-arousal ratings resulted from the averaging of individual positive and negative valence ratings. Thus, compared to a circumplex model, vector and PANA models provided overall better fits.     

Action,the foundation for cognitive development

It is argued that action constitutes the foundation for cognitive development. Action is a principal component of all aspects of cognitive development including social understanding. It reflects the motives of the child, the problems to be solved, the goals to be attained, and the constraints and possibilities of the child’s body and sensory‐motor system. Actions are directed into the future and their control is based on knowledge of what is going to happen next. The child’s sensory‐motor system is especially designed to facilitate the extraction of this knowledge. In addition, the infant is endowed with motives that ensure that these innate predispositions are transformed into a system of knowledge for guiding actions. By acting on the world, infants develop their cognition.     

Creativity,Society, and the Hidden Subtext of Gender: Toward a New Contextualized Approach

Conventional categories of creativity are being deconstructed after the so-called postmodern debate. This article takes this process deeper, to what we will show is the hidden subtext of gender underlying how creativity has been socially constructed. It also proposes a more contextualized approach to creativity that takes into account both its individual and social dimensions and how this relates to what Eisler (1987) has called a partnership rather than dominator model of society.     

Ratings of social support by adolescents and adult informants: degree of correspondence and prediction of depressive symptoms

It has been suggested that the personality of the individual influences appraisal processes that determine ratings of both social support and mental health, thus leading to an association between these variables that reflects only their shared self-report bias. To test whether ratings of social support made by someone other than the target individual would significantly predict outcomes, 115 pregnant adolescent girls and 115 adults who knew the adolescents well both completed ratings of the adolescent's social support. Results showed a moderate level of agreement between adolescent and informant support ratings. Both self-report and informant total social support ratings predicted pregnancy depression scores. Only informant social support ratings were significant predictors of postpartum depression scores. The ability of informants' ratings of social support to predict the adjustment of the adolescents to a major life stress was viewed as evidence that the commonly found link between social support and mental health reflects more than self-report biases.     

Differences in adult and adolescent listeners’ ratings of valence and arousal in emotional prosody

ABSTRACT

Judgments of emotional stimuli’s valence and arousal can differ based on the perceiver’s age. With most of the existing literature on age-related changes in such ratings based on perceptions of visually-presented pictures or words, less is known about how youth and adults perceive and rate the affective information contained in auditory emotional stimuli. The current study examined age-related differences in adolescent (n?=?31; 45% female; aged 12–17, M?=?14.35, SD?=?1.68) and adult listeners’ (n?=?30; 53% female; aged 21–30, M?=?26.20 years, SD?=?2.98) ratings of the valence and arousal of spoken words conveying happiness, anger, and a neutral expression. We also fitted closed curves to the average ratings for each emotional expression to determine their relative position on the valence-arousal plane of an affective circumplex. Compared to adults, adolescents’ ratings of emotional prosody were generally higher in valence, but more constricted in range for both valence and arousal. This pattern of ratings is suggestive of lesser differentiation amongst emotional categories’ holistic properties, which may have implications for the successful recognition and appropriate response to vocal emotional cues in adolescents’ social environments.     

Individual response differences in spider phobia: comparing phobic and non-phobic women of different reactivity levels

In contrast to previous stress research, studies concerning phobic disorders have never systematically investigated individual response differences between phobic participants integrating numerous different response measures. The aim of this article is to clarify the existence of significant individual response differences in psychophysiological responses (e.g., heart rate, skin conductance responses (SCR), corrugator, cortisol), subjective ratings (e.g., valence, arousal), and avoidance behavior in 46 spider phobic and 44 non-phobic women when exposed to 20 phobic and 20 neutral pictures. Previous studies that did not attend to individual response differences showed that, during phobic stimulation, phobic individuals have increased psychophysiological responses (heart rate, SCR, and corrugator responses), more negative valence rating, and more subjective arousal than non-phobic individuals. These results were confirmed by our data. With regard to individual response uniqueness, 1/3-2/3 of spider-phobic women with low responsiveness in heart rate, cortisol, and avoidance behavior were indistinguishable from non-phobic women during phobic stimulation. With SCR, corrugator EMG, and subjective ratings, no individual response uniqueness was found. Based on the findings, exposure therapy might be improved by tailoring interventions to individuals with a therapeutic focus on those psychophysiological measures that show the highest individual responsivity.     

PiSCES: Pictures with social context and emotional scenes with norms for emotional valence,intensity, and social engagement

Picture databases are commonly used in experimental work on various aspects of emotion processing. However, existing standardized facial databases, typically used to explore emotion recognition, can be augmented with more contextual information for studying emotion and social perception. Moreover, the perception of social engagement, i.e., the degree of interaction or engagement inferred between the people in target pictures, has not been measured. In this paper, we describe the development of a database comprising 203 black-and-white line drawings depicting people within various situational contexts, and normed on perceived emotional valence, intensity, and social engagement, a new construct. Analyses of ratings collected from 62 young adults (30 females, 32 males; mean age 22 years) revealed the typical quadratic relationship between valence and intensity, i.e., stimuli that are more emotionally charged, whether positively or negatively valenced, are more intense than emotionally-neutral stimuli. Moreover, the results showed significant linear and quadratic relationships between valence and social engagement ratings, indicating that emotionally-charged social scenes were perceived as more engaging than emotionally-neutral social scenes. This new database will facilitate investigations of how people perceive and interpret social and emotional information in everyday interactions, and is offered as a resource to experimenters involved in social and/or emotional processing research.     

Omission and commission in judgment and decision making: Understanding and linking action‐inaction effects using the concept of normality

Research on action and inaction in judgment and decision making now spans over 35 years, with ever‐growing interest. Accumulating evidence suggests that action and inaction are perceived and evaluated differently, affecting a wide array of psychological factors from emotions to morality. These asymmetries have been shown to have real impact on choice behavior in both personal and interpersonal contexts, with implications for individuals and society. We review impactful action‐inaction related phenomena, with a summary and comparison of key findings and insights, reinterpreting these effects and mapping links between effects using norm theory's (Kahneman & Miller, 1986) concept of normality. Together, these aim to contribute towards an integrated understanding of the human psyche regarding action and inaction.     

Show me what threatens you,and I can tell who you are: Perception of threat and the self

Abstract

This article proposes a methodical way to understand the self from the angle of psychologically meaningful threat. On the basis of systematic cross-cultural examination of threats to core self-motives, this comprises the notion of self as being most reliably described by instances in which a person shows a motivated response to information from the social environment. Building on accounts of cultural differences in self- construal, this approach allows insight into self-related processes, because motivated responses to self-threat should depend on how the self is defined in the social space. The research conducted from this approach has examined cultural differences to threats to freedom, belonging and consistency. For people with a collectivistic cultural background, as well as for those with a more interdependent self-construal within a given culture, responses to freedom, belonging and consistency threats were less intense, particularly when threats were directed at the individual sense of self. Looking at the self from this perspective further allows for insight into underlying mechanisms into self-related processes, as well as for more direct information on the influence of context on what constitutes the self.     

SOCIAL VALIDATION OF COMPONENT BEHAVIORS OF FOLLOWING INSTRUCTIONS,ACCEPTING CRITICISM,AND NEGOTIATING

This study evaluated whether behaviors often taught as part of social skills training are judged favorably by others. Community judges evaluated the performances of people in various situations requiring one of three social skills: following instructions, accepting criticism, and negotiating to resolve conflicts. These skills were displayed in videotaped scenes by actors with and without mental retardation who acted out roles that had different types of authority relationships, and when different components or clusters of behavior (nonverbal, specific verbal, or general verbal behaviors) were performed well or poorly. The highest ratings by judges were of videotaped scenes that depicted correct use of all behaviors, regardless of which skill was being examined, whether or not the actor had mental retardation, or what the relationship was between the two actors. The lowest ratings were of videotaped scenes that depicted poor performance of all behaviors, and intermediate ratings were obtained when only some of the behaviors were performed poorly. These results, as well as the verbal responses of judges to questions, indicated that the different behaviors commonly used in teaching the skills of following instructions, accepting criticism, and negotiating are relevant to judgment of social performance, and are likely to be reinforced and maintained by social contingencies.     

Measuring Competence and Dysfunction in Preschool Children: Source Agreement and Component Structure

Agreement between parents and teachers on ratings of three domains of behaviors exhibited by preschool children and the structural relations between these domains were measured. Parents and teachers rated the behaviors of a socioeconomically diverse sample of 610 children; ratings were obtained from parents at three time points and from teachers at two time points. The results indicated little agreement between sources on the ratings of individual child behaviors; however, ratings within a source were stable over time. Principal components analyses of source ratings combined and separately indicated virtually identical and independent three-component solutions comprised of a coping competence, externalizing behavior, and internalizing behavior component. These data suggest that competence and dysfunction develop in response to different contextual demands and underscore the importance of measuring each domain of behavior in clinical and research settings.     

Agreement among teacher,peer, and self-ratings of children's aggression,withdrawal, and likability

This study examined the relationship among teacher, peer, and self-ratings of children's social behavior. The Pupil Evaluation Inventory was completed by 172 first-graders, 346 fourth-graders, 283 seventh-graders, and 30 teachers. Groups of deviant responders and controls were also selected from the total sample on the basis of peer-rated aggression and withdrawal scores. Interrater agreement was consistently greater between peer and teacher ratings than between self-ratings and either peer or teacher ratings. Discrepancies between raters were greatest for children with more deviant scores, with peer ratings providing the highest estimates of deviant behavior, and self ratings yielding the lowest. Self ratings were lower than teacher or peer ratings on aggression and withdrawal, and higher on likability. Aggression produced greatest agreement between raters. Agreement was uninfluenced by the cognitive maturity of peer evaluators. The results suggest that the selection of raters should be influenced by the class of behaviors to be evaluated and the context in which they occur.This research was funded by Québec Ministry of Social Affairs Grant RS 281 to Jane Ledingham and Alex Schwartzman. The authors wish to thank Lisa Serbin for her helpful comments on this article, and Claude Senneville, Geoff Selig, and Denise Morin for their assistance in the data collection and analysis.